ReviewPsicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS2022
Language skills differences between adults without formal education and low formal education.
Review in Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it, 15 citations in OpenAlex.
- Illiteracy, Neuropsychological Assessment, and Cognitive Rehabilitation: A Narrative Review.Advances in experimental medicine and biology · 2023Pooled it
- Differences in Narrative Discourse Ability in Traumatic Brain Injury and a Neurotypical Comparison Group: Influence of Age, Education, and Sex.Archives of physical medicine and rehabilitation · 2026Article
- Computerized adaptation and validity evidence of the test of assessment of syntactic processing in comprehension (TASComp) in Brazilian adults.Frontiers in human neuroscience · 2026Article
- Prevalence and Predictors of Cognitive Decline Among Diabetes Mellitus Patients Attending Jinja Regional Referral Hospital: A Cross-Sectional Study in Eastern Uganda.Health science reports · 2025Article
- Hearing loss and cognitive function among older adults in 18 high-income countries: Moderating and Mediating factors.Research square · 2025Article
- Performance of older adults on MTL- BR Battery: ARE There differences in healthy aging? A pilot study.PloS one · 2025Article
- Narrative Discourse Performance in Traumatic Brain Injury: Does Story Comprehension Predict Story Retelling?Journal of speech, language, and hearing research : JSLHR · 2024Article
- Language impairments in Alzheimer´s disease: What changes can be found between mild and moderate stages of the disease?Clinics (Sao Paulo, Brazil) · 2024Observational
- Establishing Norms of Connected Speech Measures for Story-Telling in Cantonese-Speaking Adults.International journal of language & communication disordersArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
backgroundThe influence of education on cognition has been extensively researched, particularly in countries with high levels of illiteracy. However, the impact of low education in all cognitive functions appears to differ. Regarding to language, the effects of education on many linguistic tasks-supported by different processing-remain unclear. The primary objective of this study was to determine whether oral language task performance differs among individuals with no formal and low-educated subjects, as measured by the Brazilian Montreal-Toulouse Language Assessment Battery (MTL-BR). This is the only language battery available for use in Brazil, but lacks normative data for illiterate individuals. The secondary objective was to gather data for use as clinical parameters in assessing persons with aphasia (PWA) not exposed to a formal education.
methodsA total of 30 healthy illiterate individuals aged 34-60 years were assessed. All participants underwent the MTL-BR Battery, excluding its written communication tasks. The data obtained in the present study were compared against results of a previous investigation of individuals with 1-4 years of education evaluated using the same MTL-BR instrument.
resultsStatistically significant differences in performance were found between non-formal education and the low-educated (2-4 years) groups on the tasks Auditory Comprehension, Repetition, Orthographic/Phonological Fluency, Number dictation, Reading of numbers and also on simple numerical calculations.
conclusionThe study results showed that individuals with no formal education/illiterate had worse performance than low-education individuals on some of the language tasks of the MTL-Br Battery, suggesting that each year of education impacts cognitive-language performance. Also, data were obtained which can serve as a guide for PWA not exposed to a formal education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.