Changes in Intellectual Performance of Acute and Chronic Schizophrenics

1966 ◽  
Vol 18 (3) ◽  
pp. 791-800 ◽  
Author(s):  
Leonard Kingsley ◽  
Elmer L. Struening
Keyword(s):  
Test Performance ◽  
Test Score ◽  
Armed Forces ◽  
Standard Test ◽  
Standard Score ◽  
Intellectual Performance ◽  
Enlisted Men ◽  
Chronic Schizophrenics ◽  
Differential Deficit ◽  
Performance Results

Army induction scores on the Armed Forces Qualification Test were available on 50 acute schizophrenics, 30 chronic schizophrenics, and 50 enlisted men. The Army General Classification Test was administered to the acute schizophrenics within 1 wk. after being hospitalized for schizophrenia, to the chronic schizophrenics up to 20 yr. after their first hospitalization for schizophrenia and to the enlisted men some time after induction. Difference scores were computed for all Ss by subtracting the standard test score of the AGCT from the standard score of the AFGT received at induction. The three groups were matched on education and test performance at induction. At the second testing, both acute and chronic schizophrenics scored significantly below controls. However, the chronic schizophrenics were not differentiated from the acute schizophrenics on test performance. Results suggested differential deficit in chronic schizophrenics but not in acute schizophrenics. Implications for further research were drawn.

scholarly journals Examination of Regression-based Discrepancy Scores for the RBANS in Detecting Cognitive Impairment from an Archival Sample

2018 ◽  
Vol 34 (8) ◽  
pp. 1329-1339 ◽  
Author(s):  
William F Goette ◽  
Andrew L Schmitt
Keyword(s):  
Cognitive Impairment ◽  
Diagnostic Accuracy ◽  
Clinical Utility ◽  
Word Reading ◽  
Neuropsychological Test ◽  
Clinical Neuropsychology ◽  
Standard Score ◽  
Neuropsychological Status ◽  
Total Scale Score ◽  
Performance Results

Abstract Objective The purpose of this study was to evaluate the clinical utility of regression-based formulas for the RBANS indexes in screening for cognitive impairment. Method A database of neuropsychological test results was created from archival records in a memory assessment clinic. The sample consisted of 83 individuals (37 males/46 females) with an average age of 70.1 (SD = 9.8) and 14.6 years of education (SD = 2.8). Diagnostic accuracy of regression-based predictions provided by Duff and Ramezani (2015) (Duff, K., & Ramezani, A. (2015). Regression-based normative formulae for the Repeatable Battery for the Assessment of Neuropsychological Status for older adults. Archives of Clinical Neuropsychology, 30, 600–604.) and from regression of WTAR standard score were examined via receiver operator characteristic curves. Preliminary generalizability investigation was completed using two additional datasets. Results The WTAR was found to mediate the relationship between education and all RBANS index scores. The WTAR standard score was also found to contribute uniquely and significantly to the prediction of RBANS performance. Results of diagnostic accuracy analyses showed similar discriminating accuracy for all scores. There was limited support for using the WTAR over demographic variables alone in the estimation of RBANS performance; however, the WTAR was found to be more predictive than education, indicating potential clinical utility to using the word-reading score over just years of attained education. Conclusions Use of these derived Total Scale score variants is recommended for the screening of cognitive impairment, particularly in individuals with superior or poor educational quality. Further research is required to evaluate the utility of these variations in more diverse samples.

Facial Affect Recognition in Schizophrenia is there a Differential Deficit?

1984 ◽  
Vol 144 (5) ◽  
pp. 533-537 ◽  
Author(s):  
Josh Novic ◽  
Daniel J. Luchins ◽  
Richard Perline
Keyword(s):  
Facial Recognition ◽  
Facial Affect ◽  
Affect Recognition ◽  
Facial Affect Recognition ◽  
Control Task ◽  
Test Items ◽  
Chronic Schizophrenics ◽  
Significant Deficit ◽  
Differential Deficit ◽  
Human Faces

SummarySeveral studies have suggested that schizophrenics have a deficit in their ability to recognize the affect expressed in photos of human faces. In this study, the performance of 17 chronic schizophrenics was compared to that of 17 controls on both a test of facial affect recognition and a control task involving facial recognition. Compared with controls, chronic schizophrenics tended to perform more poorly on the test of facial affect recognition, but this difference was eliminated when facial recognition was entered as a covariate. When all test items, including those with poor reliability and discriminatory power, were included in the analysis the schizophrenics showed a significant deficit in facial affect recognition which persisted even when facial recognition was used as a covariate.

scholarly journals ‘I Do Think We Can Carry On’: The Women’s War Efforts Committee of the Canadian Jewish Congress, 1939-1946

2019 ◽  
Vol 28 ◽  
Author(s):  
Jennifer Shaw
Keyword(s):  
Jewish Community ◽  
Public Perception ◽  
Minority Group ◽  
Armed Forces ◽  
Immigrant Community ◽  
Jewish Women ◽  
Next Of Kin ◽  
Enlisted Men ◽  
War Effort ◽  
Unpaid Labour

The Jewish community’s involvement in the Canadian war effort during the Second World War has been a topic of scholarly interest for decades. However, this scholarship has largely focused on the activities of men, whether as soldiers or members of volunteer organizations, most notably the Canadian Jewish Congress (CJC). When women’s contributions are noted, it has generally been a mention of undefined volunteer work or their activities as soldiers’ wives and mothers, thus ignoring the monumental efforts of Jewish women. In particular, the Women’s War Efforts Committee (WWEC) of the CJC contributed thousands of hours of unpaid labour, fundraising, running a Next-of-Kin League for the wives, mothers, and children of enlisted men, and working with other women’s organizations for the war effort. However, it was their work on massive projects such as the furnishing of recreation spaces on armed forces bases and the opening of Servicemen’s Centres across Canada that would be most impactful. This paper will explore how the activities of the WWEC increased the visibility of the Jewish community in Canada and contributed to changing the public perception of Jews from that of an unwanted immigrant community to that of an accepted minority group. It will also examine the tensions between the men and women of the CJC and the shifting public roles of women within the Jewish community.

scholarly journals Effects of Modified Multistage Field Test on Performance and Physiological Responses in Wheelchair Basketball Players

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Thierry Weissland ◽  
Arnaud Faupin ◽  
Benoit Borel ◽  
Serge Berthoin ◽  
Pierre-Marie Leprêtre
Keyword(s):  
Heart Rate ◽  
Field Test ◽  
Test Performance ◽  
Test Score ◽  
Minute Ventilation ◽  
Physiological Responses ◽  
Field Tests ◽  
Wheelchair Basketball ◽  
Basketball Players ◽  
And Performance

A bioenergetical analysis of manoeuvrability and agility performance for wheelchair players is inexistent. It was aimed at comparing the physiological responses and performance obtained from the octagon multistage field test (MFT) and the modified condition in “8 form” (MFT-8). Sixteen trained wheelchair basketball players performed both tests in randomized condition. The levels performed (end-test score), peak values of oxygen uptake(VO2peak), minute ventilation(VEpeak), heart rate(HRpeak), peak and relative blood lactate (Δ[Lact−] = peak – rest values), and the perceived rating exertion (RPE) were measured. MFT-8 induced higherVO2peakandVEpeakvalues compared to MFT (VO2peak: 2.5 ± 0.6 versus 2.3 ± 0.6 L·min−1andVEpeak: 96.3 ± 29.1 versus 86.6 ± 23.4 L·min−1;P<0.05) with no difference in other parameters. Significant relations betweenVEpeakand end-test score were correlated for both field tests(P<0.05). At exhaustion, MFT attained incompletelyVO2peakandVEpeak. Among experienced wheelchair players, MFT-8 had no effect on test performance but generates higher physiological responses than MFT. It could be explained by demands of wheelchair skills occurring in 8 form during the modified condition.

Effect of Technology on Student Class Performance and Class Absence

2012 ◽  
Vol 102 (6) ◽  
pp. 471-476
Author(s):  
Sanjay Sesodia ◽  
David Molnar
Keyword(s):  
Instructional Technology ◽  
Grade Point Average ◽  
Test Performance ◽  
Test Score ◽  
Linear Regression Analysis ◽  
College Admission ◽  
Medical College Admission Test ◽  
Grade Point ◽  
Medical College ◽  
Admission Test

Background: This study examined the effect of instructional technology availability on the performance of students enrolled in a medical physiology course at a podiatric medical school. Methods: Multiple linear regression analysis was used to predict student overall test performance based on instructional technology, Medical College Admission Test score, undergraduate grade point average, and class absence. Results: The availability of instructional technology was associated with a small decline in mean test performance and a small increase in class absence. Class absence had a negative effect on test performance only when the technology was available. Total Medical College Admission Test score and grade point average were positively correlated with performance. Conclusions: Instructional technology did not enhance absentee student course performance and, indeed, hurt it. Its use as a means of providing access to additional lecture material needs to be reevaluated. (J Am Podiatr Med Assoc 102(6): 471–476, 2012)

Self-Monitoring and Self-Reinforcement of Studying by College Students

1977 ◽  
Vol 40 (1) ◽  
pp. 103-108 ◽  
Author(s):  
James L. Tichenor
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Natural Environment ◽  
Test Performance ◽  
Test Scores ◽  
Test Score ◽  
Experimental Period ◽  
Self Monitoring ◽  
Significant Difference ◽  
Psychology Course

The present study involves examination of self-monitoring and self-reinforcement of studying to partial out the relative contributions of self-monitoring and self-reinforcement to change of behavior in number of minutes studied and test score. Undergraduate students were divided into groups and were asked to observe and record the number of minutes studied for an introductory psychology course. Reinforcers were points toward the student's course grade. It was predicted that study output would increase and thereby increase scores on course tests. After a 6-wk. experimental period, those students who self-reinforced in their natural environment significantly increased their study time. There was no significant difference between groups in test scores. These findings suggest self-reinforcement in a naturalistic context may increase time of study but not grades. The lack of relationship between time in study and test performance was discussed.

Performance Evaluation Tests for Environmental Research (Peter): Wonderlic Personnel Test

1982 ◽  
Vol 51 (2) ◽  
pp. 635-644 ◽  
Author(s):  
S. L. Mackaman ◽  
A. C. Bittner ◽  
M. M. Harbeson ◽  
R. S. Kennedy ◽  
D. A. Stone
Keyword(s):  
Performance Evaluation ◽  
High School Graduates ◽  
Environmental Research ◽  
Standard Score ◽  
Enlisted Men ◽  
Task Definition ◽  
Parallel Forms ◽  
The Mean ◽  
Definition Of ◽  
Personnel Test

To ascertain the suitability of the Wonderlic Personnel Test for inclusion in a battery of Performance Evaluation Tests for Environmental Research (PETER) parallel forms were administered daily, without coaching or feedback, for 19 consecutive work days to 13 Navy enlisted men who were high school graduates. Over Days 1 to 10 and 18 to 19, unique forms were administered; forms were repeated over Days 11 to 17. The mean score significantly increased from about 23 to 29 amounting to 0.7 standard score units. Subsequent to Day 4, the change in performance was linear and accounted for 57% of the Days 5 to 19 variation. The standard deviations were homogeneous over all repeated and unrepeated days, and the reliability correlations were differentially stable across all days, with a task definition of r = .70. The group mean increase of more than 21 percentile points on the Wonderlic has implications for selection and counseling. It is noteworthy that the average subject in our group scored equal to “stenographer” or “draftsman” on the first occasion but typical of “engineer” or “accountant” on the last. It was concluded that the Wonderlic is suitable for inclusion in PETER.

Student-centered physiology in high schools

2011 ◽  
Vol 35 (2) ◽  
pp. 161-167 ◽  
Author(s):  
Sowmya S. Anjur
Keyword(s):  
Test Performance ◽  
Test Score ◽  
Specific Test ◽  
Student Centered ◽  
Teacher Student ◽  
Significant Difference ◽  
Student Test ◽  
The Individual ◽  
Laboratory Experiences ◽  
Teacher Centered

Student test score percentages in the Physiology and Disease (PAD) course at the Illinois Mathematics and Science Academy, a high school for students of the state of Illinois gifted in math and science, were studied over a period of 5 yr. Inquiry-based laboratory experiences in the course were slowly converted during this time from partly student centered and mostly teacher led to completely student centered beginning in fall 2008. Quarterly analysis of the effect of increased inquiry upon average weekly report submissions of 400 students over 4 yr showed a significant improvement in submission ( P < 0.0002) between quarters 1 and 2 and also improvement from year to year between the academic years of 2006/2007 and 2009/2010 ( P < 0.0001). A comparison of student test score percentages from 346 students in 4 major tests showed a significant increase ( P = 0.0125) beginning in the academic year of 2008/2009, when the conversion of all laboratories in the course from partly student centered to completely student centered was concluded compared with scores over the 2 yr from 2006/2007 up to this point. There was also a significant difference ( P < 00001) in test score percentages between the individual tests themselves over the 4 yr studied. Taking the study a step further, the 35 students registered in the two PAD classes offered in the fall 2010 semester were divided in each of their classes into student-centered and teacher-centered groups, with the former designing all their experiments and the latter following instructions from the teacher. Student score percentages on specific test questions from the four major tests that focused on transfer of student understanding were compared between these two groups. There was a significant improvement ( P = 0.012) when students designed their own laboratories (student-centered group) compared with doing what the teacher asked (teacher-centered group). There was also a significant difference between these student score percentages among the individual tests ( P < 0.0001). These data suggest that an increase in student-centered experiments may lead to a corresponding increase in test performance on questions involving student transfer.

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