The relevance of age and education in the assessment of discourse comprehension

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

Elderly people, the majority of whom completed education at age 14, comprise an increasingly significant proportion of the population. Neurological disorders which affect language processing are particularly associated with older age. To detect mild or subtle deficits, assessment is required to extend beyond decontextualized units which permit only literal interpretation. A lack of elderly normative data limits the usefulness of such measures. The influences of age, education and gender on comprehension were assessed in adults aged between 40 and 88. Clear advantage for those educated beyond minimum school leaving age and disadvantage for those over age 75 was evident in all measures: discourse, metaphor and inference. In particular the scores of very elderly subjects whose education was completed at the then minimum age of 14 show similarity to the published test data for pathological populations. Age and education are relevant to interpretation of language test performance of those with known pathology but also to everyday communication.
LanguageEnglish
Pages151 – 161
Number of pages11
JournalClinical linguistics & phonetics
Volume14
Issue number2
DOIs
Publication statusPublished - 2000

Fingerprint

comprehension
Education
discourse
education
Language Tests
Metaphor
Nervous System Diseases
Population
everyday communication
Language
Communication
Pathology
interpretation
language
Discourse Comprehension
pathology
metaphor
deficit
lack
gender

Keywords

  • comprehension
  • elderly
  • education
  • discourse

Cite this

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The relevance of age and education in the assessment of discourse comprehension. / Mackenzie, Catherine.

In: Clinical linguistics & phonetics, Vol. 14, No. 2, 2000, p. 151 – 161.

Research output: Contribution to journalArticle

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