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Analyzing direct effects of education level and estimated IQ between cognitively intact Mexican Americans and Non-Hispanic whites on a confrontational naming task.

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Title: Analyzing direct effects of education level and estimated IQ between cognitively intact Mexican Americans and Non-Hispanic whites on a confrontational naming task.
Authors: Devora, Paulina Vanessa (AUTHOR), Motes, Michael A. (AUTHOR), Hilsabeck, Robin C. (AUTHOR), Gonzales, Mitzi (AUTHOR), Detoledo, John (AUTHOR), Maestre, Gladys (AUTHOR), Hart, John (AUTHOR)
Source: Applied Neuropsychology: Adult. Jan/Feb2026, Vol. 33 Issue 1, p35-44. 10p.
Subjects: Educational attainment, Intelligence levels, Das-Naglieri Cognitive Assessment System, Mexican Americans, Language ability testing, White people, Achievement gap, Cognitive ability
Abstract: Confrontational naming is widely used in diagnosing neurodegenerative disorders like MCI and dementia, and previous research indicates that healthy Non-Hispanic Whites outperform Hispanics in such tasks. However, understanding the factors contributing to score differences among ethnic groups remains limited. This study focuses on cognitively intact Mexican Americans and Non-Hispanic White older adults from the TARCC Hispanic Cohort project. Hierarchical regression analyses reveal that sex, age, ethnicity, education level, and estimated IQ significantly predict performance on the Boston Naming Test (BNT). Notably, education level and estimated IQ more strongly influence BNT performance in Mexican Americans than in Non-Hispanic Whites. When controlling for education level, estimated IQ has a more pronounced impact on BNT performance in aging Mexican Americans compared to Non-Hispanic Whites. Conversely, after controlling for estimated IQ, the influence of education level is weaker for Mexican Americans than Non-Hispanic Whites. These findings emphasize the need for careful evaluation of confrontational naming task scores in diverse ethnic groups, emphasizing the critical role of education and estimated IQ in understanding performance disparities. [ABSTRACT FROM AUTHOR]
Copyright of Applied Neuropsychology: Adult is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Analyzing direct effects of education level and estimated IQ between cognitively intact Mexican Americans and Non-Hispanic whites on a confrontational naming task.
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  Data: <searchLink fieldCode="AR" term="%22Devora%2C+Paulina+Vanessa%22">Devora, Paulina Vanessa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Motes%2C+Michael+A%2E%22">Motes, Michael A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hilsabeck%2C+Robin+C%2E%22">Hilsabeck, Robin C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gonzales%2C+Mitzi%22">Gonzales, Mitzi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Detoledo%2C+John%22">Detoledo, John</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Maestre%2C+Gladys%22">Maestre, Gladys</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hart%2C+John%22">Hart, John</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Neuropsychology%3A+Adult%22">Applied Neuropsychology: Adult</searchLink>. Jan/Feb2026, Vol. 33 Issue 1, p35-44. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+levels%22">Intelligence levels</searchLink><br /><searchLink fieldCode="DE" term="%22Das-Naglieri+Cognitive+Assessment+System%22">Das-Naglieri Cognitive Assessment System</searchLink><br /><searchLink fieldCode="DE" term="%22Mexican+Americans%22">Mexican Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22White+people%22">White people</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+gap%22">Achievement gap</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink>
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  Label: Abstract
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  Data: Confrontational naming is widely used in diagnosing neurodegenerative disorders like MCI and dementia, and previous research indicates that healthy Non-Hispanic Whites outperform Hispanics in such tasks. However, understanding the factors contributing to score differences among ethnic groups remains limited. This study focuses on cognitively intact Mexican Americans and Non-Hispanic White older adults from the TARCC Hispanic Cohort project. Hierarchical regression analyses reveal that sex, age, ethnicity, education level, and estimated IQ significantly predict performance on the Boston Naming Test (BNT). Notably, education level and estimated IQ more strongly influence BNT performance in Mexican Americans than in Non-Hispanic Whites. When controlling for education level, estimated IQ has a more pronounced impact on BNT performance in aging Mexican Americans compared to Non-Hispanic Whites. Conversely, after controlling for estimated IQ, the influence of education level is weaker for Mexican Americans than Non-Hispanic Whites. These findings emphasize the need for careful evaluation of confrontational naming task scores in diverse ethnic groups, emphasizing the critical role of education and estimated IQ in understanding performance disparities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Neuropsychology: Adult is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/23279095.2024.2326587
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        Text: English
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      – SubjectFull: Intelligence levels
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      – SubjectFull: Das-Naglieri Cognitive Assessment System
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      – SubjectFull: Mexican Americans
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      – SubjectFull: Language ability testing
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      – SubjectFull: White people
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      – SubjectFull: Achievement gap
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      – SubjectFull: Cognitive ability
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      – TitleFull: Analyzing direct effects of education level and estimated IQ between cognitively intact Mexican Americans and Non-Hispanic whites on a confrontational naming task.
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            – D: 01
              M: 01
              Text: Jan/Feb2026
              Type: published
              Y: 2026
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