Format

Send to

Choose Destination
Sao Paulo Med J. 2015 Jul-Aug;133(4):298-306. doi: 10.1590/1516-3180.2014.8461610. Epub 2015 Mar 17.

Relationship between the Brazilian version of the Montreal-Toulouse language assessment battery and education, age and reading and writing characteristics. A cross-sectional study.

Author information

1
Speech Pathology and Audiology Department, Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul, Brazil.
2
Hospital Nossa Senhora da Conceição, Porto Alegre, Rio Grande do Sul, Brazil.
3
Speech Pathology and Audiology Department, Universidade Federal de São Paulo, São Paulo, Brazil.
4
Psychology Department, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.
5
Faculté de Médecine, Université de Montréal, Montreal, Canada.
6
Université de Toulouse-Le Mirail, Toulouse, France.
7
Psychology Department, Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil.

Abstract

CONTEXT AND OBJECTIVE:

There is growing concern about understanding how sociodemographic variables may interfere with cognitive functioning, especially with regard to language. This study aimed to investigate the relationship between performance in the Brazilian version of the Montreal-Toulouse language assessment battery (MTL-BR) and education, age and frequency of reading and writing habits (FRWH).

DESIGN AND SETTING:

Cross-sectional study conducted in university and work environments in Rio Grande do Sul, Brazil.

METHOD:

The MTL-BR was administered to a group of 233 healthy adults, aged 19 to 75 years (mean = 45.04, standard deviation, SD = 15.47), with at least five years of formal education (mean = 11.47, SD = 4.77).

RESULTS:

A stepwise multiple linear regression model showed that, for most tasks, the number of years of education, age and FRWH were better predictors of performance when analyzed together rather than separately. In separate analysis, education was the best predictor of performance in language tasks, especially those involving reading and writing abilities.

CONCLUSION:

The results suggested that the number of years of education, age and FRWH seem to influence performance in the MTL-BR, especially education. These data are important for making diagnoses of greater precision among patients suffering from brain injuries, with the aim of avoiding false positives.

PMID:
25789778
DOI:
10.1590/1516-3180.2014.8461610
[Indexed for MEDLINE]
Free full text

Supplemental Content

Full text links

Icon for Scientific Electronic Library Online
Loading ...
Support Center