Performance of older adults in a digital change detection task: The role of heterogeneous education.

Abstract

The influence of education on traditional paper-and-pen cognitive assessments is widely reported. However, a minimal amount of evidence is available regarding the role of education in digital tasks. This study aimed to compare the performance of older adults with different educational attainment in a digital change detection task, as well as to relate their performance on the digital task and traditional paper-based tests. Participants (n = 180) were recruited in primary health care settings from a countryside city in the state of Sao Paulo-Brazil and were assigned to three different groups according to their educational background. Traditional paper-based neuropsychological instruments (i.e., ACE-R, Digit Span, Bells test) were used in addition to a digital change detection task. There was no difference in reaction time on the change detection task between the groups; however, participants with higher educational levels performed better than illiterates or lower education groups. The digital test was correlated to ACE-R total score as well as to its language domain. Our results suggested that the performance in the digital task was different for older adults with heterogeneous educational attainment. Technology is a promising pathway in cognitive assessment, and education should be considered in the interpretation of the results.