Brain Function, Intellectual Impairment and Education in the Aged

Abstract

ABSTRACT In assessing behavioral problems of the elderly there is a need for procedures which reliably indicate the presence and extent of impaired brain function. In this study, the relation of two mental status measures [the Mental Status Questionnaire (MSQ) and the Face‐Hand test] to intellectual performance and education was evaluated. The sample consisted of 153 consecutive inpatients and outpatients referred to a gerontology clinic. Intellectual performance was assessed with 8 tests of learning and memory, such as Paired Associates and Babcock Story Recall. The findings indicate that positive ratings for impaired brain function on either mental status test were related to lower intellectual performance at each of three levels of education — grade school, high school, and college. Subjects with more education and mental status scores indicating mild impairment performed better on intellectual tests than did less educated persons with no brain dysfunction, but they showed significant deficits compared to other subjects with similar education and intact brain function. Larger intellectual deficits were found when the patient made more test errors and when both tests gave positive ratings. These results confirm the importance of the MSQ and Face‐Hand tests as screening devices for the intellectual deficits associated with impaired brain function in a clinically heterogeneous population.

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Affiliated Institutions

• University of Chicago US
• University of Southern California US

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