Can Localised Brain Impairment Be Simulated on Neuropsychological Test Profiles?

1987 ◽  
Vol 21 (1) ◽  
pp. 87-93 ◽  
Author(s):  
Linda Hayward ◽  
Wayne Hall ◽  
Michael Hunt ◽  
Stephen R. Zubrick
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Neuropsychological Tests ◽  
Neuropsychological Test ◽  
Temporal Cortex ◽  
Great Difficulty ◽  
Cerebral Injury ◽  
Neurosurgical Patients ◽  
History Of ◽  
Test Profiles

We asked 28 registered nurses with varying degrees of experience in working with neurological and neurosurgical patients to fake results on 10 neuropsychological tests in such a way as to be congruent with a history of trauma to the left fronto-temporal cortex. We compared these data to those obtained from 21 patients who had been referred with verified cerebral injury and who had a diagnosis of left fronto-temporal dysfunction. The overall hit rate of classification for the two groups was 85.7% and 89.8%, depending on the way in which test scores were combined. Results showed that a knowledgeable group of informed fakers had great difficulty reproducing the test performance of individuals with left fronto-temporal impairment.

Rule Monitoring Ability Predicts Event-Based Prospective Memory Performance in Individuals with TBI

2014 ◽  
Vol 20 (7) ◽  
pp. 673-683 ◽  
Author(s):  
Jessica Paxton ◽  
Nancy Chiaravalloti
Keyword(s):  
Executive Functioning ◽  
Prospective Memory ◽  
Test Performance ◽  
Neuropsychological Tests ◽  
Memory Performance ◽  
Neuropsychological Test ◽  
History Of ◽  
Severe Tbi ◽  
Event Based ◽  
Behavioral Memory

AbstractNumerous studies have demonstrated that prospective memory (PM) abilities are impaired following traumatic brain injury (TBI). PM refers to the ability to remember to complete a planned action following a delay. PM post-TBI has been shown to be related to performance on neuropsychological tests of executive functioning and retrospective episodic memory (RM). However, the relative influence of impairments in RM versus executive functioning on PM performance post-TBI remains uninvestigated. In the current study, PM and neuropsychological test performance were examined in 45 persons with a history of moderate to severe TBI at least 1 year before enrollment. Regression analyses examined the relative contributions of RM and executive functioning in the prediction of PM performance on the Rivermead Behavioral Memory Test (RBMT). Results indicated that scores on tests of delayed RM and rule monitoring (i.e., ability to avoid making errors on executive measures) were the strongest predictors of PM. When the interaction between RM impairment and rule monitoring was examined, a positive relationship between PM and rule monitoring was found only in TBI participants with impaired RM. Results suggest that PM performance is dependent upon rule monitoring abilities only when RM is impaired following TBI. (JINS, 2014, 20, 1–11)

Neuropsychological Test Performance in Framingham: A Descriptive Study

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1023-1040
Author(s):  
Mary E. Farmer ◽  
Lon R. White ◽  
Steven J. Kittner ◽  
Edith Kaplan ◽  
Elizabeth Moes ◽  
...  
Keyword(s):  
Test Performance ◽  
Neuropsychological Tests ◽  
Language Skills ◽  
Community Sample ◽  
Neuropsychological Test ◽  
Descriptive Study ◽  
Community Dwelling ◽  
Abstract Thinking ◽  
Framingham Study ◽  
Hearing Impairments

In 1976–1978, a battery of eight neuropsychologic tests was administered to 2,123 participants in the Framingham Study aged 55 to 89 yr. The battery was designed to sample multiple areas of cognitive function including language skills, memory, learning, reproduction of designs, attention, and abstract thinking. Performance is described for several groups in this population: a large community-dwelling sample, those with hearing impairments, and those with documented strokes. Performance is described by age, sex, and education strata for the community sample. This normative information should be useful for interpreting individual test performance on neuropsychological tests.

Factors Underlying Neuropsychological Test Performance in Chronic Severe Traumatic Brain Injury

1992 ◽  
Vol 35 (4) ◽  
pp. 810-818 ◽  
Author(s):  
Richard K. Peach
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Test Performance ◽  
Neuropsychological Test ◽  
Cerebral Injury ◽  
Language Performance ◽  
Closed Head ◽  
Mental Efficiency ◽  
Language Measures ◽  
Head Type

The neuropsychological test performance of subjects with traumatic brain injury (TBI) of the closed head type was investigated using a test battery consisting of traditional clinical instruments with expanded language measures. TBI subjects were specifically selected to include only those with a pattern of predominantly diffuse cerebral injury to allow conclusions regarding language performance in the absence of focal aphasia-producing lesions. Factor analysis of the test scores resulted in the extraction of three interpretable factors associated with performance on this battery: perceptual, general language, and mental efficiency. The results were compared to those obtained in previous factor-analytic studies of brain-damaged subjects, revealing patterns for the language/verbal subtests that diverged from those observed formerly. Two explanations are considered for these findings, the first interpretation centering on the notion of select impairments to specific cognitive processes and the second relating to impairments in the capacity to allocate resources effectively.

scholarly journals Neuropsychology of Illiteracy

1993 ◽  
Vol 6 (2) ◽  
pp. 107-112 ◽  
Author(s):  
M. Rosselli
Keyword(s):  
Test Performance ◽  
Cognitive Abilities ◽  
Neuropsychological Tests ◽  
Neuropsychological Test ◽  
Cognitive Activity ◽  
Hemispheric Dominance ◽  
Brain Pathology ◽  
Brain Organization ◽  
Cultural Variables ◽  
Cognitive Sequelae

It is proposed that analysis of illiteracy can not only discern the influence of schooling background on neuropsychological test performance, but also contributes to obtaining a better understanding about the cerebral organization of cognitive activity. Brain organization of cognition, and cognitive sequelae of brain pathology in illiterates are reviewed. It is concluded that: (1) cognitive abilities, as measured by standard neuropsychological tests, are significantly influenced by schooling background; and (2) educational and cultural variables may affect the degree (albeit, not the direction) of hemispheric dominance for language, and other cognitive abilities. A more bilateral representation of cognitive abilities in illiterates is hypothesized.

Accounting for estimated IQ in neuropsychological test performance with regression-based techniques

2009 ◽  
Vol 15 (6) ◽  
pp. 1012-1022 ◽  
Author(s):  
S. MARC TESTA ◽  
JESSICA M. WINICKI ◽  
GODFREY D. PEARLSON ◽  
BARRY GORDON ◽  
DAVID J. SCHRETLEN
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Regression Models ◽  
Word Reading ◽  
Neuropsychological Test ◽  
Algebraic Equations ◽  
Cognitive Measures ◽  
Multiple Regression Models ◽  
Multiple Predictor ◽  
Ability To Drive

AbstractRegression-based normative techniques account for variability in test performance associated with multiple predictor variables and generate expected scores based on algebraic equations. Using this approach, we show that estimated IQ, based on oral word reading, accounts for 1–9% of the variability beyond that explained by individual differences in age, sex, race, and years of education for most cognitive measures. These results confirm that adding estimated “premorbid” IQ to demographic predictors in multiple regression models can incrementally improve the accuracy with which regression-based norms (RBNs) benchmark expected neuropsychological test performance in healthy adults. It remains to be seen whether the incremental variance in test performance explained by estimated “premorbid” IQ translates to improved diagnostic accuracy in patient samples. We describe these methods, and illustrate the step-by-step application of RBNs with two cases. We also discuss the rationale, assumptions, and caveats of this approach. More broadly, we note that adjusting test scores for age and other characteristics might actually decrease the accuracy with which test performance predicts absolute criteria, such as the ability to drive or live independently. (JINS, 2009, 15, 1012–1022.)

Neuropsychological test performance in Aruaco Indians: An exploratory study

2001 ◽  
Vol 7 (4) ◽  
pp. 510-515 ◽  
Author(s):  
ALFREDO ARDILA ◽  
SONIA MORENO
Keyword(s):  
Sierra Nevada ◽  
Test Performance ◽  
Verbal Fluency ◽  
Neuropsychological Tests ◽  
Concept Formation ◽  
Block Design ◽  
Neuropsychological Test ◽  
Ability Test ◽  
Female Age ◽  
Cultural Assessment

A sample of 20 right-handed Aruaco Indians (12 male, 8 female; age 8–30 years) from the Sierra Nevada de Santa Marta (Colombia) participated in this study. A brief neuropsychological test battery (visuoconstructive and visuoperceptual abilities, memory, ideomotor praxis, verbal fluency, spatial abilities, concept formation) was individually administered. In addition, a handedness questionnaire was included. In some neuropsychological tests performance was virtually perfect (Recognition of Overlapped Figures and Ideomotor Praxis Ability test), whereas performance in other tests was impossible (e.g., Block Design using a time limit). It was proposed that two types of variables were significantly affecting performance: (1) educational level; and (2) cultural relevance. Some tests appeared significant and meaningful whereas others were meaningless and even impossible to understand. The appropriateness of current neuropsychological instruments for cross-cultural assessment is discussed. (JINS, 2001, 7, 510–515.)

scholarly journals Age-Related Differences in Neuropsychological Testing Among High School Athletes

2009 ◽  
Vol 44 (4) ◽  
pp. 405-409 ◽  
Author(s):  
Tamerah N. Hunt ◽  
Michael S. Ferrara
Keyword(s):  
High School ◽  
Test Scores ◽  
Neuropsychological Tests ◽  
Neuropsychological Test ◽  
Trail Making Test ◽  
High School Athletes ◽  
Neuropsychological Test Battery ◽  
9Th Grade ◽  
Trail Making ◽  
Baseline Testing

Abstract Clinicians have questioned the need to obtain annual baseline neuropsychological tests in high school athletes. If no difference among academic grades exists, annual baseline testing may not be necessary.Context: To examine differences at baseline testing on pencil-and-paper neuropsychological tests among grade levels in high school athletes.Objective: Cross-sectional, between-groups design.Design: Schools participating in a Georgia high school athletics association.Setting: High school football players (n  =  198) in the 9th through 12th grades, with a mean age of 15.78 ± 1.16 years.Patients or Other Participants: Participants were divided into 4 groups by grade and were administered a symptom checklist and brief neuropsychological test battery. Grade level served as the independent variable. Symptom and individual test scores within the neuropsychological test battery served as dependent variables.Main Outcome Measure(s): Differences were noted among grades on the Trail Making Test A (F3,194  =  3.23, P  =  .024, η2  =  0.048), Trail Making Test B (F3,194  =  3.93, P  =  .009, η2  =  0.057), Symbol Digit Modalities Test (F3,194  =  4.38, P  =  .005, η2  =  0.064), dominant tap (F3,194  =  3.14, P  =  .026, η2  =  0.046), and nondominant tap (F3,194  =  4.902, P  =  .003, η2  =  0.070). Using the Bonferroni correction (P ≤ .00625), we found differences between the 9th grade and 11th and 12th grades.Results: Baseline neuropsychological test scores in high school athletes improved as a function of age, with differences between the 9th grade and 11th and 12th grades. Because the differences were driven by 9th-grade test scores, baseline testing should be completed, at minimum, upon entrance into 9th and 10th grades; however, annual testing is still recommended until additional research is conducted.Conclusions:

scholarly journals Cognitive Impairment and Self-Care Among Congestive Heart Failure Patients in an Outpatient Clinic

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 155-156
Author(s):  
Chelsea Liu ◽  
Nicole L Williams ◽  
Nisha Chandra ◽  
Rosanne Rouf ◽  
Andrew Gaddis ◽  
...  
Keyword(s):  
Heart Failure ◽  
Congestive Heart Failure ◽  
Cognitive Impairment ◽  
Test Scores ◽  
Sodium Intake ◽  
Neuropsychological Test ◽  
Self Care ◽  
Ordinal Scale ◽  
Cognitive Domains ◽  
History Of

Abstract The burden of congestive heart failure (CHF) is the greatest among older adults. Cognition is important for carrying out self-care tasks such as monitoring sodium intake, but little is known about how cognition affects self-care in acutely ill CHF patients. We aimed to assess the association between cognition and self-care in CHF patients from an outpatient diuresis clinic. Cognitive function was measured using the Mini-Mental State Exam (MMSE) and other tests representing 5 cognitive domains. The Self-Care of Heart Failure Index (SCHFI), given to a subset of participants, consisted of 22 questions each scored on an ordinal scale of 1-4 with a total score ranging from 22-88; higher scores indicated better self-care. SCHFI questions were further categorized into maintenance, management and confidence sub-scores. Multiple linear regressions were used to analyze the association between neuropsychological test scores and SCHFI scores. A total of 68 CHF patients had complete SCHFI data, with a mean age of 65.6 years and a mean total SCHFI score of 70.9 points. Nine (13.2%) patients were cognitively impaired (MMSE<24). Older age, lower education and history of stroke were associated with cognitive impairment. After adjusting for age, education, diabetes, and depressive symptoms, no associations were observed between the other neuropsychological test scores and any of the SCHFI scores. Though findings suggest that cognition is not associated with self-care, the analysis may have been underpowered. Further evaluation of a greater number of CHF patients is needed to understand the implications of cognition on self-care and provide guidance for interventions.

Demographically Corrected Normative Z Scores on the Neuropsychological Test Battery in Cognitively Normal Older Chinese Adults

2020 ◽  
pp. 1-9
Author(s):  
Qingwei Ruan ◽  
Feng Xiao ◽  
Ke Gong ◽  
Weibin Zhang ◽  
Min Zhang ◽  
...  
Keyword(s):  
Executive Function ◽  
Linear Regression ◽  
Test Scores ◽  
Neuropsychological Tests ◽  
Regression Models ◽  
Neuropsychological Test ◽  
Cognitively Normal ◽  
Level Of Education ◽  
Elderly Chinese ◽  
Older Chinese

<b><i>Background:</i></b> Subjective questionnaires used for the diagnosis of pre-mild cognitive impairment (pre-MCI) and conventional criteria for MCI might mainly result in false-positive diagnostic errors. The integrated criteria based on demographically adjusted total and process <i>Z</i> scores on neuropsychological tests have been validated to be sensitive for measuring pre-MCI, MCI, and MCI subtypes. However, the underrepresentativity of Chinese populations and the complexity in some tests limit the use of the established <i>Z</i> scores in the elderly Chinese population. <b><i>Objective:</i></b> The aim of this study was to develop a useful <i>Z</i> score calculator to assess individual cognitive performance after adjustment of the scores on each of the neuropsychological tests according to sex, age, and education and to establish preliminary norms for the objective assessment of cognition function in elderly Chinese individuals. <b><i>Methods:</i></b> The neuropsychological test battery consists of measures of performance on different cognitive domains, including episodic memory, language, executive function, processing speed, and attention. Data were obtained from 220 clinically cognitively normal Chinese volunteers aged 60 years or older from the cohort of the Shanghai study of health promotion among frail elderly individuals. Regression models were used to investigate the impact of age, education, and sex on test scores. <i>Z</i> scores were estimated for the different scores by subtracting the predicted mean from the raw score and dividing it by the root mean square error term for any given linear regression model. <b><i>Results:</i></b> Preliminary analyses indicated that age, sex, or level of education significantly affected test scores. A series of linear regression models was constructed for all instruments, i.e.: the Trail-Making Test A and B, to assess executive function or attention; the Boston Naming Test and animal list generation, to assess language; delayed free correct responses and the Hopkins Verbal Learning Test-Revised (HVLT-R) recognition, as well as three process scores, i.e., intrusion errors, learning slope, and retroactive interference, from the HVLT-R, to assess memory, by adjusting for the covariates of age, sex, and level of education concurrently. The <i>Z</i> scores on all neuropsychological tests were estimated based on the corresponding regression coefficients. <b><i>Conclusions:</i></b> We constructed a multivariable regression-based normative <i>Z</i> score method for the measurement of cognition among older Chinese individuals in the community. The normative score will be useful for the accurate diagnosis of different subtypes of pre-MCI and MCI after preliminary rapid screening in the community.

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