Vis enkel innførsel

dc.contributor.authorKabuba, Norma Namasiku Zewelanji
dc.contributor.authorMenon, Anitha
dc.contributor.authorFranklin, Donald R.
dc.contributor.authorLydersen, Stian
dc.contributor.authorHeaton, Robert K.
dc.contributor.authorHestad, Knut
dc.date.accessioned2019-03-20T07:43:40Z
dc.date.available2019-03-20T07:43:40Z
dc.date.created2018-04-24T14:11:38Z
dc.date.issued2018
dc.identifier.citationNeuropsychology. 2018, 32 (5), 519-528.nb_NO
dc.identifier.issn0894-4105
dc.identifier.urihttp://hdl.handle.net/11250/2590734
dc.description.abstractObjective: Older age and lower education levels are known to be associated with worse neurocognitive (NC) performance in healthy adults, and individuals with HIV infection may experience accelerated brain/cognition aging. However, higher education may possibly protect against HIV-associated neurocognitive disorders (HAND). The aim of the current cross-sectional study was to assess the effect of age and education in an HIV-1 clade C infected adult population in urban Zambia. Method: Demographically corrected Zambian norms on a neuropsychological (NP) test battery were used to correct for normal age and education effects. The study assessed 286 HIV positive (+) males (37.1%) and females (62.9%) with a mean age of 41.35 (SD = 8.56) and mean years of education = 10.16 (SD = 2.18). A comprehensive NP test battery was used to assess cognitive domains frequently affected by HIV: attention/working memory, learning/and delayed recall, executive function, verbal fluency, processing speed, verbal and visual episodic memory, and fine motor skills. Results: In younger HIV+ Zambians, higher education evidenced protective effects against NC impairments overall, and for the specific domains of executive functions, learning and speed of information processing. Impairment scores did not support accelerated overall brain aging although the restricted age range and relative youth of our total sample may have precluded detection of such tendencies. Conclusions: The present study raises the need to investigate factors that could be implicated in the poor neurocognitive performance among the younger, less educated HIV+ individuals in Zambia.nb_NO
dc.language.isoengnb_NO
dc.publisherAmerican Psychological Associationnb_NO
dc.titleEffect of Age and Level of Education on Neurocognitive Impairment in HIV Positive Zambian Adultsnb_NO
dc.title.alternativeEffect of Age and Level of Education on Neurocognitive Impairment in HIV Positive Zambian Adultsnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber519-528nb_NO
dc.source.volume32nb_NO
dc.source.journalNeuropsychologynb_NO
dc.source.issue5nb_NO
dc.identifier.doi10.1037/neu0000438
dc.identifier.cristin1581309
dc.description.localcodeThis article will not be available due to copyright restrictions (c) 2018 by American Psychological Associationnb_NO
cristin.unitcode194,67,40,0
cristin.unitcode194,65,35,5
cristin.unitnameInstitutt for psykologi
cristin.unitnameRKBU Midt-Norge - Regionalt kunnskapssenter for barn og unge - psykisk helse og barnevern
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel