Reading ability mediates the relationship between education and executive function tasks

Journal of the International Neuropsychological Society

Volumn 12, Issue 1, 2006, Pages 64-71

  Johnson, Amanda Schafer ^a   Flicker, Lisa J ^a   Lichtenberg, Peter A ^a  

^a WAYNE STATE UNIVERSITY   (United States)

Author keywords

African Americans; Aged; Dementia; Educational quality; Literacy; Norms

Indexed keywords

ADULT; AFRICAN AMERICAN; AGED; ARTICLE; COGNITION; DEMENTIA; EDUCATION; FEMALE; FUNCTIONAL ASSESSMENT; HUMAN; INTELLIGENCE; MAJOR CLINICAL STUDY; MALE; NEUROPSYCHOLOGICAL TEST; PRIORITY JOURNAL; QUALITATIVE ANALYSIS; QUALITY CONTROL; QUANTITATIVE ANALYSIS; RACE DIFFERENCE; READING; SPEECH INTELLIGIBILITY; TASK PERFORMANCE; VISUOMOTOR COORDINATION; ACHIEVEMENT; CLINICAL TRIAL; MIDDLE AGED; PHYSIOLOGY; PSYCHOMOTOR PERFORMANCE; VERBAL BEHAVIOR; WECHSLER INTELLIGENCE SCALE;

ACHIEVEMENT; AGED; AGED, 80 AND OVER; EDUCATION; FEMALE; HUMANS; MALE; MIDDLE AGED; NEUROPSYCHOLOGICAL TESTS; PSYCHOMOTOR PERFORMANCE; READING; VERBAL BEHAVIOR; WECHSLER SCALES;

EID: 33644917696     PISSN: 13556177     EISSN: 14697661     Source Type: Journal    
DOI: 10.1177/1075547006291346     Document Type: Article

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