The Multidimensional Influence of Acculturation on Digit Symbol-Coding and Wisconsin Card Sorting Test in Hispanics

Abstract

Objective: The purpose of the current study was to evaluate the relative contribution of acculturation to two tests of nonverbal test performance in Hispanics.

Method: This study compared 40 Hispanic and 20 non-Hispanic whites on Digit Symbol-Coding (DSC) and the Wisconsin Card Sorting Test (WCST) and evaluated the relative contribution of the various acculturation components to cognitive test performance in the Hispanic group.

Results: Hispanics performed significantly worse on DSC and WCST relative to non-Hispanic whites. Multiple regressions conducted within the Hispanic group revealed that language use uniquely accounted for 11.0% of the variance on the DSC, 18.8% of the variance on WCST categories completed, and 13.0% of the variance in perseverative errors on the WCST. Additionally, years of education in the United States uniquely accounted for 14.9% of the variance in DSC.

Conclusions: The significant impact of acculturation on DSC and WCST lends support that nonverbal cognitive tests are not necessarily culture free. The differential contribution of acculturation proxies highlights the importance of considering these separate components when interpreting performance on neuropsychological tests in clinical and research settings. Factors, such as the country where education was received, may in fact be more meaningful information than the years of education of education attained. Thus, acculturation should be considered an important factor in any cognitive evaluation of culturally diverse individuals.

Keywords:

• Acculturation
• Hispanics
• Cognitive functioning.

Acknowledgments

The contents of this article were developed partially by support from the Kessler Foundation and partially under a grant from the Department of Education, National Institute on Disability and Rehabilitation Research [H133P090009]. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The contents of this article were developed partially by support from the Kessler Foundation and partially under a grant from the Department of Education, National Institute on Disability and Rehabilitation Research [H133P090009].