Semantic memory for actions as assessed by the Kissing and Dancing Test: Education and age effects in cognitively healthy individuals

Action semantics is a relevant part of cognitive-linguistic assessment and the "Kissing and Dancing Test" (KDT) has been used extensively for this purpose, evidencing clinical distinctions among brain-damaged patients. To enhance its use, reference values are necessary, especially for populations with heterogeneous educational levels and socioeconomic backgrounds. OBJECTIVE: To analyze the effects of schooling and age on the KDT in cognitively unimpaired individuals. METHODS: The KDT was applied to seventy-four healthy subjects. Sociodemographic factors were investigated through correlational and between-group analyses. Reference values according to age and schooling were provided. RESULTS: KDT performance correlated significantly with schooling (r=0.757, p<0.01), age (r=–0.496, p<0.01) and socioeconomic status (r=0.418 p<0.01) but these variables were intercorrelated. Correlation with schooling and age remained significant when controlling for age and socioeconomic status (r=0.530, p<0.01), and for schooling (–0.305,<0.01), respectively. When controlling for schooling, correlation between socioeconomic status and KDT was not significant (p=0.164). Between-group analyses revealed no age effects. Significant differences were found in performance according to educational level. Scores below 39/52 and below 47/52 (percentile 25) for individuals with 8 or less years of schooling and for individuals with 9 or more years of schooling, respectively, seem suggestive of an impairment in Action Semantics Processing and shall be further investigated. CONCLUSION: KDT performance was influenced both by age and schooling, indicating the need to consider these demographic features as covariates when analyzing performance on the test and to adjust cut-off scores according to these demographic characteristics in clinical practice.