LASSI-L intrusion errors remain informative across literacy levels
LASSI-L intrusion errors remain informative across literacy levels
Semantic Intrusion Errors Overcome the Impact of Literacy and Educational Attainment in Black/African Americans with and without Mild Cognitive Impairment
Ortega et al., Advances in Alzheimer’s Disease (2025)
LASSI-L intrusion errors remain informative across literacy levels
Semantic Intrusion Errors Overcome the Impact of Literacy and Educational Attainment in Black/African Americans with and without Mild Cognitive Impairment
SUMMARY
This study evaluated whether literacy and years of education influence LASSI-L performance in 83 Black/African American older adults: 43 with amnestic mild cognitive impairment and 40 who were cognitively unimpaired. Literacy was measured with the WRAT-IV, and the LASSI-L was administered independently of the diagnostic process to avoid circular classification. The cognitively unimpaired group performed better across LASSI-L measures, and the final model classified cognitive status with 81% overall accuracy.
Education and literacy were associated with some correct-recall scores, but not with semantic intrusion errors, and literacy effects were limited among participants with amnestic MCI. This is a particularly positive feature of the LASSI-L: its intrusion-error measures remained informative when educational opportunity and reading proficiency varied. The findings support a more culturally responsive use of LASSI-L process scores and suggest that semantic intrusion errors can help identify clinically meaningful impairment without relying as heavily on educationally sensitive total-recall performance.
