ArticlePsicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS2026
The role of reading and writing history, education, and socioeconomic status on word and pseudoword naming in adult readers of Brazilian Portuguese.
Article in Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundMultiple factors contribute to cognitive maintenance and the development of cognitive reserve in aging, including life experiences and behaviors. Among these, education plays a key role, particularly through language-related activities such as reading and writing.
objectiveThis study investigates the impact of Reading and Writing Habits (RWH), alongside educational level and socioeconomic status (SES), on word and pseudoword naming across the lifespan in Brazilian Portuguese.
methodsUsing a stepwise linear regression model, we analyzed the predictive value of age, SES, education, and RWH on naming performance in young and older adults, utilizing response time and accuracy as dependent variables.
resultsResults indicate that age, SES, education, and RWH significantly influence naming latencies and accuracy. While education showed the strongest effect on response time, RWH also contributed meaningfully, particularly in populations with limited formal education and low SES.
conclusionThese findings suggest that RWH may serve as an important compensatory factor in cognitive processing. Overall, the study highlights the combined role of formal education and lifelong reading and writing habits in supporting language-related cognitive performance and maintaining cognitive reserve, especially in socioeconomically disadvantaged populations.
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