Knowledge of semantic categories in normal aged: Influence of education

Semantic memory seems to resist the effects of time, remaining stable even in more advanced ages. OBJECTIVE: To verify the effect of schooling level on semantic knowledge (non-living items) in normal aged. METHOD: 48 aged individuals were divided into three groups (based on schooling) and evaluated. Three tests were applied: verbal fluency, naming and figure classification. RESULTS: We verified that the group with greater schooling (>8 years) differed to the illiterate and low schooling groups in most of the tasks, evoking more items in verbal fluency, correctly naming more items and presenting a greater number of “formal categories”. DISCUSSION: In the verbal fluency test, this difference could be explained by the types of strategies used by the individuals to recall words. In relation to the naming test, the effect could be attributed to limitation in the vocabulary and cognitive processing skills needed to search for semantic attributes of the figures. In categorization, this type of classification is dependent on scholastic learning. CONCLUSION: We concluded that both illiterate elderly and those having a low schooling level, presented poorer performance in semantic memory tests compared to the aged with a higher level of schooling. The similar behavior evidenced between illiterate and low schooling groups is intriguing. It remains unclear whether the low schooling group behaved like the illiterates or vice-a-versa. This unanswered question remains the subject of future studies.