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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
1   Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil
,
Maria Elisa Pimentel Piemonte
1   Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil
,
Letícia Lessa Mansur
1   Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil
,
Fátima Aparecida Caromano
1   Universidade de São Paulo, Faculdade de Medicina, Departamento de Terapia Ocupacional e Fonoaudiologia, São Paulo SP, Brasil
,
Sonia Maria Dozzi Brucki
2   Universidade de São Paulo, Faculdade de Medicina, Hospital das Clínicas. Departamento de Neurologia, São Paulo SP, Brasil
,
Luiz Eduardo Ribeiro do Valle
3   Universidade de São Paulo, Instituto de Ciências Biomédicas, Departamento de Neurofisiologia, São Paulo SP, Brasil
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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


Publication History

Received: 03 April 2017

Accepted: 18 August 2017

Article published online:
01 September 2023

© 2023. Academia Brasileira de Neurologia. This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commecial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/)

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