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CC BY-NC-ND 4.0 · Arq Neuropsiquiatr 2018; 76(02): 93-99
DOI: 10.1590/0004-282X20170190
Article

Naming and verbal learning in adults with Alzheimer's disease, mild cognitive impairment and in healthy aging, with low educational levels

Nomeação e aprendizagem verbal na doença de Alzheimer, no comprometimento cognitivo leve e no envelhecimento sadio com baixa escolaridade
Lilian Cristine Hübner
1   Pontifícia Universidade Católica do Rio Grande do Sul, Departamento de Linguística, Porto Alegre RS, Brasil
2   Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
,
Fernanda Loureiro
3   Pontifícia Universidade Católica do Rio Grande do Sul, Instituto de Geriatria e Gerontologia, Porto Alegre RS, Brasil
,
Bruna Tessaro
1   Pontifícia Universidade Católica do Rio Grande do Sul, Departamento de Linguística, Porto Alegre RS, Brasil
,
Ellen Cristina Gerner Siqueira
1   Pontifícia Universidade Católica do Rio Grande do Sul, Departamento de Linguística, Porto Alegre RS, Brasil
,
Gislaine Machado Jerçnimo
1   Pontifícia Universidade Católica do Rio Grande do Sul, Departamento de Linguística, Porto Alegre RS, Brasil
,
Irênio Gomes
3   Pontifícia Universidade Católica do Rio Grande do Sul, Instituto de Geriatria e Gerontologia, Porto Alegre RS, Brasil
,
Lucas Porcello Schilling
4   Instituto do Cérebro, Porto Alegre RS, Brasil
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ABSTRACT

Language assessment seems to be an effective tool to differentiate healthy and cognitively impaired aging groups. This article discusses the impact of educational level on a naming task, on a verbal learning with semantic cues task and on the MMSE in healthy aging adults at three educational levels (very low, low and high) as well as comparing two clinical groups of very low (0-3 years) and low education (4-7 years) patients with Alzheimer's disease (AD) and mild cognitive impairment (MCI) with healthy controls. The participants comprised 101 healthy controls, 17 patients with MCI and 19 with AD. Comparisons between the healthy groups showed an education effect on the MMSE, but not on naming and verbal learning. However, the clinical groups were differentiated in both the naming and verbal learning assessment. The results support the assumption that the verbal learning with semantic cues task is a valid tool to diagnose MCI and AD patients, with no influence from education.

RESUMO

A linguagem tem se mostrado uma ferramenta eficiente para diferenciar grupos de idosos saudáveis dos com deficiências cognitivas. O artigo objetiva discutir o impacto do nível educacional na nomeação, na aprendizagem verbal (AV) com pistas semânticas e no MEEM no envelhecimento saudável em três níveis de escolaridade (muito baixa: 0-3 anos, baixa: 4-7 anos e alta: >8 anos) e em dois grupos clínicos de escolaridade muito baixa e baixa (Doença de Alzheimer – DA – e Comprometimento Cognitivo Leve - CCL), comparados a controles saudáveis. Participaram 101 controles, 17 CCL e 19 DA. Comparações entre grupos saudáveis demonstraram um efeito da escolaridade no MEEM, mas não nas tarefas de nomeação e de AV. Considerando as comparações entre os grupos clínicos, tanto a nomeação quanto a AV os diferenciaram. Os resultados corroboram a pressuposição de que a tarefa de AV com pistas semânticas é válida para diagnosticar CCL e DA, não sendo influenciada pela escolaridade.

Keywords:

verbal learning - Alzheimer's disease - cognitive disfunction

Palavras-chave:

aprendizagem verbal - doença de Alzheimer - disfunção cognitiva


Publication History

Received: 15 May 2017

Accepted: 21 November 2017

Article published online:
28 August 2023

© 2023. Academia Brasileira de Neurologia. This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commecial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/)

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