Effects of cultural background on test scores in severe traumatic brain injury

A. J. Walker, J. Batchelor, E. A. Shores, M. P. Jones

Research output: Contribution to journalMeeting abstractResearch

Abstract

The relationship between cultural and linguistic background and neuropsychological test performances was examined in a convenience sample of people sustaining severe to extremely severe traumatic brain injury (TBI). Three groups were compared: (1) monolingual English speaking (N=152), (2) culturally and linguistic diverse background (CALD) educated in Australia (N=35) and (3) CALD and educated in a non-English speaking country (N=37). Those still in posttraumatic amnesia (PTA), more than 2 years post-injury, with prior TBI, or showing insufficient effort were excluded. Groups were not different in years of education, PTA duration or compensation status. On most tests the monolingual English speaking group performed highest and CALD educated in a non-English speaking country lowest, with CALD educated in Australia in between. After adjusting p-value for multiple comparisons, people educated in a non-English speaking country performed at a significantly lower level on WAIS-III indices (PIQ, POI), some WAIS-III subtests and Wisconsin Card Sorting Test (perseverative errors). Effects of cultural background were less prominent on tests of new learning and memory. The results are discussed with respect to the effects of acculturation including context of education on test scores and implications for clinical neuropsychological practice.

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Linguistics
Amnesia
Education
Acculturation
Neuropsychological Tests
Traumatic Brain Injury
Learning
Wounds and Injuries

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@article{1b04fe8a83684ccfb356a7dd720d23a2,
title = "Effects of cultural background on test scores in severe traumatic brain injury",
abstract = "The relationship between cultural and linguistic background and neuropsychological test performances was examined in a convenience sample of people sustaining severe to extremely severe traumatic brain injury (TBI). Three groups were compared: (1) monolingual English speaking (N=152), (2) culturally and linguistic diverse background (CALD) educated in Australia (N=35) and (3) CALD and educated in a non-English speaking country (N=37). Those still in posttraumatic amnesia (PTA), more than 2 years post-injury, with prior TBI, or showing insufficient effort were excluded. Groups were not different in years of education, PTA duration or compensation status. On most tests the monolingual English speaking group performed highest and CALD educated in a non-English speaking country lowest, with CALD educated in Australia in between. After adjusting p-value for multiple comparisons, people educated in a non-English speaking country performed at a significantly lower level on WAIS-III indices (PIQ, POI), some WAIS-III subtests and Wisconsin Card Sorting Test (perseverative errors). Effects of cultural background were less prominent on tests of new learning and memory. The results are discussed with respect to the effects of acculturation including context of education on test scores and implications for clinical neuropsychological practice.",
author = "Walker, {A. J.} and J. Batchelor and Shores, {E. A.} and Jones, {M. P.}",
year = "2007",
language = "English",
volume = "59",
pages = "230",
journal = "Australian Journal of Psychology",
issn = "0004-9530",
publisher = "John Wiley & Sons",
number = "Suppl.",

}

Effects of cultural background on test scores in severe traumatic brain injury. / Walker, A. J.; Batchelor, J.; Shores, E. A.; Jones, M. P.

In: Australian Journal of Psychology, Vol. 59, No. Suppl., 2007, p. 230.

Research output: Contribution to journalMeeting abstractResearch

TY - JOUR

T1 - Effects of cultural background on test scores in severe traumatic brain injury

AU - Walker, A. J.

AU - Batchelor, J.

AU - Shores, E. A.

AU - Jones, M. P.

PY - 2007

Y1 - 2007

N2 - The relationship between cultural and linguistic background and neuropsychological test performances was examined in a convenience sample of people sustaining severe to extremely severe traumatic brain injury (TBI). Three groups were compared: (1) monolingual English speaking (N=152), (2) culturally and linguistic diverse background (CALD) educated in Australia (N=35) and (3) CALD and educated in a non-English speaking country (N=37). Those still in posttraumatic amnesia (PTA), more than 2 years post-injury, with prior TBI, or showing insufficient effort were excluded. Groups were not different in years of education, PTA duration or compensation status. On most tests the monolingual English speaking group performed highest and CALD educated in a non-English speaking country lowest, with CALD educated in Australia in between. After adjusting p-value for multiple comparisons, people educated in a non-English speaking country performed at a significantly lower level on WAIS-III indices (PIQ, POI), some WAIS-III subtests and Wisconsin Card Sorting Test (perseverative errors). Effects of cultural background were less prominent on tests of new learning and memory. The results are discussed with respect to the effects of acculturation including context of education on test scores and implications for clinical neuropsychological practice.

AB - The relationship between cultural and linguistic background and neuropsychological test performances was examined in a convenience sample of people sustaining severe to extremely severe traumatic brain injury (TBI). Three groups were compared: (1) monolingual English speaking (N=152), (2) culturally and linguistic diverse background (CALD) educated in Australia (N=35) and (3) CALD and educated in a non-English speaking country (N=37). Those still in posttraumatic amnesia (PTA), more than 2 years post-injury, with prior TBI, or showing insufficient effort were excluded. Groups were not different in years of education, PTA duration or compensation status. On most tests the monolingual English speaking group performed highest and CALD educated in a non-English speaking country lowest, with CALD educated in Australia in between. After adjusting p-value for multiple comparisons, people educated in a non-English speaking country performed at a significantly lower level on WAIS-III indices (PIQ, POI), some WAIS-III subtests and Wisconsin Card Sorting Test (perseverative errors). Effects of cultural background were less prominent on tests of new learning and memory. The results are discussed with respect to the effects of acculturation including context of education on test scores and implications for clinical neuropsychological practice.

UR - https://doi.org/10.1080/00049530701658667

M3 - Meeting abstract

VL - 59

SP - 230

JO - Australian Journal of Psychology

T2 - Australian Journal of Psychology

JF - Australian Journal of Psychology

SN - 0004-9530

IS - Suppl.

ER -