Test complexity and brain damage at different educational levels

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Abstract
Twenty tests from the Wechsler-Bellevue and the Reitan-Halstead Neuropsychological Test Battery were administered to 51 brain-damaged and 51 non-brain damaged adults at 3 educational levels: grade school, high school and university. Spearman rank-order correlations were obtained for the relationship of task complexity that reflected the effects of education and brain damage for each variable and with the differences between group means for each education level. The ability of these measures to discriminate the groups was correlated significantly with problem-solving level. The effects of education were correlated negatively with problem solving level.