moca montreal cognitive assessment interpretation

Regarding the educational level, the worst performance has been found among those with lower education levels, and ceiling effects have been observed among highly educated individuals. With regard to age, older age has been found to significantly increase the probability of obtaining lower scores ( Bravo & Hébert, 1997 Gallacher et al., 1999 Han et al., 2008 Langa et al., 2009 Matallana et al., 2011 Mathuranath et al., 2007 Moraes, Pinto, Lopes, Litvoc, & Bottino, 2010 Rossetti, Lacritz, Cullum, & Weiner, 2011). It has been widely reported that age and educational level have a significant effect on cognitive screening test performance. Several studies have demonstrated that performance on screening tests is influenced by sociodemographic variables. This study contributes a useful approach to understanding MoCA performance, stressing the great impact of education and age on scores.Īssessment, Elderly, Norms, Mild Cognitive Impairment, Alzheimer's disease, Dementia Introduction Regarding health variables, only the subjective memory complaints of the participant showed a small contribution (9%) to the variance on the MoCA scores. Educational level and age significantly contributed to the prediction of the MoCA scores, explaining 49% of the variance.

The investigation was carried out in a Portuguese community-based sample of 650 cognitively healthy adults, who were representative of the distribution observed in the Portuguese population. The present study aimed to analyze the influence of sociodemographic (age, gender, educational level, marital and employment status, geographic region, geographic localization, and residence area) and health variables (subjective memory complaints of the participant and evaluated by the informant, depressive symptoms, and family history of dementia) on the participants' performance on the MoCA. The Montreal Cognitive Assessment (MoCA) is a brief cognitive instrument for screening milder forms of cognitive impairment.

Moca montreal cognitive assessment interpretation