Hypertension, Vol 9, 192-197, Copyright © 1987 by American Heart Association
MF Elias, MA Robbins, NR Schultz Jr, DH Streeten and PK Elias
Fifty-four subjects with uncomplicated essential hypertension and 54
normotensive subjects were compared with regard to a widely employed
clinical index of cognitive dysfunction (the Average Impairment Rating)
calculated from neuropsychological tests that discriminate between
brain-damaged and neurologically normal persons. Hypertensive subjects
exhibited lower mean scores on this index when education was ignored, but
results were not the same for highly educated and less well educated
groups. There were no differences between exceptionally well educated
hypertensive and normotensive subjects, but in the less well educated
group, hypertensive subjects performed more poorly than normotensive
subjects. The percentages of hypertensive and normotensive subjects scoring
in a cognitively impaired range on the Average Impairment Rating were low
and did not differ for either education group. These data indicate the
important role of subtle differences in education level with respect to
positive or negative findings for studies comparing hypertensive and
normotensive subjects and illustrate the important role of clinical
neuropsychological indices of cognitive dysfunction when one wishes to make
meaningful inferences regarding cerebral cortical function in hypertensive
subjects.
ARTICLES
Clinical significance of cognitive performance by hypertensive patients
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