scholarly journals Computerized attention training for visually impaired older adults with dementia: a case study

2020 ◽  
Vol 14 (4) ◽  
pp. 430-433
Author(s):  
Michael Chih Chien Kuo ◽  
Tsz Yang Fong ◽  
Cheuk Wing Fung ◽  
Chi To Pang ◽  
Lok Man So ◽  
...  
Keyword(s):  
Older Adults ◽  
Visual Impairment ◽  
Visually Impaired ◽  
Digit Span ◽  
Verbal Learning ◽  
Attention Training ◽  
Computerized Training ◽  
Moderate Dementia ◽  
Learning Test ◽  
State Examination

ABSTRACT. Dementia causes disorders in multiple higher cortical functions. Visual impairment could further impact cognition in those with dementia. This study reports the results of a computerized attention training program in a patient with dementia and visual impairment. The case involves a 98-year-old woman with bilateral maculopathy and moderate dementia. The program consisted of pre- and post-assessments and training sessions. Assessments included the Cantonese version of the Mini-Mental State Examination, the digit span forward test, the Chinese version of the Verbal Learning Test (CVVLT), and the Test of Attentional Performance (TAP). Training sessions were conducted once to twice a week for a total of 8 45-minute sessions. The participant showed a decrease in the CVVLT score and improvements in TAP parameters. The results indicated that, in visually impaired older adults with dementia, attention and processing speed (measured by a sensitive test such as TAP) could potentially be improved with appropriate computerized training.

scholarly journals Differential Cognitive Performance in Females and Males with Regular Cannabis Use

2021 ◽  
Vol 27 (6) ◽  
pp. 570-580
Author(s):  
Ashley M. Schnakenberg Martin ◽  
Deepak Cyril D’Souza ◽  
Sharlene D. Newman ◽  
William P. Hetrick ◽  
Brian F. O’Donnell
Keyword(s):  
Digit Span ◽  
Verbal Learning ◽  
Verbal Working Memory ◽  
Cannabis Use ◽  
Neurocognitive Deficits ◽  
Psychomotor Speed ◽  
High Concentration ◽  
Cognitive Measures ◽  
Biological Sex ◽  
Learning Test

AbstractObjectives:Preclinical and clinical studies suggest that males and females may be differentially affected by cannabis use. This study evaluated the interaction of cannabis use and biological sex on cognition, and the association between observed cognitive deficits and features of cannabis use.Methods:Cognitive measures were assessed in those with regular, ongoing, cannabis use (N = 40; 22 female) and non-using peers (N = 40; 23 female). Intelligence, psychomotor speed, and verbal working memory were measured with the Wechsler Abbreviated Scale of Intelligence, Digit Symbol Test, and Digit Span and Hopkins Verbal Learning Test, respectively. Associations between cognitive measures and cannabis use features (e.g., lifetime cannabis use, age of initiation, time since last use of cannabis, recent high-concentration tetrahydrocannabinoid exposure) were also evaluated.Results:No main effects of group were observed across measures. Significant interactions between group and biological sex were observed on measures of intelligence, psychomotor speed, and verbal learning, with greatest group differences observed between males with and without regular cannabis use. Psychomotor performance was negatively correlated with lifetime cannabis exposure. Female and male cannabis use groups did not differ in features of cannabis use.Conclusions:Findings suggest that biological sex influences the relationship between cannabis and cognition, with males potentially being more vulnerable to the neurocognitive deficits related to cannabis use.

scholarly journals Temporal Sequence of Hearing Impairment and Cognition in the Baltimore Longitudinal Study of Aging

2018 ◽  
Vol 75 (3) ◽  
pp. 574-580 ◽  
Author(s):  
Nicole M Armstrong ◽  
Yang An ◽  
Luigi Ferrucci ◽  
Jennifer A Deal ◽  
Frank R Lin ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Hearing Impairment ◽  
Cognitive Performance ◽  
Digit Span ◽  
Verbal Learning ◽  
Temporal Sequence ◽  
Community Dwelling ◽  
California Verbal Learning Test ◽  
Baltimore Longitudinal Study ◽  
Learning Test

Abstract Background Hearing impairment (HI) could be a risk factor for cognitive decline, but cognition could plausibly also affect psychoacoustic assessment of hearing with audiometry. We examined the temporal sequence of hearing and cognitive function among nondemented, community-dwelling older adults. Methods Hearing and cognition were assessed between 2012 and 2015 and 2 years thereafter in 313 nondemented participants aged ≥60 years in the Baltimore Longitudinal Study of Aging. Poorer hearing was defined by pure-tone average of 0.5–4 kHz tones in the better-hearing ear. Cognitive measures with either visual or auditory inputs were Trail-making Test Part B; Digit Symbol Substitution Test; California Verbal Learning Test immediate recall, short delay, and long delay; Digit Span Forward/Backward; Benton Visual Retention Test; and Mini-Mental State Examination. We used linear regression models for cross-sectional associations at each timepoint and autoregressive, cross-lagged models to evaluate whether baseline hearing impairment (Time 1) predicted cognitive performance 2 years after baseline (Time 2) and vice versa. Results Cross-sectionally, there were no associations between poorer hearing and cognitive performance. Longitudinally, poorer hearing was associated with declines in California Verbal Learning Test immediate (β = −0.073, SE = 0.032, p = .024), short-delayed (β = −0.134, SE = 0.043, p = .002), long-delayed (β = −0.080, SE = 0.032, p = .012) recall, and Digit Span Forward (β = −0.074, SE = 0.029, p = .011).) from Time 1 to Time 2. Cognitive performance at Time 1 did not predict change in hearing status at Time 2. Conclusions Audiometric hearing impairment predicted short-term cognitive declines in both California Verbal Learning Test and auditory stimuli for attention.

Is the Cutoff of the MoCA too High? Longitudinal Data From Highly Educated Older Adults

2019 ◽  
Vol 33 (3) ◽  
pp. 155-160 ◽  
Author(s):  
Odelia Elkana ◽  
Noy Tal ◽  
Noga Oren ◽  
Shani Soffer ◽  
Elissa L. Ash
Keyword(s):  
Older Adults ◽  
Cognitive Decline ◽  
Repeated Measures ◽  
Cognitive Assessment ◽  
Digit Span ◽  
Verbal Learning ◽  
Cutoff Score ◽  
Adult Intelligence Scale ◽  
Cognitively Normal ◽  
Highly Educated

Background: The Montreal Cognitive Assessment (MoCA) is widely used to evaluate cognitive decline in older individuals. Although, age and education-related norms have been published, the vast majority of diagnostic clinicians use the MoCA cutoff score to identify patients with cognitive impairment. Aim: To identify whether the MoCA cutoff is too stringent for cognitively normal older adults. Methods: Twenty-seven participants aged 68 to 83 (mean = 75.07, standard deviation [SD] = 4.62), with high education level (mean = 17.14 years, SD = 3.21) underwent cognitive assessment once a year for 5 consecutive years. The cognitive assessment included MoCA; Rey Auditory Verbal Learning Test; Rey Osterrieth Complex Figure test; Wechsler Adult Intelligence Scale Information and Digit Span Subtest; Trail Making Test; Verbal Fluency Test; and Beck Depression Inventory questionnaire. Repeated measures analysis of variance (ANOVA) was used to analyze all standardized scores as well as MoCA standardized and raw scores across all years. Results: Repeated-measures ANOVA for MoCA raw scores yielded significant decline across the years ( P < .05). From the second year and forward, the average MoCA total score was below the cutoff of 26/30. However, in substantial contrast, all other neuropsychological scores and the MoCA standardized scores were within the normal range and even above in all years. Conclusion: Our study demonstrates that the currently used MoCA cutoff is too high even for highly educated, cognitively normal older adults. Therefore, it is crucial to use the age- and education-related norms for the MoCA in order to avoid misdiagnosis of cognitive decline.

scholarly journals A-48 The Role of Processing Speed in Verbal and Nonverbal Learning within a Clinical Sample of Older Adults.

2019 ◽  
Vol 34 (6) ◽  
pp. 907-907
Author(s):  
N Hawley ◽  
H Brunet ◽  
J Miller
Keyword(s):  
Older Adults ◽  
Processing Speed ◽  
Clinical Sample ◽  
Digit Span ◽  
Memory Performance ◽  
Verbal Learning ◽  
Adult Intelligence Scale ◽  
Nonverbal Learning ◽  
Learning Trials

Abstract Objective Prior research revealed that processing speed predicts nonverbal learning in healthy older adults (Tam & Schmitter-Edgecombe, 2013). This study aims to examine the role of processing speed in both verbal and nonverbal learning in a clinical sample. We expect that processing speed will lend the most variance to the initial learning trials. Method Records from 718 patients were reviewed (mean age = 74). Hierarchical regression analyses were conducted using Brief Visuospatial Memory Test –Revised (BVMT-R) and Hopkins Verbal Learning Test –Revised (HVLT-R) learning trials as outcome variables. Demographics were entered in a first step followed by BVMT-R copy or Wechsler Adult Intelligence Scale (WAIS-IV) Digit Span –longest digit span forward raw score, to account for visuoconstruction or simple auditory attention for nonverbal and verbal learning outcomes respectively. A processing speed composite of sample-standardized raw scores was entered in a final step. Results Processing speed accounted for 5.4% of the variance in BVMT-R trial 1, 7.5% of the variance in trial 2, and 8.5% of the variance in trial 3, all p < .001. Processing speed accounted for 6.6% of the variance in HVLT-R trial 1, 11.1% of the variance in trial 2, and 11.5% of the variance in trial 3, all p < .001. Conclusions Processing speed significantly predicted all verbal and nonverbal learning trials. Contrary to our hypotheses, processing speed actually had a greater contribution during subsequent learning trials. These findings have implications for evaluating memory performance in patients with syndromes where processing speed is typically affected (e.g., cerebrovascular disease, Parkinson’s disease).

scholarly journals Detecting dementia with the Hopkins Verbal Learning Test and the Mini-Mental State Examination

2004 ◽  
Vol 19 (1) ◽  
pp. 89-104 ◽  
Author(s):  
G. Kuslansky ◽  
M. Katz ◽  
J. Verghese ◽  
C. B. Hall ◽  
P. Lapuerta ◽  
...  
Keyword(s):  
Mental State ◽  
Mini Mental State Examination ◽  
Verbal Learning ◽  
Hopkins Verbal Learning Test ◽  
Learning Test ◽  
State Examination

scholarly journals A-223 Hopkins Verbal Learning Test-Revised (HVLT-R) and Brief Visuospatial Memory Test-Revised (BVMT-R) Embedded Performance Validity Analyses in a Healthy Non-Clinical Sample

2020 ◽  
Vol 35 (6) ◽  
pp. 1018-1018
Author(s):  
Arzuyan A ◽  
Mathew A ◽  
Rosenblatt A ◽  
Gracian E ◽  
Osmon D
Keyword(s):  
Cognitive Ability ◽  
Digit Span ◽  
Verbal Learning ◽  
Memory Test ◽  
Visuospatial Memory ◽  
Performance Validity ◽  
Significant Difference ◽  
Embedded Measures ◽  
Hopkins Verbal Learning Test ◽  
Learning Test

Abstract Objective The Hopkins Verbal Learning Test–Revised (HVLT-R) and Brief Visuospatial Memory Test-Revised (BVMT-R) are memory tests with embedded measures of performance validity (Recognition Discrimination [RD] and Discrimination Index [DI], respectively). We evaluated whether cognitive ability and age influenced embedded measures of effort. Methods Participants included 30 young adults (YA) and 29 older adults (dichotomized into unimpaired [OAu] and impaired [OAi]). Participants completed a medication management ability assessment (MMAA), daily memory lapses survey (DM), digit span, and the Transverse Patterning (TP) and Reversal Learning (RL) computerized tests. Two Repeated-Measures MANOVAs were conducted to determine if Passing PVT and Age/Cognitive Ability influenced performance. An ROC analysis was conducted for HVLT-RD and BVMT-DI to determine pass/fail, and false positives/negatives on embedded measures. Results Those in the YA group who failed RDS (YA-fail), performed better than OAi-fail and OAi-pass groups on RT Errors (p &lt; .0001). On TP Errors, the YA group differed from all four OA groups (p &lt; .0001). On MMAA a significant difference was observed between OAi-fail and all other groups (p &lt; .001). On RD, YA groups differed from both OAi groups (p = .0008). On DI, the YA groups differed from the OAi-fail group (p = .002). A logistic regression classified 43/57 participants successfully into the three cognitive groups using the six predictors (χ2 = 55.73, p &lt; .0001, R2 = .468). RT Errors and TP were significant (Likelihood χ2 = 7.25, p = .027). Conclusion HVLT-RD failed to detect validity for OAi, as did BVMT-DI for YA and OAu. Instead, impairment effects are seen on HVLT-RD and BVMT-DI where YA groups differed from some combination of both/one of the OA groups.

scholarly journals Neurocognition and social cognition in remitted first-episode schizophrenia: correlation with VEGF serum levels

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yaqin Zhao ◽  
Wenhuan Xiao ◽  
Kuanyu Chen ◽  
Qiongqiong Zhan ◽  
Fei Ye ◽  
...  
Keyword(s):  
Social Cognition ◽  
Digit Span ◽  
Verbal Learning ◽  
Serum Levels ◽  
First Episode ◽  
Schizophrenic Patients ◽  
Trail Making ◽  
Learning Test ◽  
First Episode Schizophrenia ◽  
Endothelial Growth Factor

Abstract Background Accumulating evidence suggests that serum vascular endothelial growth factor (VEGF) in many neurobiological processes potentially contributes to the pathophysiology of psychiatric disorders, particularly cognitive decline. The purpose of this study was to explore the differences in neurocognition, social cognition and VEGF among remitted first-episode schizophrenic patients, non-remitters and normal control subjects. Moreover, we investigated the association between serum VEGF levels and cognitive functions. Method 65 remission (RS) and 45 nonremission patients (NRS) after first-episode schizophrenia, as well as 58 healthy controls (HC) were enrolled in this study. Social cognition was assessed using the Chinese Facial Emotion Test (CFET); neurocognition was measured with a test battery consisting of Hopkins Verbal Learning Test-Revised, Verbal Fluency Test, Trail Making Tests, Digit Span Tests (DST) and Stroop Tests. Blood samples were collected for VEGF measurements. Data was analyzed with SPSS 22.0 (Chicago, IL, USA). Results On nearly all neurocognitive tests (except for DST), RS performed significantly worse than HC but better than NRS (P < 0.05). NRS, but not RS, exhibited markedly poorer social cognition than HC (except for Happiness and Surprise subscales of the CFET) (P < 0.05). VEGF levels showed a gradient change among three groups (HC > RS > NRS). Conclusion Compared to HC, RS demonstrated poorer neurocognitive but intact social cognition functioning. These results indicate that VEGF levels decreased gradually with the severity of cognitive impairment in schizophrenia. VEGF may be involved in the pathological mechanism of cognitive performance in RS.

Is empathy correlated to patients’ level of cognitive impairment in schizophrenia?

2016 ◽  
Vol 33 (S1) ◽  
pp. S141-S141
Author(s):  
R. Trabelsi ◽  
A. Arous ◽  
J. Mrizak ◽  
H. Ben Ammar ◽  
A. Khalifa ◽  
...  
Keyword(s):  
Digit Span ◽  
Verbal Learning ◽  
Cognitive Empathy ◽  
Neurocognitive Functioning ◽  
Affective Empathy ◽  
Card Sorting ◽  
Trail Making ◽  
Affective Components ◽  
Competing Interest ◽  
Learning Test

IntroductionEmpathy, which refers to the ability to understand and share the thoughts and feelings of others, may be compromised in schizophrenia (SCZ). Yet the relationship between empathy and neurocognitive functioning remains unclear.ObjectivesTo explore whether cognitive and affective empathy are associated with the neurocognitive functioning in SCZ.MethodsFifty-eight outpatients with stable SCZ completed the Questionnaire of Cognitive and Affective Empathy (QCAE) comprising five subscales intended to assess cognitive and affective components of empathy. They also completed a neurocognitive battery comprising the following tests: the Hopkins Verbal Learning Test–Revised (HVLT-R), the Letter Digit Substitution Test (LDST), the Stroop Test (ST), the “Double Barrage” of Zazzo (DBZ), the Modified Card Sorting Test (MCST), Verbal Fluency (VF), the Trail Making Test-Part A (TMT-A) and the Digit Span (DS).ResultsBetter affective and cognitive empathy correlated with better performance in the ST (less hesitations and less errors). Patients with better cognitive empathy performed better in the MCST (more categories achieved; P = 0.029) and in the LDST (more substitutions per minute; P = 0.031).ConclusionsOur results bolster support for the presence of an association between NF and the decreased cognitive and affective empathy in schizophrenia.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Daily functioning, problem solving and satisfaction for quality of life in visually impaired old persons

2017 ◽  
Vol 16 (2) ◽  
Author(s):  
Teresa M. Sgaramella ◽  
Laura Nota ◽  
Loredana Carrieri ◽  
Salvatore Soresi ◽  
Giovanni Sato
Keyword(s):  
Quality Of Life ◽  
Older Adults ◽  
Problem Solving ◽  
Visual Impairment ◽  
Visually Impaired ◽  
Short Form ◽  
Substantial Contribution ◽  
Total Blindness ◽  
The Impact

AbstractAim:The purpose of this study was to investigate the impact of several dimensions of functioning on satisfaction for quality of life (QoL) experienced by visually impaired older adults.Participants:A sample of 58 older adults (37 women and 21 men) was involved in the study. Their age ranged from 50 to 88 years (M=68.95, SD=1.51). They were characterized by visual impairment of different origin and visual acuity (VA) ranging from 4/10 to total blindness. The QoL questionnaire was used along with short form-12 health Survey, the National Eye Institute visual function questionnaire-25 and problem solving inventory (PSI) which analyzes problem solving appraisal.Results:A stepwise regression analysis was conducted in order to find predictors of satisfaction for QoL. A contribution of mental and physical health, more specifically, of problem solving appraisal was found.Conclusion:Results support the notion that the functional relationship between visual impairment and satisfaction for QoL must be understood in terms of approaches that incorporate psychological and socio-cognitive elements. Problem solving appraisal, in fact, makes a substantial contribution to the prediction of variance in life satisfaction and it may play an important role for intervention strategies.

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