Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school

Mariana Callil Voos; Maria Elisa Pimentel Piemonte; Letícia Lessa Mansur; Fátima Aparecida Caromano; Sonia Maria Dozzi Brucki; Luiz Eduardo Ribeiro do Valle

doi:10.1590/0004-282X20170155

Arquivos de Neuro-Psiquiatria, Table of Contents

CC BY-NC-ND 4.0 · Arq Neuropsiquiatr 2017; 75(12): 843-849
DOI: 10.1590/0004-282X20170155

Article

Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school

Impacto da escolaridade na aprendizagem de uma tarefa cognitivo-motora em idosos: cursar a faculdade fornece maior efeito protetor contra o envelhecimento do que cursar o ensino médio

Mariana Callil Voos

¹Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil

,

Maria Elisa Pimentel Piemonte

¹Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil

,

Letícia Lessa Mansur

¹Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil

,

Fátima Aparecida Caromano

¹Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil

,

Sonia Maria Dozzi Brucki

²Universidade de São Paulo, Faculdade de Medicina, Hospital das Clínicas. Departamento de Neurologia, São Paulo SP, Brasil

,

Luiz Eduardo Ribeiro do Valle

³Universidade de São Paulo, Instituto de Ciências Biomédicas, Departamento de Neurofisiologia, São Paulo SP, Brasil

› Author Affiliations

Abstract

ABSTRACT

Objective: To investigate if middle-aged and older adults with a higher education would differ from those with an average education in cognitive-motor tasks involving lower limb function.

Methods: A walking version of the Trail Making Test (Walking Executive Function Task, [WEFT]) was used. Eighty volunteers (40: 50–65 years; 40: 66–80 years) were subdivided into average (6–11years of education) and higher education (12–17 years). They received two training sessions (session 1: eight repetitions, session 2: four repetitions), with a one week-interval between them. The Timed Up and Go (TUG) test was performed before and after the training.

Results: Volunteers with an average education showed longer times on the WEFT than those with a higher education. Older adults showed lower retention than middle-aged adults (p < 0.001). The TUG was faster after the WEFT training (p < 0.001).

Conclusion: The impact of education was observed when locomotion was associated with cognitive tasks. Average education resulted in poorer performance and learning than higher education, mainly in older adults. Gait speed increased after training.

RESUMO

Objetivo: Investigar se adultos e idosos com escolaridade alta teriam aprendizagem diferente de adultos e idosos com escolaridade média em uma tarefa cognitivo-motora envolvendo função de membros inferiores.

Método: A tarefa foi baseada no Trail Making Test (Tarefa de Deambulação Funcional, TDF). Oitenta voluntários (40:50–65 anos; 40:66–80 anos) foram subdivididos em escolaridade média (6–11 anos) e alta (12–17 anos) e realizaram duas sessões de treinamento (1: oito repetições, 2: quatro repetições), com intervalo de uma semana. O Timed Up and Go (TUG) foi realizado antes e após o treinamento.

Resultados: Voluntários com escolaridade média levaram mais tempo para concluir a TDF do que voluntários com escolaridade alta (p < 0.001). Idosos apresentaram menor retenção do que adultos (p < 0.001). TUG foi mais rápido após o treinamento.

Conclusão: O impacto da escolaridade foi observado quando a locomoção foi associada com tarefas cognitivas. Voluntários com escolaridade média apresentaram menor aprendizagem do que com escolaridade alta, principalmente idosos. A velocidade da marcha aumentou com o treinamento.

Keywords:

cognition - aging - evaluation - executive function - locomotion - visual perception

Palavras-chave:

cognição - envelhecimento - avaliação - função executiva - locomoção - percepção visual

Full Text

References

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