A-143 Sorry, I Wasn’t Paying Attention. The Moderating Role of Auditory Attention on the Relationship between Age and Verbal Learning

2021 ◽  
Vol 36 (6) ◽  
pp. 1196-1196
Author(s):  
Aamir Laique ◽  
Humza Khan ◽  
Loren P Hizel ◽  
Leslie Guidotti Breting ◽  
Elizabeth Geary ◽  
...  
Keyword(s):  
Memory Performance ◽  
Verbal Learning ◽  
Learning Task ◽  
Auditory Attention ◽  
California Verbal Learning Test ◽  
Positive Interaction ◽  
List Learning ◽  
And Performance ◽  
Attentional Difficulties ◽  
The Relationship

Abstract Objective Attentional difficulties are known to negatively impact learning (Hervey et al., 2004; Alderson et al., 2013). This study builds upon previous work examining the effect of sustained visual attention as a moderator of age and learning (Thomas et al., 2019) by examining performance on an auditory attention measure as a moderator of the relationship between age and performance on a verbal list-learning task. Method Archival data from 424 adults (Mage = 36.01, SD = 15.13) were collected at an outpatient clinic. Auditory attention was assessed via the Brief Test of Attention (BTA) raw score. Learning was assessed via the California Verbal Learning Test (CVLT-II) total T-Score (Trials 1–5). Results Results of a hierarchical linear regression indicated a significant effect between BTA and learning, (β = 0.287, F(1, 422) = 17.993, p < 0.001, ΔR2 = 0.078). There was no significant effect between age and learning, (β = 0.022, F(1, 422) = 0.204, p = 0.652, ΔR2 = 0.000). Additional results from a simple moderated regression analysis indicated a significant overall model between age, learning and BTA (F(3, 420) = 15.749, p < 0.001, ΔR2 = 0.1011) with BTA having a significant positive interaction effect on the relation between age and learning (β = 0.816, F(1, 420) = 10.436, p = < 0.001, ΔR2 = 0.022). Conclusion Sustained attention has been shown to be an important consideration when assessing verbal learning and memory performance. Present results demonstrate that when accounting for age, auditory attention is a significant positive predictor of performance on measures of verbal learning. Additionally, confirming prior research, performances on auditory attention and verbal learning measures are positively correlated.

Verbal learning and memory in alcohol abusers and polysubstance abusers with concurrent alcohol abuse

1998 ◽  
Vol 4 (4) ◽  
pp. 319-328 ◽  
Author(s):  
MARK W. BONDI ◽  
ANGELA I. DRAKE ◽  
IGOR GRANT
Keyword(s):  
Alcohol Abuse ◽  
Recognition Memory ◽  
Learning And Memory ◽  
Learning Strategies ◽  
Verbal Learning ◽  
Learning Task ◽  
California Verbal Learning Test ◽  
Alcohol Abusers ◽  
List Learning ◽  
Learning Test

To define the combined effects of drug and alcohol abuse on verbal learning and memory, 70 alcoholic and 80 polysubstance abuse (PSA) individuals with concurrent alcohol abuse were compared on a list learning task, the California Verbal Learning Test (CVLT). Despite demonstrating similar learning strategies, response styles, and error patterns, the PSA group nonetheless exhibited significantly greater recall deficits than the alcoholic group on the CVLT. These deficits were particularly evident in those who were heaviest abusers of cocaine. PSA participants did not, however, evidence greater recognition memory deficits. This pattern of greater deficits on recall than on recognition memory, as well as poor consolidation, is consistent with the initiation–retrieval difficulties of patient groups with subcortical dysfunction. It is concluded that the combined use of alcohol and drugs, cocaine in particular, may compound memory difficulties beyond what is typically observed in alcoholic individuals. (JINS, 1998, 4, 319–328.)

scholarly journals Detection of inadequate effort on the California Verbal Learning Test-Second edition: Forced choice recognition and critical item analysis

2006 ◽  
Vol 12 (5) ◽  
pp. 688-696 ◽  
Author(s):  
JAMES C. ROOT ◽  
REUBEN N. ROBBINS ◽  
LUKE CHANG ◽  
WILFRED G. VAN GORP
Keyword(s):  
Predictive Value ◽  
Memory Performance ◽  
Item Analysis ◽  
Verbal Learning ◽  
Critical Item ◽  
Forced Choice ◽  
Incremental Validity ◽  
California Verbal Learning Test ◽  
Lower Sensitivity ◽  
Learning Test

The Forced Choice Recognition (FCR) and the Critical Item Analysis (CIA) indices of the California Verbal Learning Test-II (CVLT-II) have been identified by the CVLT-II test developers as potentially useful, brief screening indicators of effort in neuropsychological assessment. This retrospective study analyzes performance on these measures in three groups: (1) clinically referred individuals; (2) forensically referred individuals not suspected of inadequate effort; and (3) forensically referred individuals whose performance on freestanding tests of effort suggested inadequate effort. Performances on FCR were analyzed for their relation to actual memory impairment and with regard to concrete and abstract distractor endorsement. FCR and CIA performances were analyzed for agreement with formal tests of inadequate effort and their test characteristics. Incremental validity was assessed by hierarchical logistic regression with previously identified indices for detection of inadequate effort on the CVLT. Results indicate that (1) FCR and CIA performances are not related to decreased memory performance; (2) FCR and CIA indices exhibit higher specificity and lower sensitivity, with higher positive predictive value than negative predictive value; and (3) FCR and CIA indices exhibit modest incremental validity with previously identified indices. Implications for use of FCR and CIA indices in inadequate effort detection are discussed (JINS, 2006, 12, 688–696.)

Quantitative and qualitative differences in the verbal learning performance of elderly depressives and healthy controls

1998 ◽  
Vol 4 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Deborah A. King ◽  
Christopher Cox ◽  
Jeffrey M. Lyness ◽  
Yeates Conwell ◽  
and Eric D. Caine
Keyword(s):  
Learning And Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Learning Performance ◽  
California Verbal Learning Test ◽  
Late Life Depression ◽  
Learning Functions ◽  
Delayed Recognition ◽  
Learning Test ◽  
Unipolar Major Depression

We compared the verbal learning and memory performance of 57 inpatients with unipolar major depression and 30 nondepressed control participants using the California Verbal Learning Test. The effect of age within this elderly sample was also examined, controlling for sex, educational attainment, and estimated level of intelligence. Except for verbal retention, the depressives had deficits in most aspects of performance, including cued and uncued recall and delayed recognition memory. As well, there were interactions between depression effects and age effects on some measures such that depressives' performance declined more rapidly with age than did the performance of controls. The results are discussed in the context of recent contradictory reports about the integrity of learning and memory functions in late-life depression. We conclude that there is consistent evidence, from this and other studies, that elderly depressed inpatients have significant deficits in a range of explicit verbal learning functions. (JINS, 1998, 4, 115–126.)

scholarly journals tDCS-Induced Memory Reconsolidation Effects and Its Associations With Structural and Functional MRI Substrates in Subjective Cognitive Decline

2021 ◽  
Vol 13 ◽  
Author(s):  
Lídia Vaqué-Alcázar ◽  
Lídia Mulet-Pons ◽  
Kilian Abellaneda-Pérez ◽  
Cristina Solé-Padullés ◽  
María Cabello-Toscano ◽  
...  
Keyword(s):  
At Risk ◽  
Cognitive Decline ◽  
Functional Mri ◽  
Memory Performance ◽  
Verbal Learning ◽  
Learning Task ◽  
Memory Reconsolidation ◽  
Subjective Cognitive Decline ◽  
Experimental Session ◽  
Double Blind

Previous evidence suggests that transcranial direct current stimulation (tDCS) to the left dorsolateral prefrontal cortex (l-DLPFC) can enhance episodic memory in subjects with subjective cognitive decline (SCD), known to be at risk of dementia. Our main goal was to replicate such findings in an independent sample and elucidate if baseline magnetic resonance imaging (MRI) characteristics predicted putative memory improvement. Thirty-eight participants with SCD (aged: 60–65 years) were randomly assigned to receive active (N = 19) or sham (N = 19) tDCS in a double-blind design. They underwent a verbal learning task with 15 words (DAY-1), and 24 h later (DAY-2) stimulation was applied for 15 min at 1.5 mA targeting the l-DLPFC after offering a contextual reminder. Delayed recall and recognition were measured 1 day after the stimulation session (DAY-3), and at 1-month follow-up (DAY-30). Before the experimental session, structural and functional MRI were acquired. We identified a group∗time interaction in recognition memory, being the active tDCS group able to maintain stable memory performance between DAY-3 and DAY-30. MRI results revealed that individuals with superior tDCS-induced effects on memory reconsolidation exhibited higher left temporal lobe thickness and greater intrinsic FC within the default-mode network. Present findings confirm that tDCS, through the modulation of memory reconsolidation, is capable of enhancing performance in people with self-perceived cognitive complaints. Results suggest that SCD subjects with more preserved structural and functional integrity might benefit from these interventions, promoting maintenance of cognitive function in a population at risk to develop dementia.

Effects of Internal and External Control of Reinforcement on Binary-Choice Probability Learning

1972 ◽  
Vol 30 (1) ◽  
pp. 255-260
Author(s):  
Marion Jacobs ◽  
Norman Tiber
Keyword(s):  
Probability Learning ◽  
Personal Control ◽  
Learning Task ◽  
External Control ◽  
Binary Choice ◽  
Choice Probability ◽  
Frequent Event ◽  
The Difference ◽  
And Performance ◽  
The Relationship

This study investigated the relationship between belief in one's ability to control reinforcements and performance in a binary-choice probability-learning situation under varying conditions of risk. The probability-learning task required S repeatedly to predict whether a red or green bulb would light up next. Red was programmed to occur 75% of the time. The sequence was random and not contingent upon Ss' responses. Rotter's Internal-External scale was used to select Ss who generally believed reinforcements were affected by their own behavior (internals) to compare with individuals who believed that most reinforcements were beyond personal control (externals). The conditions of risk were no-payoff, win or lose, win or break even, lose or break even, and reverse (lose for a correct guess and break even for an incorrect one). Performance on the reverse condition differed from all others, with Ss selecting the objectively more frequent event significantly less often. The difference resulted from the behavior of male externals and female internals, who predicted the less frequent event to avoid loss of chips. This is discussed within the framework of social learning theory.

Self-Reports of Memory Problems in Relatives of Patients With Probable Alzheimer's Disease

1995 ◽  
Vol 7 (3) ◽  
pp. 367-376 ◽  
Author(s):  
Susan McPherson ◽  
Asenath La Rue ◽  
Allan Fitz ◽  
Steven Matsuyama ◽  
Lissy F. Jarvik
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Memory Performance ◽  
Subjective Memory ◽  
Memory Problems ◽  
History Of ◽  
And Performance ◽  
Close Relatives ◽  
Age Range ◽  
The Relationship

This study examined the relationship between subjective memory complaints and performance on tests of memory by relatives of patients with probable Alzheimer's disease (AD) and by older adults without a family history of dementia. Relatives of AD patients did not differ significantly from controls either in level of complaint or in performance on neuropsychological tests. However, among relatives of patients with early-onset AD, significant correlations were found between performance on memory tests and self-rated changes in everyday memory. These findings raise the possibility that relatives who have entered the age range in which their parents or siblings developed dementia symptoms are monitoring their memory performance more diligently than relatives of patients whose illness began at much later ages or persons who have no close relatives with AD.

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