Reducing Educational Bias in Cognitive Assessment via Dynamic Support Vector Machine Weighting: Validation Study on an Education-Stratified Dataset.

BACKGROUND: The Mini-Mental State Examination (MMSE) remains widely used for cognitive screening, yet its performance varies substantially across educational backgrounds. Linear education corrections fail to capture the nonlinear interference patterns among subitems. OBJECTIVE: This study aimed to analyze how educational level shapes MMSE subitem contributions and to develop an education-adaptive optimization strategy using support vector machine-based weighting. METHODS: MMSE data from 812 participants were stratified into 4 education groups. Subitem deletion experiments quantified each subitem's contribution (Δ). Education-specific support vector machine models were then constructed to derive dynamic weighting coefficients. Performance improvements were assessed before and after weighting. RESULTS: The illiterate group relied heavily on spatial orientation and memory, whereas university-educated individuals depended more on executive and calculation functions. Several education-dependent interference items were identified (eg, visuospatial construction in the primary group and basic orientation tasks in the university group). Dynamic weighting improved accuracy in all cohorts, most notably among illiterate individuals (Δ=7.25%; P=.06), followed by the primary school group (Δ=3.12%; P=.03). CONCLUSIONS: Education-stratified weighting enhances the fairness and interpretability of MMSE-based screening. External validation confirmed generalizability, although multicenter studies are needed.