Neuropsychologists are becoming increasingly aware that there is a complex
interplay of cognitive, personality, and sociocultural factors that affect an
individual's performance on neuropsychological tests. The current study
investigated the effect of one aspect of the sociocultural environment, that is,
quality of education, on performance on neuropsychological tests of executive
function. The sample included 40 high school learners: Group A comprised
learners with a high quality of education and Group B comprised learners with
a low quality of education. Four tests of executive function were administered:
the Verbal Fluency Test, the Design Fluency Test, the Stroop Test and the
Wisconsin Card Sorting Test. Results indicated that quality of education
significantly affected the participants' performance with Group A performing
significantly better than Group B on all the tests of executive function. These
findings have implications for the interpretation of neuropsychological test
performance in cross-cultural research and practice. / Psychology / M.A. (Clinical Psychology)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/1347 |
| Date | 30 November 2008 |
| Creators | Cave, Jeanie |
| Contributors | Grieve, K. W. (Katharine Wyche), 1950-, djagegjj@unisa.ac.za |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiii, 103 leaves) |
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