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Bilingualism, assessment language, and the Montreal Cognitive Assessment in Mexican Americans
Author(s) -
Briceño Emily M.,
Mehdipanah Roshanak,
Gonzales Xavier F.,
Heeringa Steven G.,
Levine Deborah A.,
Langa Kenneth M.,
Zahs Daniel,
Garcia Nelda,
Longoria Ruth,
Morgenstern Lewis B.
Publication year - 2021
Publication title -
journal of the american geriatrics society
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.992
H-Index - 232
eISSN - 1532-5415
pISSN - 0002-8614
DOI - 10.1111/jgs.17209
Subject(s) - neuroscience of multilingualism , montreal cognitive assessment , cognition , medicine , gerontology , multilingualism , psychology , cognitive impairment , psychiatry , pedagogy , neuroscience
Background/Objectives Assessment of cognition in linguistically diverse aging populations is a growing need. Bilingualism may complicate cognitive measurement precision, and bilingualism may vary across Hispanic/Latinx sub‐populations. We examined the association among bilingualism, assessment language, and cognitive screening performance in a primarily non‐immigrant Mexican American community. Design Prospective, community‐based cohort study: The Brain Attack Surveillance in Corpus Christi (BASIC)‐Cognitive study. Setting Nueces County, Texas. Participants Community‐dwelling Mexican Americans age 65+, recruited door‐to‐door using a two‐stage area probability sampling procedure. Measurements Montreal Cognitive Assessment (MoCA); self‐reported bilingualism scale. Participants were classified as monolingual, Spanish dominant bilingual, English dominant bilingual, or balanced bilingual based upon bilingualism scale responses. Linear regressions examined relationships among bilingualism, demographics, cognitive assessment language, and MoCA scores. Results The analytic sample included 547 Mexican American participants (60% female). Fifty‐eight percent were classified as balanced bilingual, the majority (88.6%) of whom selected assessment in English. Balanced bilinguals that completed the MoCA in English performed better than balanced bilinguals that completed the MoCA in Spanish ( b = −4.0, p < 0.05). Among balanced bilinguals that took the MoCA in Spanish, education outside of the United States was associated with better performance ( b = 4.4, p < 0.001). Adjusting for demographics and education, we found no association between the degree of bilingualism and MoCA performance ( p 's > 0.10). Conclusion Bilingualism is important to consider in cognitive aging studies in linguistically diverse communities. Future research should examine whether cognitive test language selection affects cognitive measurement precision in balanced bilinguals.