scholarly journals Convergent Validity of the Integrated Visual and Auditory Continuous Performance Test (IVA+Plus): Associations with Working Memory, Processing Speed, and Behavioral Ratings

2014 ◽  
Vol 29 (3) ◽  
pp. 300-312 ◽  
Author(s):  
E. Arble ◽  
J. Kuentzel ◽  
D. Barnett
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Convergent Validity ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Behavioral Ratings ◽  
Memory Processing

Cognitive Correlates of Math Performance in School-Aged Children with Sickle Cell Disease and Silent Cerebral Infarcts

2020 ◽  
Author(s):  
Rachel K Peterson ◽  
Suzan Williams ◽  
Laura Janzen
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Performance Test ◽  
Digit Span ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Parent Ratings ◽  
Cell Disease ◽  
Math Fluency ◽  
Math Difficulties

Abstract Objective Attention, processing speed, executive functioning, and math difficulties are common in youth with sickle cell disease (SCD) with silent cerebral infarcts (SCI). This study investigated the cognitive underpinnings of math difficulties in children with SCD and SCI. Method Youth (n = 68) with SCD and SCI completed measures of attention [Digit Span forward (DSF); Conners Continuous Performance Test-Third Edition/Kiddie Conners Continuous Performance Test-Second Edition (CPT-3/KCPT-2)]; working memory [Wechsler Intelligence Scales (WPPSI-IV, WISC-IV, WISC-V, WAIS-IV), Working Memory Index (WMI), Digit Span backwards (DSB)]; processing speed [WPPSI-IV, WISC-IV, WISC-V, WAIS-IV Processing Speed Index (PSI)]; math reasoning [Wechsler Individual Achievement Test-Third Edition (WIAT-III) Mathematics composite (MC)]; and math fluency [WIAT-III Math Fluency composite (MF)] as part of a clinical neuropsychological evaluation. Parent ratings of attention and executive functioning were obtained [Behavior Assessment System for Children-Third Edition (BASC-3), Behavior Rating Inventory of Executive Function (BRIEF)]. Results MC was positively correlated with WMI (r = 0.59, p = 0.00), PSI (r = 0.40, p < 0.001), DSF (r = 0.29, p = 0.03), DSB (r = 0.47, p < 0.001), and MF (r = 0.71, p < 0.001). Correlations between MC, sustained attention, and parent ratings were nonsignificant. The linear regression model using correlated variables was significant [F(4,51) = 8.29, R2 = 0.39, p < 0.001]. WMI was the only significant variable within the model (p = 0.02). Conclusions Working memory deficits account for significant variance in untimed mathematical performance in this population—consistent with other populations with white matter dysfunction. Interventions targeting both mathematics and working memory may be beneficial.

scholarly journals A-235 Construct validity of the National Institutes of Health Toolbox- Cognition Battery (NIHTB-CB) in children and adolescents with cerebral cavernous malformation, type 1 (CCM-1) and their non-affected relatives

2020 ◽  
Vol 35 (6) ◽  
pp. 1030-1030
Author(s):  
Petranovich C ◽  
Wilson K ◽  
Gill D ◽  
Morrison L ◽  
Hart B ◽  
...  
Keyword(s):  
Working Memory ◽  
Construct Validity ◽  
Children And Adolescents ◽  
Oral Reading ◽  
Processing Speed ◽  
Convergent Validity ◽  
Word Reading ◽  
Digit Span ◽  
Memory Processing ◽  
Wide Range

Abstract Objective This study assessed the convergent validity of the NIHTB-CB in a sample of children and adolescents with CCM-1 and non-affected relatives. Method Twenty-two participants with CCM-1 and 7 non-affected relatives completed the NIHTB-CB and traditional neuropsychological measures. The following domains were assessed: memory (NIHTB-CB Picture Sequencing Memory and Child and Adolescent Memory Profile- Screening Index), word reading (NIHTB-CB Oral Reading and Wide Range Achievement Test-4th Word Reading [WRAT-4 WR]),processing speed (NIHTB-CB Pattern Comparison and Symbol Digit Modalities Test), and attention/working memory (NIHTB-CB List Sorting and Digit Span). Results The non-affected group scored higher than the CCM-1 group on WRAT-4 WR (t = 2.68, p = .02) and NIHTB-CB Oral Reading (t = 2.18, p = .05). The groups did not differ on the other measures (p > .05). Pearson’s correlations ranged from .45 for memory to .81 for word reading, demonstrating adequate construct validity for memory, processing speed, and attention/working memory and good to very good for word reading. The NIHTB-CB was more likely to identify participants as impaired for memory (17.2% vs 6.9%) and processing speed (62.1% vs. 3.4%). The traditional attention/working memory measure was more likely to identify participants as impaired (27.6% vs 3.4%). Impairment rates were similar for the word reading measures. Conclusions Of the domains considered, convergent validity was best established for word reading. Although correlations were adequate, rates of impairment differed for memory, processing speed, and attention/working memory, suggesting that caution is warranted when comparing the NIHTB-CB to traditional measures in these areas.

AULA virtual reality test as an attention measure: Convergent validity with Conners’ Continuous Performance Test

2013 ◽  
Vol 20 (3) ◽  
pp. 328-342 ◽  
Author(s):  
Unai Díaz-Orueta ◽  
Cristina Garcia-López ◽  
Nerea Crespo-Eguílaz ◽  
Rocío Sánchez-Carpintero ◽  
Gema Climent ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Convergent Validity ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Conners Continuous Performance Test

Performance on the continuous performance test under parametric increase of working memory load in schizophrenia

2012 ◽  
Vol 197 (3) ◽  
pp. 350-352 ◽  
Author(s):  
Kwang-Hyuk Lee ◽  
Daniel T. Tsoi ◽  
Waqqas A. Khokhar ◽  
Jaspal S. Swalli ◽  
Kate Gee ◽  
...  
Keyword(s):  
Working Memory ◽  
Performance Test ◽  
Memory Load ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Working Memory Load

Correlations between Scores on a Continuous Performance Test and Parents' Ratings of Attention Problems and Impulsivity in Children

1992 ◽  
Vol 70 (3) ◽  
pp. 739-742 ◽  
Author(s):  
Ronald W. Thompson ◽  
George T. Nichols
Keyword(s):  
Clinical Practice ◽  
Behavioral Problems ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Attention Problems ◽  
Continuous Performance ◽  
Behavioral Ratings ◽  
The Relationship

This is a study of the relationship between a continuous performance test and parents' behavioral ratings of attention problems and impulsivity in 45 boys who had been referred to a clinic for learning and behavioral problems. No significant correlations obtained between these two methods of assessment. Perhaps the lack of congruence is due to the multidimensional nature of both attention problems and impulsivity. Suggestions for clinical practice and further research are discussed.

Contingent Negative Variation (CNV) bei Kindern mit hyperkinetischem Syndrom - eine experimentelle Untersuchung mittels des Continuous Performance Test (CPT)

2000 ◽  
Vol 28 (4) ◽  
pp. 239-246 ◽  
Author(s):  
K. Hennighausen ◽  
G. Schulte-Körne ◽  
A. Warnke ◽  
H. Remschmidt
Keyword(s):  
Contingent Negative Variation ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Experimentelle Untersuchung

Zusammenfassung Fragestellung: Gibt es neurophysiologische Korrelate der Aufmerksamkeitsstörung beim hyperkinetischen Syndrom (HKS) und welche Bedeutung haben diese für die Ätiologie der Störung. Methodik: Selektive Aufmerksamkeitsprozesse wurden anhand des zweistufigen Continuous Performance Test (CPT) bei 18 Jungen mit hyperkinetischem Syndrom (HKS) untersucht und mit einer nach dem Alter parallelisierten Kontrollgruppe von 21 Jungen verglichen. Die Altersspanne der Stichprobe betrug 6 bis 12 Jahre. Parallel dazu wurden ereigniskorrelierte Potentiale (EKP) während des Tests an den Elektrodenpositionen Fz, Cz, Pz und Oz mit Referenz zu verbundenen Ohren abgeleitet. Ergebnisse: Im EKP nach dem präparatorischen Stimulus konnten zwei Komponenten der Contingent Negative Variation (CNV) mit unterschiedlicher topographischer Verteilung identifiziert werden (CNV-1: 600 bis 1100 ms und CNV-2: 1000 bis 1500 ms nach Stimulus). Die Stichproben unterschieden sich nicht auf der Verhaltensebene (Fehlerrate und Reaktionszeit). Signifikante Gruppenunterschiede ergaben sich hinsichtlich der Topographie der beiden CNV-Komponenten. Kinder mit HKS zeigten im Vergleich zu Kontrollkindern eine signifikant niedrigere CNV-1 über der frontalen und eine Tendenz zu stärkerer Negativierung (CNV-1 und CNV-2) über der occipitalen Elektrode. Schlussfolgerungen: Die Ergebnisse unterstützen die Hypothese einer Unterfunktion frontaler inhibitorischer Prozesse bei Kindern mit HKS.

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

2016 ◽  
Vol 44 (5) ◽  
pp. 365-375 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Elena Ise ◽  
Julia Raddatz ◽  
Christin Schwenk ◽  
Christian Dobel
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Verbal Working Memory ◽  
Typically Developing ◽  
Cognitive Profiles ◽  
Adhd Symptoms ◽  
Memory Processing ◽  
Numerical Processing ◽  
Hyperactivity Disorder ◽  
Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.


Comparing the Mathematics Continuous Performance Test With Other Measures of Tests of Attention

2016 ◽  
Vol 32 (4) ◽  
pp. 291-297 ◽  
Author(s):  
Dubi Lufi ◽  
Shachar Pan
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Clinical Population ◽  
Control Group ◽  
Continuous Performance ◽  
Adhd Assessment ◽  
Research Reporting ◽  
Hyperactivity Disorder ◽  
Continuous Performance Tests ◽  
Better Than

Abstract. Several studies have shown that Continuous Performance Tests (CPT) can diagnose Attention Deficit Hyperactivity Disorder (ADHD) better than other tests. Research reporting comparisons of two or more CPT-type tests is scarce. The purpose of the study was to compare the Mathematics Continuous Performance Test (MATH-CPT) with another CPT-type test (CPT II) and a questionnaire (the Brown Scale). The comparison was carried out by looking at correlations among subscales and checking the precision of detecting ADHD. Ninety-five high school and college students participated in the study, 41 with ADHD were the research group and 54 were the control group. The participants performed the two tests and answered the questionnaire. The results showed that the MATH-CPT correctly identified 74.50% of the participants of both groups as compared to the 71.60% of the CPT II. Correlations between the two CPT-type tests were moderate; however, they were similar to correlations found in other studies comparing similar tools. The MATH-CPT, final attention formula, showed significant correlations with the Brown scales, while the CPT II, confidence index associated with ADHD assessment, showed nonsignificant correlations with the questionnaire. The study indicated that MATH-CPT can be used with a clinical population of ADHD and for research purposes.

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