A-191 How Does Teleneuropsychology Digit Span Measure Up?

Objective To see how strongly performance on a computerized visual digit span task correlates with non-computerized digit span subtests. Method The data were chosen from a de-identified database. Undiagnosed adult volunteers (n = 105) took the WAIS-IV Digit Span and TMB Digit Span subtests. Demographic characteristics were as follows: Age (M = 28.5, SD = 11.2), education (M = 16.2, SD = 1.9), gender (60% Female), race (69.8% White). A Pearson correlation was run on the TMB and WAIS-IV longest digit span forward (ldsf) and longest digit span backward (ldsb) raw scores of the same individuals. Results Results suggest a moderate correlation between WAIS-IV ldsf (M = 7.14, SD = 1.31) and TMB (M = 6.90, SD = 1.29) ldsf raw scores, r = 0.45, p > 0.01. Moreover, results indicated a moderate correlation between WAIS-IV ldsb (M = 7.69, SD = 1.43) and TMB (M = 5.66, SD = 1.81) ldsb raw scores, r = 0.38, p > 0.01. 73.1% of participants had the same or were within one digit on ldsf scores on both assessments, while 93% were within two digits. 63.8% of participants had the same ldsb scores on both assessments, while 81.9% were within two digits. Conclusion Clinicians must note the risk of assuming computerized tests measure the same cognitive functions as standardized paper-and-pencil tests. These results underscore this point. Future studies should continue to assess how well in-person tests align with other computerized tests purporting to measure the same cognitive abilities by examining other variables (i.e., auditory vs. visual, controlled vs. non-controlled environment).

The relationship between the academic achievement of computerized tests and traditional tests of Business College students. An empirical study

The study aims to investigate the relationship between the academic achievement of computerized tests and traditional pen and paper exams of Business College students at the University of Jordan- Aqaba branch as well as relate differences results to students` gender. The study sample comprised 136 students of a compulsory course at the Business Faculty. A computerized mid-term test was held while the final one was traditional. The results of the two tests were compared where the other general factors affecting students` academic achievement, namely ( the same students, course subject, course subject lecturer) were set. The tests marks were sampled as percentage to the test mark so as to delete the denominator difference of marks where the mid-term mark is out of 30 while the final test is out of 50. The SPSS was used to compare the results of the two tests. Results were related to students gender, whether gender-related differences are found. The study concluded that there is no statistical significant relationship between the academic achievement of computerized tests and traditional ones (paper and pen) held at the Business College in The University of Jordan- Aqaba branch. The results also indicated that the academic achievement differences resulting from computerized tests have to do with the student gender variable in favour of male students.

CAN COMPUTERIZED NEUROPSYCHOLOGICAL TESTS BETTER DISCRIMINATE SUBJECTIVE COGNITIVE DECLINE IN ELDERLY?

Background: Subjects with subjective cognitive decline (SCD) are at higher risk of developing mild cognitive impairment (MCI) and Alzheimer’s dementia (AD). By definition, they perform normally on conventional neuropsychological tests. However, it is unclear whether computerized tests can detect subtle changes in this population. Objective: To compare cognitive performance in conventional and computerized tests of the CANTAB battery in people over 55 years old, divided into three subgroups: Controls, SCD and MCI, according to the NIA-AA 2018 criteria. Methods: We included 64 volunteers: 19 controls, 15 SCD, 30 MCI. Principal Component Analysis (PCA) model was used in both tests and naive bayes classifier were used to distinguish SCD from controls. Results: In conventional tests, variability of 57,17%, differentiating only the MCI. The CANTAB showed a subtle difference in dispersion between SCD and controls, with a variability of 30,12%. Cognitive functions with greater differentiation: episodic visual memory and new learning with variability of 72,65%, visual perception and immediate visual memory 51,95% variability, with similar results between the SCD and MCI groups. Attention and psychomotor speed 23,89%. Sustained attention and psychomotor speed with 71,3%. Adjusted for demographic variables, 52,63% of the SCD were classified as MCI in the computerized test, while the conventional one did not change. Conclusion: Computerized tests seem to be more sensitive in differentiating SCDs from controls, resembling the MCI group.

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

The acquisition of effective reading comprehension for adolescents with cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.