Screening method for assessing verbal learning efficiency using the Cognistat (original) (raw)
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Journal of the International …, 2005
The Verbal Learning Test (VLT; evaluates the declarative memory. Despite its extensive use, it has been difficult to establish normative data because test administration has not been uniform. The purpose of the present study was to gather normative data for the VLT for a large number (N 5 1855) of healthy participants aged 24-81 years, using a procedure in which the words to be learned were presented either verbally or visually. The results showed that VLT performance decreased in an age-dependent manner from an early age. The learning capacity of younger versus older adults differed quantitatively rather than qualitatively. Females and higher educated participants outperformed males and lower educated participants over the entire age range tested. Presentation mode affected VLT performance differently: auditory presentation resulted in a better recall on Trial 1 (a short-term or working memory measure), whereas visual presentation yielded a better performance on Trial 3, Trial 4, and Delta (a learning measure). (JINS, 2005, 11, 290-302.)
Elderly Norms for the Hopkins Verbal Learning Test-Revised
The Clinical Neuropsychologist (Neuropsychology, Development and Cognition: Section D), 2000
The present study evaluates the effects of age, education, and gender in a representative sample of older adults and provides normative data for community-dwelling elderly. Age and gender had significant effects on HVLT-R performance. We provide age-and gender-adjusted normative data. Surprisingly, education level did not affect HVLT-R performance, indicating that education-adjusted norms are not necessary for this measure within this age range. We evaluated a subsample of subjects census-matched on age, education, and gender. These subjects did not differ in overall performance from our entire sample. Therefore, the normative data provided in this paper can be considered to be census-comparable for age, education, and gender.
Cognitive Performance among Cognitively Healthy Adults Aged 30–100 Years
Dementia and geriatric cognitive disorders extra, 2019
Background/Aims: To detect cognitive decline in older adults, measures of verbal fluency and verbal memory are widely used. Less is known about performance in these measures in younger persons or according to education level and gender. We investigated cognitive performance according to age, education and gender among cognitively healthy adults aged 30-100 years. Methods: The study population comprised 4,174 cognitively healthy persons participating in the nationally representative Finnish Health 2011 survey. Cognitive assessment included verbal fluency, word list memory, word list recall and word list savings from the Consortium to Establish a Registry for Alzheimer's Disease neuropsychological battery. Results: Total variance in the cognitive test performance explained by age, education and gender varied from 12.3 to 31.2%. A decreasing trend in cognitive performance existed in all subtests by advancing age, with differences appearing between 50 and 55 years. Persons with the highest-education level performed best for all measures. For the participants < 55 years, education explained part of the variance, while age and gender did not. Conclusions: When assessing cognition, age and education should be accounted for in more detail in research and clinical practice. Additionally, the cohort effect and its potential impact on the renewal cycle of future normative values for cognitive tests should be considered.
Geriatric performance on the Neurobehavioral Cognitive Status Examination (Cognistat)What is normal?
Archives of Clinical Neuropsychology, 2003
The Neurobehavioral Cognitive Status Examination (Cognistat) is a widely used cognitive screening measure that has been utilized in several clinical studies with a geriatric population. However, there has been relatively little normative research since its original publication. The objective of this study was to develop age-corrected norms for Cognistat. One hundred and fifty healthy participants aged 60-85 were recruited, all of whom spoke English fluently. Twenty-seven peoples met at least one exclusionary criterion and were therefore excluded. The participants were administered Cognistat along with measures of IQ, depression, alcohol usage, and activity level. Data were not normally distributed; therefore, analysis of these data was completed using descriptive statistics and the nonparametric bootstrapping technique. Study results provide age-corrected profiles that differ significantly from and extend the originally published norms.
The Hopkins Verbal Learning Test and CVLTA Preliminary Comparison
Archives of Clinical Neuropsychology, 1998
A preliminary examination of the relationship between two clinical measures of verbal memory was conducted among healthy older subjects. Correlations between selected scores from the Hopkins Verbal Learning Test (HVLT) and the California Verbal Learning Test (CVLT) revealed that the total number of words learned across trials for both tests were significantly related (r = .74, p
Construct and Concurrent Validity of the Hopkins Verbal Learning Test ? Revised
The Clinical Neuropsychologist (Neuropsychology, Development and Cognition: Section D), 1999
The present investigation examined the validity of the revised Hopkins Verbal Learning Test (HVLT-R). In a principal components analysis with varimax rotation, measures of new learning and delayed recall loaded on a single factor distinguishable from measures related to general cognitive function and visual memory. The HVLT-R also correlated most strongly with other tests of verbal memory and relatively weakly with a test of general intelligence. Group comparisons showed that normal controls performed better than age-and education-matched patients with probable Alzheimer's disease (AD) or vascular dementia (VaD). Discriminant function analyses and Bayesian statistics revealed high classification accuracies for dementia patients versus controls. When scores on the HVLT-R and other neuropsychological tests were subjected to discriminant function analyses, performance on the HVLT-R delayed recognition task was found to be the most useful in discriminating patients with AD from those with VaD. We conclude that the HVLT-R is a valid test of verbal learning and memory that is best suited for use with elderly patients suspected of dementia.
The Clinical Neuropsychologist (Neuropsychology, Development and Cognition: Section D), 1998
The Hopkins Verbal Learning Test (HVLT) is a brief verbal learning and memory test with six alternate forms. The HVLT is ideal in situations calling for repeated neuropsychological examinations, but it lacks a delayed recall trial which is essential for the assessment of abnormal forgetting. We present a revised version of the HVLT which includes a delayed recall trial, and therefore delays the yes/no recognition trial. The equivalence of test forms was examined in two separate studies using between-groups and withinsubjects research designs. In both studies, the six forms of the revised HVLT (HVLT-R) were found to be equivalent with respect to the recall trials, but there were some modest differences in recognition. Recommendations for the use of the HVLT-R in serial neuropsychological examinations are provided, as well as normative data tables from a sample of 541 subjects, spanning ages 17 to 88 years.
Examining Gender Differences in Neurocognitive Functioning Across Adulthood
Journal of the International Neuropsychological Society, 2019
Objective:Previous research has shown that women have an advantage on verbal episodic memory and processing speed tasks, while men show an advantage on spatial ability measures. Previous work has also found differences in cognition across age. The current study examines gender differences in neurocognitive functioning across adulthood, whether age moderates this effect, and whether these differences remain consistent with practice across multiple testing sessions.Method:Data from the Virginia Cognitive Aging Project were used, which included participants between the ages of 18 and 99 years (N = 5125). Participants completed measures assessing five cognitive domains: episodic memory, processing speed, reasoning, spatial visualization, and vocabulary.Results:Results showed that gender was significantly related to memory, speed, and spatial visualization, but not to vocabulary or reasoning. Results of invariance analyses across men and women provided evidence of configural and metric i...
Aging, Neuropsychology, and Cognition, 2007
The objective of this study was to determine a possible differential effect of age, education, and sex on cognitive speed, verbal memory, executive functioning, and verbal fluency in healthy older adults. A group of 578 healthy participants in the age range of 64-81 was recruited from a large population study of healthy adults (Maastricht Aging Study). Even in healthy individuals in this restricted age range, there is a clear, agerelated decrease in performance on executive functioning, verbal fluency, verbal memory, and cognitive speed tasks. The capacity to inhibit information is affected most. Education had a substantial effect on cognitive functioning: participants with a middle or high level of education performed better on cognitive tests than did participants with a low level of education. Women performed better than men on verbal memory tasks. Therefore, education and sex must be taken into account when examining an older individual's cognitive performance.
Learning effect of computerized cognitive tests in older adults
Einstein (São Paulo), 2014
Objective To evaluate the learning effect of computerized cognitive testing in the elderly.Methods Cross-sectional study with 20 elderly, 10 women and 10 men, with average age of 77.5 (±4.28) years. The volunteers performed two series of computerized cognitive tests in sequence and their results were compared. The applied tests were: Trail Making A and B, Spatial Recognition, Go/No Go, Memory Span, Pattern Recognition Memory and Reverse Span.Results Based on the comparison of the results, learning effects were observed only in the Trail Making A test (p=0.019). Other tests performed presented no significant performance improvements. There was no correlation between learning effect and age (p=0.337) and education (p=0.362), as well as differences between genders (p=0.465).Conclusion The computerized cognitive tests repeated immediately afterwards, for elderly, revealed no change in their performance, with the exception of the Trail Making test, demonstrating high clinical applicabili...