INFLUENCE OF LITERACY ON KANNADA ADDENBROOKE’S COGNITIVE EXAMINATION (K-ACE) PERFORMANCE

Cognitive examination assessment is an important part of managing people with brain damage. Several tools are currently available for clinical use. However, the accurate interpretation of the test results relays heavily on certain extraneous variables such as literacy or educational levels among other variables like age, occupation, and gender differences. We investigated the impact of literacy on ACE performance in three groups of normal participants based on their educational (literacy) levels. Results showed significant difference among the three groups, necessitating the need to establish literacy-based normative data on this test to facilitate accurate interpretation of the test results in the clinical population. As a result, aphasia may be mislabeled as "anomic." In order to minimize false positive diagnoses of aphasia, this research strongly suggests collecting information on the client's reading level before administering the K-ACE and interpreting the performance in light of the client's literacy level.

认知检查评估是管理脑损伤患者的重要环节。目前临床应用中已存在多种工具。然而，测试结果的准确解读在很大程度上依赖于某些外在变量，如文化程度或教育水平，以及其他诸如年龄、职业和性别差异等变量。本研究针对基于教育（文化）水平的正常参与者群体，探讨了文化程度对认知检查评估（ACE）表现的影响。结果显示，三组之间存在显著差异，这迫切需要在该测试中建立基于文化程度的标准化数据，以促进对临床人群测试结果的准确解读。因此，失语症可能会被误诊为‘遗忘症’。为了最大限度地减少失语症的误诊率，本研究强烈建议在执行K-ACE并依据客户的文化程度解读其表现之前，收集客户阅读水平的相关信息。