Academic literature on the topic 'Verbal memory tests'
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Journal articles on the topic "Verbal memory tests"
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Macartney-Filgate, M. S., and E. R. Vriezen. "Intercorrelation of clinical tests of verbal memory." Archives of Clinical Neuropsychology 3, no. 2 (January 1, 1988): 121–26. http://dx.doi.org/10.1093/arclin/3.2.121.
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Macartney-Filgate, M. "Intercorrelation of clinical tests of verbal memory." Archives of Clinical Neuropsychology 3, no. 2 (1988): 121–26. http://dx.doi.org/10.1016/0887-6177(88)90057-1.
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Kennedy, Ryan J., Donald M. Quinlan, and Thomas E. Brown. "Comparison of Two Measures of Working Memory Impairments in 220 Adolescents and Adults With ADHD." Journal of Attention Disorders 23, no. 14 (August 1, 2016): 1838–43. http://dx.doi.org/10.1177/1087054716661232.
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Objective: This study tests the hypotheses that (a) adolescents and adults with ADHD score lower on two normed measures of verbal working memory, relative to their overall verbal abilities, than the general population and (b) a specific story memory test is a more sensitive and relevant measure of working memory impairment than a numerically based test. Method: Scores on normed story memory and numerical memory tests of 220 adolescents and adults with ADHD were corrected for the individual’s verbal abilities and compared with each other and national norms. Results: Participants with ADHD scored significantly below their verbal ability measure on both verbal and numerically based memory tests in comparison with national norms. Scores on verbal memory test were lower than scores for numerically based memory tests. Conclusion: This story memory test is a more sensitive measure of working memory impairments in adolescents and adults with ADHD than measures based on recall of numerical data.
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Selby, Michael J., Naomi Ling, J. Michael Williams, and Amanda Dawson. "Interferon Beta 1-B in Verbal Memory Functioning of Patients with Relapsing-Remitting Multiple Sclerosis." Perceptual and Motor Skills 86, no. 3 (June 1998): 1099–106. http://dx.doi.org/10.2466/pms.1998.86.3.1099.
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The effects of interferon Beta 1-b (Betaseron) on verbal memory functioning was examined in 167 patients with relapsing-remitting multiple sclerosis and 112 matched normal controls. Subjects were administered 10 verbal memory tests from the Memory Assessment Scales and the Verbal subtests from the Wechsler Adult Intelligence Scale. Analysis showed subjects treated with Betaseron ( n = 73) did not perform significantly better on measures of verbal memory or verbal ability than subjects not receiving the drug ( n = 94), although the mean performance of treated subjects was higher across all verbal memory tests. Both groups of patients performed significantly worse on verbal memory subtests measuring list acquisition, delayed list recall, delayed cued recall, and the immediate and delayed recall of names and faces than control subjects. Although patients had lower performance scores across all memory tests than the control subjects, their scores were not within the impaired range. These results do not permit a clear conclusion about the effects of Betaseron on verbal memory for any effect is probably obscured by the relatively preserved cognitive functioning of this outpatient sample.
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Heilbronner, R. L., P. Buck, and R. L. Adams. "Factor analysis of verbal and nonverbal clinical memory tests." Archives of Clinical Neuropsychology 4, no. 4 (January 1, 1989): 299–309. http://dx.doi.org/10.1093/arclin/4.4.299.
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Larrabee, Glenn J., and Glenn Curtiss. "Construct validity of various verbal and visual memory tests." Journal of Clinical and Experimental Neuropsychology 17, no. 4 (August 1995): 536–47. http://dx.doi.org/10.1080/01688639508405144.
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Heilbronner, R. "Factor analysis of verbal and nonverbal clinical memory tests." Archives of Clinical Neuropsychology 4, no. 4 (1989): 299–309. http://dx.doi.org/10.1016/0887-6177(89)90021-8.
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Kilciksiz, Can, and John Torous. "T105. VERBAL MEMORY MEASUREMENT TOWARDS DIGITAL PERSPECTIVES IN FIRST-EPISODE PSYCHOSIS: A SYSTEMATIC REVIEW STUDY." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S270—S271. http://dx.doi.org/10.1093/schbul/sbaa029.665.
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Abstract Background Psychosis is a clinical syndrome which can have detrimental effects on patients in different aspects of functioning such as thought, behavior, and cognition. Even in early phases psychotic spectrum illnesses like schizophrenia, patients can experience cognitive decline prior to overt classical symptoms like delusions and hallucinations. Early detection and reducing the duration of untreated psychosis through early intervention can prevent or slow the progress of cognitive symptoms and the entire illness. Although cognition research in early psychosis has demonstrated that verbal memory is one the first cognitive domains impacted in first-episode of psychosis and continuously declines after the first-episode, it is still not clear which tests are most widely used to measure verbal memory and which may be most amenable to being translated to a digital format. In this systematic review, we assessed which verbal memory assessments are most widely used in first-episode psychosis and may be potentially applied via digital technologies (smartphone applications, telepsychiatry, chatbots, etc.) for use in early detection in the future. Methods From September to November 2019, we searched studies measured verbal memory in first-episode psychosis or schizophrenia over the past 10 years on PubMed and PsycINFO. We screened abstracts of these studies and we excluded review studies and duplicates. We downloaded full-texts of included studies to identify the verbal memory measurement tests used, follow-up frequencies, and sample sizes. Results We screened 233 papers and found that 121 original research studies measured verbal memory in first-episode psychosis over the past 10 years. Of these 121 studies, 32(%26) used Rey Auditory Verbal Learning Test (RAVLT), 29(24%) used California Verbal Learning Test (CVLT), 27(22%) used Weschler Memory Scale (WMS), 14(12%) used Hopkins Verbal Learning Test (HVLT), 4(3%) used both WMS and CVLT, 3(2%) used both WMS and RAVLT, and 12(%10) used other tests to measure verbal memory. Four (3%) of these studies specified that they used a computer, 23(20%) used paper-pen, 2(2%) studies used both, and 92(76%) studies did not specify their verbal measurement application tools. Thirty-six (30%) studies had follow-up measurements of verbal memory, while 85(70%) studies had only a single time point verbal memory measurement during the study period. Study sample sizes range from 6 to 498. Discussion We found that four main tests to measure verbal memory in first-episode psychosis are RAVLT, CVLT, WMS, and HVLT although they are not often administered via technology. Of these four verbal memory measurement tests, RAVLT is the most widely used and HVLT is easier to administer while CVLT appears able to assess a broader range of verbal memory domains. There is an emerging opportunity to apply RAVLT, CVLT, WMS, and HVLT via digital technologies for expanding access to early detection of cognitive decline in clinical high risk and first-episode psychosis.
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Benassi-Werke, Mariana E., Marcelo Queiroz, Rúben S. Araújo, Orlando F. A. Bueno, and Maria Gabriela M. Oliveira. "Musicians' Working Memory for Tones, Words, and Pseudowords." Quarterly Journal of Experimental Psychology 65, no. 6 (June 2012): 1161–71. http://dx.doi.org/10.1080/17470218.2011.644799.
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Studies investigating factors that influence tone recognition generally use recognition tests, whereas the majority of the studies on verbal material use self-generated responses in the form of serial recall tests. In the present study we intended to investigate whether tonal and verbal materials share the same cognitive mechanisms, by presenting an experimental instrument that evaluates short-term and working memories for tones, using self-generated sung responses that may be compared to verbal tests. This paradigm was designed according to the same structure of the forward and backward digit span tests, but using digits, pseudowords, and tones as stimuli. The profile of amateur singers and professional singers in these tests was compared in forward and backward digit, pseudoword, tone, and contour spans. In addition, an absolute pitch experimental group was included, in order to observe the possible use of verbal labels in tone memorization tasks. In general, we observed that musical schooling has a slight positive influence on the recall of tones, as opposed to verbal material, which is not influenced by musical schooling. Furthermore, the ability to reproduce melodic contours (up and down patterns) is generally higher than the ability to reproduce exact tone sequences. However, backward spans were lower than forward spans for all stimuli (digits, pseudowords, tones, contour). Curiously, backward spans were disproportionately lower for tones than for verbal material—that is, the requirement to recall sequences in backward rather than forward order seems to differentially affect tonal stimuli. This difference does not vary according to musical expertise.
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Philipose, Lisa E., Hannah Alphs, Vivek Prabhakaran, and Argye E. Hillis. "Testing Conclusions From Functional Imaging of Working Memory with Data From Acute Stroke." Behavioural Neurology 18, no. 1 (2007): 37–43. http://dx.doi.org/10.1155/2007/396946.
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Functional imaging studies indicate that the left hemisphere mediates verbal working memory, while the right hemisphere mediates both verbal and spatial working memory. We evaluated acute stroke patients with working memory tests and imaging to identify whether unilateral dysfunction causes deficits in spatial and/or verbal working memory deficits. While left cortical stroke patients had verbal working memory impairments (p< 0.003), right cortical stroke patients had both verbal (p< 0.007) and spatial working memory (p< 0.03) impairments, confirming functional imaging results. Patients with transient ischemic stroke and patients with non-cortical stroke did not have significant deficits in working memory in either modality.
Dissertations / Theses on the topic "Verbal memory tests"
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Kozlov, Michail Dmitrievic. "Verbal short-term memory : cognitive and neuroscientific tests of a perceptual-gestural account." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/38725/.
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It has often been suggested that verbal short-term memory, the ability to maintain verbal information for a brief period of time, is based on the upload of to-be-remembered material into passive, dedicated, information stores. Alternatively, it has been claimed that all information is remembered but that access to it gets obstructed because of interference by subsequent similar material. The aim of the present thesis was to challenge both these approaches and to examine the viability of a different, perceptual-gestural, view of information buffering over the short term. This approach conceptualizes verbal short-term storage as an active process that emerges from, and is defined by, the recruitment of receptive and (speech) productive mechanisms.In Experiments 1-3, the significant impact of non-verbal concurrent motor tasks on verbal short-term memory suggests an active involvement of productive mechanisms. These experiments also cast doubt on the proposal that forgetting occurs because of interference by similar content. Experiment 4 expands upon this challenge of the interference-based view by showing that a temporary lesion of a brain area involved in speech planning (Broca’s area), induced with transcranial magnetic stimulation, affects verbal short-term memory performance in the absence of any additional potentially interfering verbal input. Further, challenging the store-based view, the virtual lesion of Broca’s area also attenuated the phonological similarity effect,a hallmark effect of the function of the hypothetical language-independent store. Finally, Experiments 5-9 sought to determine the origin of variations in recall performance as a function of sensory-modality of input. It is concluded that only the perceptual-gestural approach can offer an account of presentation type-based differences in verbal list recall that goes beyond a redescription of the observed effects. The thesis closes with an outline of a neurological model of active storage of verbal information over the short-term.
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Colby, M. Amanda Earl Stanford Matthew S. "Verbal and working memory deficits in an impulsive aggressive college sample." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5168.
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Wallan, Ashwag. "Evaluation of Arabic tests of sentence repetition and verbal short term memory for Saudi preschoolers." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/19835/.
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Background: Sentence Repetition (SR) is considered to be a good indicator of children’s grammatical knowledge. Cross-linguistic evidence suggests that performance on SR improves with age, differentiates children with language difficulties, and shows relationships with other language assessments. However, there is debate about the underlying skills involved in SR with few studies directly investigating the impact of linguistic manipulation on SR performance. In the absence of standardized language assessments and lack of normative data, and building on evidence from typologically diverse languages, SR provides a potentially useful assessment tool in Arabic. Aims: (1) To examine the clinical utility of a novel SR test and an adapted Verbal Short Term Memory (VSTM) test by investigating the psychometric properties of the tests and their sensitivity to age and language ability. (2) To evaluate the contribution of established linguistic knowledge to immediate repetition by comparing the patterns of performance across different linguistic factors 3) To determine whether patterns of performance are similar or dissimilar across different age groups of Typically Developing children and different language ability groups. Methods: Three immediate repetition tests were developed or adapted: (1) a novel SR test targeting morphosyntactic structures of Arabic; (2) an adapted VSTM test based on the structure of the Working Memory Test Battery for Children (WMTB-C; Pickering & Gathercole, 2001) with three subtests of Digit Recall, Word List Recall, and Nonword List Recall; and (3) an Anomalous Sentence Repetition (ASR) test including sets of Semantically Anomalous and Syntactically Anomalous sentences created from and matched to a subset of sentences in the SR test in target Lexical and Grammatical Morphemes as well as length. The SR and ASR tests were scored for the number of Lexical and Grammatical Morphemes repeated correctly. VSTM tests were scored based on the highest number of items repeated in correct order. The SR and VSTM tests were administered to Typically Developing Arabic-speaking children aged 2;6 to 5;11 (n = 140) and a Language Concerns group in the same age range (n = 16), matched on age and nonverbal IQ. The ASR test was only administered to participants older than 4 years. Results: The SR and VSTM tests were reliable, valid, and sensitive to age and language ability of participants. In the Typical sample a) Lexical Morphemes were easier to repeat than Grammatical Morphemes, (b) Digit span was higher than Word span and Word span was higher than Nonword span, and (c) Typical sentences were easier to repeat than Semantically Anomalous sentences followed by Syntactically Anomalous sentences. The gap between Digit and Word span, Grammatical and Lexical Morphemes in the SR test and Lexical Morphemes in Typical and Semantically Anomalous sentences showed a change with age. While performance was significantly reduced in the Language Concerns group, the profile of performance was largely similar. Like the younger children in the Typical sample, they showed a greater vulnerability in Grammatical Morphemes. Only four of 16 children in the clinical sample showed mismatches between their performance on the SR and VSTM tests. Conclusions: The study’s results are consistent with cross-linguistic evidence demonstrating that SR and VSTM tests are sensitive to developmental change and language difficulties and are informative about children’s language processing abilities. These findings lay the foundations for creating standardized assessments for Arabic-speaking preschool children.
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Gordon, Sue, and n/a. "Development of a test of verbal memory for Canberra children : a normative pilot study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060712.115035.
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The aim of this research was to devise and norm a test of
verbal memory suitable for use with children aged 5-10 years.
Subjects were 204 Canberra school children. They were
divided into six age groups, 5-10 years inclusive. Each age group of 34
children contained equal numbers of males and females.
The main memory test involved free recall of a word-list over
several learning trials and two delayed recall trials. This format allowed
the assessment of a range of memory functions including immediate
memory, learning and delayed recall following an interference trial. These
aspects of memory are of known diagnostic significance and are necessary
for satisfying the basic requirements of a comprehensive assessment of
memory functioning. In addition, given that this is a study of verbal
memory, precautions were taken to maximize the likelihood that words
included in the word-list would be encoded solely within the verbal
modality.
Results showed that tests of immediate memory and learning
differentiated between age groups. There were no developmental
differences in retention as measured by recall decrement following
interference. Also, there was no convincing evidence of sex differences for
any of these three measures, with the possible exception of the ten year
old group.
For practical and clinical purposes, the distribution of scores
for each age group on each of these measures is described. In addition,
expected scores of individual children of a given age measured in monthly
increments and confidence intervals for these scores were presented for
measures of immediate memory and learning.
Measures of intelligence for this sample of children were
also recorded.
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Day, Ellen Frances. "A Preliminary Study of the Revised Anna Thompson Prose Memory Assessment in Older Adults." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1431010442.
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Koehler, Mirjam, Matthias Kliegel, Birgitt Wiese, Horst Bickel, Hanna Kaduszkiewicz, den Bussche Hendrik van, Sandra Eifflaender-Gorfer, et al. "Malperformance in Verbal Fluency and Delayed Recall as Cognitive Risk Factors for Impairment in Instrumental Activities of Daily Living." Karger, 2011. https://tud.qucosa.de/id/qucosa%3A71430.
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Background: Maintaining independence in instrumental activities of daily living (IADL) is crucial for older adults. This study explored the association between cognitive and functional performance in general and in single IADL domains. Also, risk factors for developing IADL impairment were assessed.
Methods: Here, 3,215 patients aged 75–98 years were included. Data were collected during home visits.
Results: Cognitive functioning was associated with IADL both cross-sectionally and longitudinally. Regarding the single IADL domains cross-sectionally, executive functioning was especially associated with shopping, while episodic memory was associated with responsibility for own medication.
Conclusion: Reduced performance in neuropsychological tests is associated with a greater risk of current and subsequent functional impairment.
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Batistuzzo, Marcelo Camargo. "Ativação cerebral associada à memória episódica verbal no transtorno obsessivo-compulsivo por meio de ressonância magnética funcional." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-02062014-093057/.
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O transtorno obsessivo-compulsivo (TOC) é um transtorno psiquiátrico que acomete cerca de 1 a 3,1% das pessoas ao longo da vida. Embora o seu modelo neurobiológico ainda não esteja completamente estabelecido, inúmeras evidências apontam para áreas relacionadas ao circuito córtico-estriado-pálido-talâmico-cortical (CEPTC). Em especial, o córtex órbito-frontal (COF) é uma região que desempenha um papel fundamental dentro da hipótese fisiopatológica do TOC. Paralelamente, esta região já foi associada, em sujeitos saudáveis, com a habilidade de utilização espontânea da estratégia de agrupamento semântico na memorização de palavras - o que facilita sua evocação posterior. Ao mesmo tempo, estudos neuropsicológicos evidenciaram que pacientes com TOC apresentam déficits na memória episódica verbal (MEV) e que tais déficits poderiam ser mediados por dificuldades em funções executivas ligadas ao planejamento, como utilização de estratégias. Portanto, para testar a hipótese de que há diferenças no correlato neural da codificação da MEV entre pacientes com TOC e controles saudáveis, foi utilizado um teste neuropsicológico adaptado para ressonância magnética funcional (RMf): o paradigma tinha apresentação em bloco. O objetivo do presente estudo foi investigar a etapa de codificação da MEV e a capacidade de agrupamento semântico espontâneo em crianças e adolescentes com TOC. Assim, o paradigma foi constituído por duas listas de palavras: uma, semanticamente relacionada (SR), na qual as palavras eram divididas em categorias semânticas e outra, não relacionada (NR), na qual não havia relação aparente entre as palavras. O contraste de maior interesse do estudo foi a diferença entre essas duas condições (SR > NR). O nível de agrupamento semântico foi quantificado por um índice semântico. Os grupos foram formados por 25 crianças e adolescentes com TOC e 25 controles saudáveis, pareados por sexo, idade, escolaridade, preferência manual e QI. Embora os grupos estivessem pareados por essas características, eles se diferiram em sintomas clínicos, tais como sintomas de depressão, ansiedade e necessidade de rotina por parte da criança/adolescente. Os resultados comportamentais do teste de MEV mostraram que os grupos não se diferenciaram: ambos evocaram a mesma quantidade de palavras e não apresentaram diferenças no índice semântico. Apesar disso, a comparação entre os grupos - controlada para variáveis clínicas - revelou menor ativação (sinal BOLD) nos pacientes em diversas regiões cerebrais: frontais, parietais e occipito-temporais. Por outro lado, a análise de interação psicofisiológica (PPI) revelou que os pacientes apresentaram um aumento da conectividade do COF com regiões temporais em relação aos controles. Isso ocorreu para três das quatro regiões de interesse que foram posicionadas no COF: lateral e medial de ambos os hemisférios. Além disso, o grupo de pacientes apresentou uma correlação positiva entre o índice semântico e o efeito BOLD no COF, o que não ocorreu para o grupo controle. Esses resultados indicam diferenças no funcionamento cerebral de crianças e adolescentes com TOC tanto em regiões que estão dentro do modelo neurobiológico proposto para o TOC (circuito CEPTC), como fora dele também. De acordo com os resultados do presente estudo, as diferenças de ativação e de conectividade poderiam ser consideradas como um déficit latente, uma vez que ambos os grupos apresentaram o mesmo desempenho no paradigmaThe obsessive-compulsive disorder (OCD) is a psychiatric disorder that affects 1-3.1% of the general population (lifetime rate). Although its neurobiological model has not been completely establish, numerous evidences indicate that areas of the cortico-striatalpale- thalamic-cortical (CSPTC) circuit are engaged in the disease. In particular, the orbitofrontal cortex (OFC) is a region that plays a key role in the pathophysiological hypothesis of OCD. In parallel to this, in healthy controls this region has been associated with the ability of using spontaneous strategies of semantic clustering at the encoding of related words - in a way that facilitates the posterior retrieval of these words. At the same time, neuropsychological studies showed that OCD patients present verbal episodic memory (VEM) deficits, and that these deficits could be mediated by executive dysfunction - like planing and utilization of strategies. Thus, to investigate the hypothesis that there are differences at the neural correlates of VEM encoding between children and adolescents with OCD and healthy controls, we used a blocked design functional Magnetic Resonance Imaging (fMRI) paradigm to evaluate both groups. The main objective of the study was to investigate the VEM encoding and the ability to spontaneously organize words according to their semantic categories. In order to do this, the fMRI paradigm consisted of two kinds of word lists: a semantically related list (SR), in which words were divided into semantic categories and a unrelated list (UR), were there was no apparent relationship between the words. However, the contrast of most interest of this study, was the difference between the conditions (\'SR > UR\'). The semantic clustering level was quantified by a semantic clustering index. Groups were constituted by 25 children and adolescents with OCD and 25 healthy controls paired by gender, age, educational level, handedness and IQ. Although both groups were matched for these characteristics, they differed in clinical symptoms such as depression, anxiety and routines. Behavioral results showed that the groups were similar in terms of retrieved words and semantic index. Nevertheless, the comparison between groups - controlled for clinical variables - showed less activation (BOLD signal) in patients in several brain regions: frontal, parietal and occipito-temporal. On the other hand, the psychophysiological interaction analysis (PPI) revealed that patients have had an increase in the OFC connectivity with the temporal regions. This has occurred in three of the four regions of interest that were placed in the OFC: lateral and medial of both hemispheres. Also, the patients showed a positive correlation between the semantic index and the BOLD effect in the OFC, which was not observed in the control group. These results suggest that there are differences in brain functioning of children and adolescents with OCD in regions that are inside/outside of the neurobiological model for OCD (CSPTC circuit). In accordance with the present results, these differences in brain activation and connectivity could be regarded as a latent deficit, since both groups presented the same behavioral performance
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Köhler, Mirjam, Matthias Kliegel, Birgitt Wiese, Horst Bickel, Hanna Kaduszkiewicz, Hendrik van den Bussche, Sandra Eifflaender-Gorfer, et al. "Malperformance in Verbal Fluency and Delayed Recall as Cognitive Risk Factors for Impairment in Instrumental Activities of Daily Living." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-135809.
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Background: Maintaining independence in instrumental activities of daily living (IADL) is crucial for older adults. This study explored the association between cognitive and functional performance in general and in single IADL domains. Also, risk factors for developing IADL impairment were assessed. Methods: Here, 3,215 patients aged 75–98 years were included. Data were collected during home visits. Results: Cognitive functioning was associated with IADL both cross-sectionally and longitudinally. Regarding the single IADL domains cross-sectionally, executive functioning was especially associated with shopping, while episodic memory was associated with responsibility for own medication. Conclusion: Reduced performance in neuropsychological tests is associated with a greater risk of current and subsequent functional impairmentDieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich
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Köhler, Mirjam, Matthias Kliegel, Birgitt Wiese, Horst Bickel, Hanna Kaduszkiewicz, Hendrik van den Bussche, Sandra Eifflaender-Gorfer, et al. "Malperformance in Verbal Fluency and Delayed Recall as Cognitive Risk Factors for Impairment in Instrumental Activities of Daily Living." Karger, 2011. https://tud.qucosa.de/id/qucosa%3A27678.
Full textAbstract:
Background: Maintaining independence in instrumental activities of daily living (IADL) is crucial for older adults. This study explored the association between cognitive and functional performance in general and in single IADL domains. Also, risk factors for developing IADL impairment were assessed. Methods: Here, 3,215 patients aged 75–98 years were included. Data were collected during home visits. Results: Cognitive functioning was associated with IADL both cross-sectionally and longitudinally. Regarding the single IADL domains cross-sectionally, executive functioning was especially associated with shopping, while episodic memory was associated with responsibility for own medication. Conclusion: Reduced performance in neuropsychological tests is associated with a greater risk of current and subsequent functional impairment.Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.
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Vernieux, Louise Winsome. "Cisplatin chemotherapy, the auditory verbal learning test, and the structure of memory /." [St. Lucia, Qld.], 1997. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17065.pdf.
Full textBooks on the topic "Verbal memory tests"
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Talley, Jack L. Children's auditory verbal learning test: Professional manual. Odessa, Fla. (P.O. Box 998, Odessa 33556): Psychological Assessment Resources, 1990.
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Talley, Jack L. Children's Auditory Verbal Learning Test-2: Professional manual. Lutz, FL: Psychological Assessment Resources, 1993.
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Hodges, John R. Testing Cognitive Function at the Bedside. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0005.
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This chapter explores the second component of assessment in patients with suspected cognitive dysfunction: testing cognitive function at the bedside. The first part of the examination should assess distributed cognitive functions, notably orientation and attention, episodic and semantic memory, and frontal executive function (initiation in the form of verbal fluency, abstraction, response inhibition, and set shifting); deficits in these indicate damage to particular brain systems, but not to focal areas of one hemisphere. The second part of the assessment deals with localized functions, divided into those associated with the dominant (i.e. the left side, in right-handers) and non-dominant hemispheres. The former relates largely to tests of spoken language with supplementary tests of reading, writing, calculation, and praxis when applicable. Testing right hemisphere function focuses on neglect (personal and extrapersonal), visuospatial and constructional abilities, and the agnosias including object and face agnosia.
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Covarrubias Díaz, Felipe. Evaluación de la Contribución de las Capacidades Numéricas Básicas y de la Memoria de Trabajo al Rendimiento Aritmético en Niños de Edad Escolar. Universidad Autónoma de Chile, 2019. http://dx.doi.org/10.32457/20.500.12728/88642019mnc12.
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Introduction: There are several causes and explanations of the cognitive mechanisms that underlie the deficits of mathematical learning difficulties. Several studies have evaluated the relations among general domain cognitive abilities (like intellectual coefficient and working memory (WM)) or cognitive abilities of specific domain; However, there are a few studies that evaluate simultaneously the contribution of cognitive variables of both domains to the arithmetic efficiency. Aim: The present study aims to simultaneously evaluate the unique contribution of the basic numerical capacities (BNC-subitizing, counting and symbolic and non-symbolic comparison) and the different components of WM (verbal and visual-spatial) to the explanation of the variance in academic achievement in basic arithmetic, in third-year students of Basic General Education with and without difficulties in basic arithmetic Methodology: A sample of 93 children was evaluated through computerized tests of BNC and working memory tasks: A group of 25 children with arithmetic learning difficulties (ALD) and 68 children without difficulties in arithmetic (NAD). Results: We found that the symbolic comparison and visuo-spatial WM contribute significantly to efficiency in basic arithmetic. Discussion: The results support the hypothesis of a deficit in the access to the symbolic numerical representations as the origin of the difficulties in the performance in arithmetic and show that certain skills of general domain (WM) contribute significantly to the development of mental numerical representations. Conclusions: It is interesting to evaluate the predictive capacity of these variables, delving into pedagogical issues related to assessment and intervention in mathematics.
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Lewis, Cara L. Dynamic Form. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749179.001.0001.
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This book traces how intermedial experiments shape modernist texts from 1900 to 1950. Considering literature alongside painting, sculpture, photography, and film, the book examines how these arts inflect narrative movement, contribute to plot events, and configure poetry and memoir. As forms and formal theories cross from one artistic realm to another and back again, modernism shows its obsession with form—and even at times becomes a formalism itself—but as the book states, that form is far more dynamic than we have given it credit for. Form fulfills such various functions that we cannot characterize it as a mere container for content or matter, nor can we consign it to ignominy opposite historicism or political commitment. As a structure or scheme that enables action, form in modernism can be plastic, protean, or even fragile, and works by Henry James, Virginia Woolf, Mina Loy, Evelyn Waugh, and Gertrude Stein demonstrate the range of form's operations. Revising three major formal paradigms—spatial form, pure form, and formlessness—and recasting the history of modernist form, the book proposes an understanding of form as a verbal category, as a kind of doing. It thus opens new possibilities for conversation between modernist studies and formalist studies and simultaneously promotes a capacious rethinking of the convergence between literary modernism and creative work in other media.
Book chapters on the topic "Verbal memory tests"
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Miller, Michael J., Jo Ann Petrie, Erin D. Bigler, and Wayne V. Adams. "Comprehensive Assessment of Child and Adolescent Memory: The Wide Range Assessment of Memory and Learning, the Test of Memory and Learning, and the California Verbal Learning Test-Children's Version." In Comprehensive Handbook of Psychological Assessment, 237–61. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726753.ch15.
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Marnoufi, Khalid, Bouzekri Touri, Mohammed Bergadi, and Imane Ghazlane. "INTELLIGENCE ANALYSIS AMONG RURAL LEARNERS IN MOROCCO." In Advances in Psychology and Psychological Trends, 367–75. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad33.
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The full scale intelligence quotient is a strong predictor of educational success. The aim of this study was to calculate the full scale intelligence quotient (FSIQ) of Moroccan rural students in the Safi region. the psychometric test Wechsler intelligence scale for childrenand adolescents -5th edition WISC V was used by administering the five indexes, namely the verbal comprehension index, visuospatial index, fluid reasoning index, working memory index and processing speed index, to compare them to the average ofthe Wechsler tests. The study carried on 104 students (46 girls and 58 boys) between the ages of 12 and 15 years old, 67% of the students were boarders and 33% were external students.We administered all the 15 subtests of WISC V on each participant.The results showed that the verbal comprehension index was higher than the other four indexes in WISC V. In terms of correlations among the five indexes, the results show different types of relationships among the test indexes.
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Rubenzer, Steve. "Special Problems and Populations in Feigned Incompetence." In Assessing Negative Response Bias in Competency to Stand Trial Evaluations, 129–52. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190653163.003.0008.
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This chapter addresses assessment of feigning or exaggeration in cases involving claimed amnesia for the crime, in intellectually disabled defendants, and in adolescent examinees. Claimed amnesia for the offense is one of the most common forms of feigning in criminal defendants, and multiple tests, including the crime-specific symptom validity test, as well as self-report measures and traditional validity tests, permit assessment of claimed memory problems. Intellectually disabled defendants, whose reading or verbal ability may compromise self-report measures and even structured interviews, present multiple challenges for validity assessment. Further, many performance validity tests are vulnerable to false positives for such examinees and cannot distinguish low ability from poor effort. This chapter suggests ways in which collateral data, such as prior IQ scores, can help inform the competency judgment. Finally, adolescent defendants present difficulty because much less research has been conducted on response style in non-adults. The available data are reviewed and suggestions are offered.
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Grabe, Maria Elizabeth, and Ozen Bas. "Reconsidering Informed and Participatory Citizenship in the Current Media Ecosystem." In The Psychology of Journalism, 87–110. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190935856.003.0004.
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The focus of this chapter is on how changes in the media landscape have forced the reconsideration of the way in which ‘memory’, ‘knowledge’, and ‘informed citizenship’ are understood, defined, and researched. Thus, for example, journalism needs to take account of the phenomenon of so-called news grazing (the active consumption of news by flipping through channels and skipping unwanted material) and that of incidental news exposure (unintended exposure to news when media users go online for non-news functions). Traditional views of informed citizenship (as simply acquiring appropriate facts and information) are challenged by calls to include applied understanding and comprehension of social issues and emotional responses to those issues. The chapter is critical of an excessive reliance on verbal tests of memory and stresses the need to develop visual measures, given that the human brain is better adapted for visual than verbal processing.
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Ilango, Sindana D., Kevin Gonzalez, Linda Gallo, Matthew A. Allison, Jianwen Cai, Carmen R. Isasi, H. Dean Hosgood, et al. "Long-Term Exposure to Ambient Air Pollution and Cognitive Function Among Hispanic/Latino Adults in San Diego, California." In Advances in Alzheimer’s Disease. IOS Press, 2021. http://dx.doi.org/10.3233/aiad210025.
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Background: Hispanics/Latinos in the United States are more likely to live in neighborhoods with greater exposure to air pollution and are projected to have the largest increase in dementia among race/ethnic minority groups. Objective: We examined the associations of air pollution with performance on cognitive function tests in Hispanic/Latino adults. Methods: We used data from the San Diego site of the Hispanic Community Health Study/Study of Latinos, an ongoing cohort of Hispanics/Latinos. This analysis focused on individuals ≥45 years of age who completed a neurocognitive battery examining overall mental status, verbal learning, memory, verbal fluency, and executive function (n = 2,089). Air pollution (PM2.5 and O3) before study baseline was assigned to participants’ zip code. Logistic and linear regression were used to estimate the associations of air pollution on overall mental status and domain-specific standardized test scores. Models accounted for complex survey design, demographic, and socioeconomic characteristics. Results: We found that for every 10 μg/m3 increase in PM2.5, verbal fluency worsened (β: −0.21 [95% CI: −0.68, 0.25]). For every 10 ppb increase in O3, verbal fluency and executive function worsened (β: −0.19 [95% CI: −0.34, −0.03]; β: −0.01 [95% CI: −0.01, 0.09], respectively). We did not identify any detrimental effect of pollutants on other domains. Conclusion: Although we found suggestions that air pollution may impact verbal fluency and executive function, we observed no consistent or precise evidence to suggest an adverse impact of air pollution on cognitive level among this cohort of Hispanic/Latino adults.
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"From Verbal Efficiency Theory to Lexical Quality: The Role of Memory Processes in Reading Comprehension." In Reading - From Words to Multiple Texts, 129–45. Routledge, 2012. http://dx.doi.org/10.4324/9780203131268-12.
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Chen, Chiu-Jung. "Differences Between Visual Style and Verbal Style Learners in Learning English." In Computer-Assisted Language Learning, 1894–908. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch090.
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English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.
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Wong, Hertha D. Sweet. "Carrie Mae Weems’s Photo-(Auto)biographies." In Picturing Identity, 171–95. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469640709.003.0007.
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African American photographer and folklorist Carrie Mae Weems examines in image and text the nature of memory and history, insisting on a critique of historical wrongs as part of a process of self-formulation. As a storyteller-artist, she envisions the artist as the “narrator of history.” This chapter explores the development of her photo-autobiographies from photo-text sequences hung on gallery walls to elaborate architectural installation pieces that require viewers to enter and navigate the narrative visual-verbal space with its many surfaces and interfaces. In the process of showing and telling through photographs and texts and reframing photographic archives, she represents the historical legacy of racial violence to provoke readers-viewers to become aware of injustice and the false narratives that enable it.
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"Cognitive Processes Involved in Visual Thought." In Perceptions of Knowledge Visualization, 131–73. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4703-9.ch005.
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Cognitive thinking is discussed here in terms of processes involved in visual thought and visual problem solving. This chapter recapitulates basic information about human cognition, cognitive structures, and perceptual learning in relation to visual thought. It tells about some ideas in cognitive science, cognitive functions in specific parts of the brain, reviews ideas about thinking visually and verbally, critical versus creative thinking, components of creative performance, mental imagery, visual reasoning, and mental images. Imagery and memory, visual intelligence, visual intelligence tests, and multiple intelligences theory make further parts of the chapter. This is followed by some comments on cognitive development, higher order thinking skills, visual development of a child, the meaning of student art in the course of visual development, and the role of computer graphics in visual development.
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Calderón-Garcidueñas, Lilian, Antonieta Mora-Tiscareño, Maricela Franco-Lira, Hongtu Zhu, Zhaohua Lu, Edelmira Solorio, Ricardo Torres-Jardón, and Amedeo D’Angiulli. "Decreases in Short Term Memory, IQ, and Altered Brain Metabolic Ratios in Urban Apolipoprotein ε4 Children Exposed to Air Pollution." In Advances in Alzheimer’s Disease. IOS Press, 2021. http://dx.doi.org/10.3233/aiad210019.
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Children’s urban air pollution exposures result in systemic and brain inflammation and the early hallmarks of Alzheimer’s disease (AD). The apolipoprotein E (APOE) ε4 allele is the most prevalent genetic risk for AD. We assessed whether APOE in healthy children modulates cognition, olfaction, and metabolic brain indices. The Wechsler Intelligence Scale for Children (WISC-R) and the University of Pennsylvania Smell Identification Test were administered to 50 Mexico City Metropolitan Area children (13.4 ± 4.8 years, 28 APOE ε3 and 22 APOE ε4). N-acetylaspartate (NAA)/creatine (Cr), choline (Cho)/Cr, myo-inositol (mI)/Cr, and NAA/mI were calculated using proton magnetic resonance spectroscopy in the white matter of the frontal and parietal lobes, hippocampus, and pons. APOE ε4 versus ε3 children had a reduced NAA/Cr ratio in the right frontal white matter and decrements on attention, short-term memory, and below-average scores in Verbal and Full Scale IQ (>10 points). APOE modulated the group effects between WISC-R and left frontal and parietal white matter, and hippocampus metabolites. Soap was the predominantly failed odor in urban children and, in APOE ε4 versus ε3 carriers, strongly correlated with left hippocampus mI/Cr ratio. APOE modulates responses to air pollution in the developing brain. APOE ε4 carriers could have a higher risk of developing early AD if they reside in a polluted environment. APOE, cognition, and olfaction testing and targeted magnetic resonance spectroscopy may contribute to the assessment of urban children and their results could provide new paths toward the unprecedented opportunity for early neuroprotection and AD prevention.
Conference papers on the topic "Verbal memory tests"
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Huang, Ting, Gehui Shen, and Zhi-Hong Deng. "Leap-LSTM: Enhancing Long Short-Term Memory for Text Categorization." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/697.
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Recurrent Neural Networks (RNNs) are widely used in the field of natural language processing (NLP), ranging from text categorization to question answering and machine translation. However, RNNs generally read the whole text from beginning to end or vice versa sometimes, which makes it inefficient to process long texts. When reading a long document for a categorization task, such as topic categorization, large quantities of words are irrelevant and can be skipped. To this end, we propose Leap-LSTM, an LSTM-enhanced model which dynamically leaps between words while reading texts. At each step, we utilize several feature encoders to extract messages from preceding texts, following texts and the current word, and then determine whether to skip the current word. We evaluate Leap-LSTM on several text categorization tasks: sentiment analysis, news categorization, ontology classification and topic classification, with five benchmark data sets. The experimental results show that our model reads faster and predicts better than standard LSTM. Compared to previous models which can also skip words, our model achieves better trade-offs between performance and efficiency.
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Flores-López, María, Nerea Requena-Ocaña, Sandra Torres-Galván, Oscar Porras-Perales, Jesús Aranda, Pedro Araos, and Nuria García Marchena. "Evaluación de la memoria episódica y visual en pacientes con trastornos por uso de alcohol. Análisis según la gravedad de los criterios diagnósticos." In 22° Congreso de la Sociedad Española de Patología Dual (SEPD) 2020. SEPD, 2020. http://dx.doi.org/10.17579/sepd2020p078.
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Descripción de los objetivos Los trastornos por uso de alcohol (TUA) alteran el desarrollo cerebral afectando a las funciones ejecutivas, a los procesos estratégicos de recuerdo y a las capacidades visoespaciales. Estas alteraciones constituyen factores predictivos de deterioro de la memoria. El objetivo consiste en examinar el funcionamiento de la memoria episódica y visual en pacientes con TUA según la gravedad de los criterios diagnósticos. Material y métodos Se llevó a cabo una evaluación psicopatológica de 35 pacientes con TUA en abstinencia utilizando criterios DSM-5 y para la evaluación neuropsicológica se aplicaron el Test de Aprendizaje Verbal España-Complutense (TAVEC), la Figura Compleja de Rey y el Trail Making test (TMT). Se seleccionaron pacientes con criterios diagnósticos leve/moderado (n=17) y se compararon con aquellos con criterios diagnósticos grave (n=18). Las diferencias sociodemográficas y clínicas se determinaron mediante Chi-cuadrado (χ²) y t de Student (t-test). El análisis de las pruebas neuropsicológicas se llevó a cabo mediante ANCOVAS univariantes controlando la variable edad. Resultado y conclusiones El 86% de la muestra eran hombres con una media de 43 años y con estudios secundarios (46%) sin diferencias sociodemográficas ni clínicas entre los dos grupos de TUA. Encontramos diferencias significativas en la ejecución de la memoria episódica a corto plazo (p=0,003) y a largo plazo (p=0,029) pero no en el recuerdo inmediato. También existen diferencias significativas en las estrategias seriales del recuerdo inmediato (p=0,008) y en la interferencia proactiva (p=0,013), con menor ejecución en el grupo TUA con mayor gravedad de criterios diagnósticos. No encontramos diferencias entre los dos grupos en memoria visual. La gravedad de los TUA se relaciona con la afectación de la memoria episódica. Existiría una relación entre un procesamiento superficial poco efectivo de la información que dificulta la entrada de nueva información a la memoria a largo plazo y los TUA.
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Li, Kaiwen, Shichang Liu, Juanjuan Guo, and Kan Wang. "Internal Coupling Between Neutronics and Thermal-Hydraulics With RMC/CTF and Validation Using VERA Benchmarks." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82397.
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The main purpose of this work is to realize the internal coupling mode between the Monte Carlo neutronics transport code RMC and sub-channel thermal-hydraulic (TH) code CTF. The coupling was implemented with the coupling interfaces of RMC and CTF. And it features to use memory rather than files to transfer data from each other, which has a lot of advantages. With the internal coupling mode, power distribution calculated from RMC can be precisely provided to CTF, instead of utilizing the approximate method adopted by the external coupling mode. In addition, using memory to transfer data between those two codes can reduce the total calculation time significantly. The percentage of time reduction can be as large as 10%. Moreover, we have realized the parallel execution of CTF in the internal coupling mode and this saves a lot of time during the TH calculation. A modified Virtual Environment for Reactor Application (VERA) Problem #6 assembly and a 4-assembly structure have been used to test the accuracy and efficiency of internal calculation mode to external calculation mode. The results show that internal coupling can give a very close solution to the external one but with 10% time reduce, and can come to an ideal convergence state with only a few iterations.