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Cassimiro L. Iowa Gambling Task: evaluation of decision-Making in healthy illiterate older adults and with low education [Dissertation]. São Paulo: "Faculdade de Medicina, Universidade de São Paulo"; 2016. Background: Decision making can be defined as a process in which the individual attempts to maximize benefits through the selection of responses that lead to positive results. The effect of minimum schooling on decision making is poorly understood. Objective: to investigate the pattern of decision making in a sample of healthy illiterate older adults and with low education in the Iowa Gambling Task (IGT). Methods: 164 non demented communitydwelling women participated in the study. 60 were illiterate, 52 had 1-2 years of schooling and 52 had 3-4 years of schooling. Participants completed the instruments: Brief Cognitive Screening Battery (BCSB), Mini Mental State Examination (MMSE), Verbal Fluency Test (animal category), Clock Drawing Test (CDT), Geriatric Depression Scale (GDS), Geriatric Anxiety Inventory, Digit Span Forward and Backward, Raven’s Coloured Progressive Matrices (CPM), Wisconsin Card Sorting Test (WCST), Iowa Gambling Task (IGT). Results: The groups, divided by levels of schooling, were equivalent as to age, number of diseases, medications taken daily, depression and anxiety symptoms. In the IGT the literate older adults made more advantageous choices than the illiterate. Analysis of performance per block revealed significant differences among the groups for all blocks except the first. From Block 2 onwards, a significant difference in the pattern of card choices among the educational levels was observed. The illiterate seniors started to choose cards from the more advantageous piles more frequently only after block 3. However, on the final block, both advantageous and disadvantageous cards were chosen with equal frequency by the illiterate seniors. IGT performance correlated significantly with education and all cognitive tests scores with the exception of the memorization of pictures on the BCSB. Conclusion: The results suggest that education influences IGT, with worse scores among the illiterate. IGT performance improved linearly with higher levels of education. Descriptors: Psychological tests; Cognition; Decision-making; Aged; Aging; Illiteracy; Women.

Iowa Gambling Task: avaliação da tomada de decisão em idosas saudáveis analfabetas e com baixa escolaridade