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. 2020 Apr 2;3:157. doi: 10.1038/s42003-020-0844-1

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© The Author(s) 2020

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 4 — a Scatter plot showing the significant correlation between age and PAL errors suggesting increasing age is associated to a decline in performance. b Tukey boxplot showing the non-significant association between gender and PAL error (Welch’s t test). c–e Tukey boxplot showing the significant correlations between education measure and age (c), National Adult Reading Scale (NART) and age (d) and NART errors and education measure (e). These results show that education level measured either via attained qualification or NART performance is an important co-variate when assessing cognitive performance. For (c–e), data were treated as continuous but graphed as categorical for ease of visualisation. Each dot represents a participant.