Normative data for measuring performance change on parallel forms of a 15-word list recall test

Author(s):  
Giovanni A. Carlesimo ◽  
Marco De Risi ◽  
Marco Monaco ◽  
Alberto Costa ◽  
Lucia Fadda ◽  
...  
Author(s):  
Nikki H. Stricker ◽  
Teresa J. Christianson ◽  
Emily S. Lundt ◽  
Eva C. Alden ◽  
Mary M. Machulda ◽  
...  

Abstract Objective: Rey’s Auditory Verbal Learning Test (AVLT) is a widely used word list memory test. We update normative data to include adjustment for verbal memory performance differences between men and women and illustrate the effect of this sex adjustment and the importance of excluding participants with mild cognitive impairment (MCI) from normative samples. Method: This study advances the Mayo’s Older Americans Normative Studies (MOANS) by using a new population-based sample through the Mayo Clinic Study of Aging, which randomly samples residents of Olmsted County, Minnesota, from age- and sex-stratified groups. Regression-based normative T-score formulas were derived from 4428 cognitively unimpaired adults aged 30–91 years. Fully adjusted T-scores correct for age, sex, and education. We also derived T-scores that correct for (1) age or (2) age and sex. Test-retest reliability data are provided. Results: From raw score analyses, sex explained a significant amount of variance in performance above and beyond age (8–10%). Applying original age-adjusted MOANS norms to the current sample resulted in significantly fewer-than-expected participants with low delayed recall performance, particularly in women. After application of new T-scores adjusted only for age, even in normative data derived from this sample, these age-adjusted T-scores showed scores <40 T occurred more frequently among men and less frequently among women relative to T-scores that also adjusted for sex. Conclusions: Our findings highlight the importance of using normative data that adjust for sex with measures of verbal memory and provide new normative data that allow for this adjustment for the AVLT.


1982 ◽  
Vol 141 (5) ◽  
pp. 524-527 ◽  
Author(s):  
S. J. Harris ◽  
J. H. Dowson

SummaryResidents of homes for the elderly with a history of impaired memory compatible with senile Alzheimer dementia were assessed by a paired-associate learning test (PALT) and a word list recall test. The latter discriminated between groups of individuals categorized according to severity of cognitive impairment by the PALT. It may be suitable for the assessment of memory for new information in clinical practice and for the evaluation of change in clinical trials of treatments for dementia.


2021 ◽  
Vol 9 (7_suppl3) ◽  
pp. 2325967121S0014
Author(s):  
Mathew J. Wingerson ◽  
Julie C. Wilson ◽  
Corrine N. Seehusen ◽  
Gregory Walker ◽  
David R. Howell

Background: The assessment of cognitive functioning, including attention, memory, and concentration is one component of concussion evaluation.1-3 Immediate and delayed recall tasks are clinical assessments of cognitive functioning which evaluate memory performance post-injury.2 These tasks require patients to verbally recall as many items as possible from a word list both immediately after the list is administered and following a 5-minute delay.2 While previous studies have used a 5-word recall list (SCAT3),4 few have investigated the determinants of performance using a 10-word recall list (SCAT5). Purpose: The purpose of the investigation was to identify demographic, injury, and clinical test characteristics associated with immediate and delayed recall performance using the SCAT5 10-word recall test. Methods: We conducted a retrospective chart review collecting demographic (age, sex, history of concussion, relevant medical history), injury [time of clinical presentation, loss of consciousness (LOS), neuroimaging], and clinical (symptom inventory, m-BESS, tandem gait) characteristics, as well as immediate and delayed recall performance on a 10-word list. Results: Patients seen within 14 days of concussion (n=125; 15.2±1.6 years of age; 45% female; evaluated 6.9±3.4 days post-injury) were included in the analysis. Patients 15 years or older performed significantly better on both immediate and delayed recall tasks than those younger than 15 years of age (Table 1). In addition, patients who reported a diagnosis of ADD or ADHD accurately recalled fewer items during the delayed recall task (Table 1). No injury characteristics were associated with better or worse memory performance (Table 2). Patients who performed better on immediate recall reported fewer symptoms, made fewer m-BESS errors, and performed better on cognitive tasks during dual-task tandem gait (Table 3 & 4). Conclusion: Our data indicate immediate and delayed recall performance is associated with age, symptom severity, balance, and cognitive accuracy in tandem gait. Specifically, patients younger than 15 years of age and those reporting higher symptom severities demonstrated worse performance on both immediate and delayed recall tasks. Furthermore, patients reporting ADD/ADHD did not demonstrate a performance difference on immediate recall relative to peers but performed significantly worse during delayed recall testing. Additional patient characteristics of sex, concussion history, timing of clinical presentation, and injury characteristics (LOC or need for neuroimaging) were not associated with immediate and delayed recall performance. As such, clinicians using the SCAT5 word recall test during concussion evaluation should consider these patient characteristics when interpreting memory performance. References: McCrory P, Meeuwisse W, Dvořák J, et al. Consensus statement on concussion in sport-the 5th international conference on concussion in sport held in Berlin, October 2016. Br J Sports Med. 2017;51(11):838-847. doi:10.1136/bjsports-2017-097699 Echemendia RJ, Meeuwisse W, McCrory P, et al. The Sport Concussion Assessment Tool 5th Edition (SCAT5): Background and rationale. Br J Sports Med. 2017;51(11):848-850. doi:10.1136/bjsports-2017-097506 McCrea M. Standardized Mental Status Testing on the Sideline After Sport-Related Concussion. J Athl Train. 2001;36(3):274-279. McCrea M, Kelly JP, Randolph C, et al. Standardized assessment of concussion (SAC): on-site mental status evaluation of the athlete. J Head Trauma Rehabil. 1998;13(2):27-35. doi:10.1097/00001199-199804000-00005 Tables/Figures: [Table: see text][Table: see text][Table: see text][Table: see text]


2021 ◽  
Vol 15 (3) ◽  
pp. 339-349
Author(s):  
William Keith Gray ◽  
Stella-Maria Paddick ◽  
Adesola Ogunniyi ◽  
Olaide Olakehinde ◽  
Catherine Dotchin ◽  
...  

ABSTRACT In sub-Saharan Africa (SSA),cognitive screening is complicated by both cultural and educational factors, and the existing normative values may not be applicable. The Identification of Dementia in Elderly Africans (IDEA) cognitive screen is a low-literacy measure with good diagnostic accuracy for dementia. Objective: The aim of this study is to report normative values for IDEA and other simple measures [i.e., categorical verbal fluency, the Consortium to Establish a Registry for Alzheimer’s Disease (CERAD) 10-word list] in representative community-dwelling older adults in SSA. Methods: Individuals aged ≥60 years resident in 12 representative villages in Kilimanjaro, Tanzania and individuals aged ≥65 years resident within three communities in Akinyele Local Government Area, Oyo State, Nigeria underwent cognitive screening. The normative data were generated by the categories of age, sex, and education. Results: A total of 3,011 people in Tanzania (i.e., 57.3% females and 26.4% uneducated) and 1,117 in Nigeria (i.e., 60.3% females and 64.5% uneducated) were screened. Individuals with higher age, lower education, and female gender obtained lower scores. The 50th decile values for IDEA were 13 (60–64 years) vs. 8/9 (above 85 years), 10–11 uneducated vs. 13 primary educated, and 11/12 in females vs. 13 in males. The normative values for 10-word list delayed recall and categorical verbal fluency varied with education [i.e., delayed recall mean 2.8 [standard deviation (SD) 1.7] uneducated vs. 4.2 (SD 1.2) secondary educated; verbal fluency mean 9.2 (SD 4.8) uneducated vs. 12.2 (SD 4.3) secondary educated], substantially lower than published high-income country values. Conclusions: The cut-off values for commonly used cognitive screening items should be adjusted to suit local normative values, particularly where there are lower levels of education.


1998 ◽  
Vol 20 (4) ◽  
pp. 457-462 ◽  
Author(s):  
John L. Woodard ◽  
Ralph H.B. Benedict ◽  
Timothy A. Salthouse ◽  
Jeffrey P. Toth ◽  
Dennis J. Zgaljardic ◽  
...  

PLoS ONE ◽  
2014 ◽  
Vol 9 (3) ◽  
pp. e92554 ◽  
Author(s):  
Sarah E. MacPherson ◽  
Gabriela Peretti Wagner ◽  
Patrick Murphy ◽  
Marco Bozzali ◽  
Lisa Cipolotti ◽  
...  

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