La influencia de la educación y la complejidad laboral en el desempeño cognitivo de adultos mayores con deterioro cognitivo leve
DOI:
https://doi.org/10.22235/cp.v14i1.2194Palabras clave:
adultos mayores, complejidad laboral, deterioro cognitivo leve, educación, rendimiento cognitivoResumen
El presente estudio tiene como objetivo evaluar el peso relativo de la educación y la complejidad laboral en la determinación del rendimiento cognitivo de sujetos con deterioro cognitivo leve (DCL). Fueron evaluados 80 sujetos con DCL, con los siguientes instrumentos: cuestionario de datos demográficos y sociales, cuestionario de agenciamiento de la actividad laboral y una batería neuropsicológica ampliada: memoria (Memoria lógica Signoret Batería, TAVEC), atención (Digit span, TMTA), lenguaje (Vocabulario WAISIII, Test de denominación de Boston, fluidez verbal), funciones ejecutivas (TMTB, analogías WAIS III, razonamiento matricial WAISIII) y construcción visual (cubos WAISIII). Los resultados muestran que la complejidad laboral tiene un peso mayor que la educación en la cognición como son el vocabulario, la flexibilidad cognitiva y las habilidades visuoconstructivas. La educación, tiene mayor peso en el razonamiento abstracto y la atención sostenida. La complejidad ocupacional y la educación desempeñan un papel diferencial e importante en el mantenimiento de las capacidades cognitivas, siendo factores amortiguadores del deterioro cognitivo en el envejecimiento.
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Organización Mundial de la Salud (2012). Demencias. Ginebra: OMS Ediciones.
Peláez, E., Monteverde, M., & Acosta, L. (2017). Celebrar el envejecimiento poblacional en argentina. Desafíos para la formulación de políticas. SaberEs, 9(1).
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Pool, L. R., Weuve, J., Wilson, R. S., Bültmann, U., Evans, D. A., & De Leon, C. F. M. (2016). Occupational cognitive requirements and late-life cognitive aging. Neurology, 86(15), 1386-1392. doi: https://doi.org/10.1212/wnl.0000000000002569
Reitan, R. M. (1958). Validity of the Trail Making Test as an indication of organic brain damage. Perception Motor Skills, 8(3), 271-275. doi: https://doi.org/10.2466/pms.8.7.271-276
Roldán-Tapia, L., García, J., Cánovas, R., & León, I. (2012). Cognitive reserve, age, and their relation to attentional and executive functions. Applied Neuropsychology: Adult, 19(1), 2-8. doi: https://doi.org/10.1080/09084282.2011.595458
Sanchez Contreras, M., Moreno Gómez G. A. & García Ortíz, L. H. (2010) Deterioro cognitivo, nivel educativo y ocupación en una población de una clínica de memoria. Revista Colombiana de Psiquiatría, 39(2), 347-361. doi: https://doi.org/10.1016/s0034-7450(14)60255-9
Signoret, J. L. & Whiteley, A (1979). Memory battery scale. International Neuropsychology Society Buletin, 2, 2-26.
Smart, E. L., Gow, A. J., & Deary, I. J. (2014). Occupational complexity and lifetime cognitive abilities. Neurology, 83(24), 2285-2291. doi: https://doi.org/10.1212/wnl.0000000000001075
Spreen, O. & Benton, A. (1977). Neurosensory Center Comprehensive Examination for Aphasia. Victoria, British Columbia: University of Victoria Neuropsychology Laboratory.
Stern, Y. (2002). What is cognitive reserve? Theory and research application of the reserve concept. Journal of the International Neuropsychological Society, 8(3), 448-460. doi: https://doi.org/10.1017/S1355617702813248
Stern, Y. (2009). Cognitive reserve. Neuropsychologia, 47(10), 2015-2028. doi: https://doi.org/10.1016/j.neuropsychologia.2009.03.004
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2020-06-04
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Feldberg, C., Stefani, D. ., Tartaglini, M. F. ., Hermida , P. D. ., Moya García , L. ., Somale, V. . ., & Allegri, R. . . (2020). La influencia de la educación y la complejidad laboral en el desempeño cognitivo de adultos mayores con deterioro cognitivo leve. Ciencias Psicológicas, 14(1), e-2194. https://doi.org/10.22235/cp.v14i1.2194
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Derechos de autor 2020 Universidad Católica del Uruguay
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
