Due to changing age demographics in the United States, by 2050, an estimated 62.1 Americans will be over the age of 65 and the number of Americans with cognitive impairment, such as Alzheimer’s disease, will increase drastically as well (Alzheimer’s Association, 2014; Ortman, Velkoff, & Hogan, 2014). Once a diagnosis or behavioral indicators of cognitive impairment are present, it would be beneficial to apply a treatment package that promotes the maintenance or re-establishment of stimulus control in the environment. From a behavioral perspective, stimulus control aids in learning and memory through both respondent and operant conditioning. In the current study, stimulus equivalence training was completed and compared to cognitive and functional assessments scores with older adult participants with and without cognitive impairment as a systematic replication of Gallagher and Keenan (2009). Formation of equivalence relations after exposure to linear series (LS) training with 2 3-member stimulus classes across arbitrary, familiar, and stimuli from Gallagher and Keenan (2009) was compared via trials to criterion, accuracy per relation, and session length to scores on the Mini-Mental Status Exam (MMSE), Saint Louis University State Exam (SLUMS), and Barthel ADL Index. Several methodological changes were applied to a second study to examine the impact of increased programmed stimuli, training changes, and the use of one-to-many (OTM) and many-to-one (MTO) training structures with 3 3-member stimulus classes on equivalence formation. Composite performance scores were created for accuracy during LS, OTM, and MTO training. Non-parametric analyses were conducted between assessment and composite scores. The SLUMS and Barthel ADL Index were not correlated with any composite scores. However, MMSE scores and LS composite scores were correlated. The SLUMS was more sensitive to the detection of cognitive impairment as judged by classification and diagnoses. OTM and MTO composite scores also had a strong, positive correlation. Overall, more participants demonstrated higher levels of accurate responding during LS training than during OTM and MTO training. In contrast to previous research, only 25% of the sample demonstrated equivalence formation. Limitations and future research directions are discussed.

Esta tese descreve um estudo quase experimental que teve como objetivo: investigar a relação entre a construção do Pensamento Computacional e o desenvolvimento do raciocínio de estudantes dos últimos anos do Ensino Fundamental. A pesquisa foi realizada utilizando um curso de extensão em Desenvolvimento de Games, ofertado em 2 escolas particulares de Porto Alegre, tendo a participação de 50 alunos. A prática de ensino-aprendizagem proposta foi construída com base em pressupostos teóricos da aprendizagem significativa e aprendizagem experiencial. O Pensamento Computacional e o raciocínio dos alunos foram avaliados antes e após o término do curso, sendo utilizados para este fim o Teste de Pensamento Computacional e as provas que compõe a Bateria de Provas de Raciocínio – BPR-5. A análise estatística dos dados permitiu evidenciar um incremento do Pensamento Computacional, bem como do Raciocínio Verbal, Raciocínio Abstrato e Raciocínio Mecânico dos alunos que participaram do experimento. Comprovou-se também uma correlação positiva entre o Pensamento Computacional e os cinco tipos de raciocínio avaliados. Os resultados deste estudo demonstram como a construção do Pensamento Computacional contribuí no desenvolvimento cognitivo dos alunos e é apresentada uma proposta pedagógica que pode servir de referência para novos estudos na área. / This thesis describes a quasi-experimental study aimed to investigate a relationship between the construction of Computational Thinking and the development of students' reasoning in Middle School. A research was carried out during a course about Games Development, offered in two private schools in Porto Alegre, with 50 students. The proposed teaching-learning practice was built on the theoretical assumptions of meaningful learning and experiential learning. Both, Computational Thinking and reasoning, of the students were measured before and after the course, using a Computational Thinking Test and a set of reasoning evidence tests (BPR-5). The statistical analysis of the data showed an increase in Computational Thinking, as well as Verbal Reasoning, Abstract Reasoning and Mechanical Reasoning of the students participating in the experiment. There was also a positive observation between Computational Thinking and the five types of reasoning. The results of this study demonstrate how the construction of Computational Thinking contributes to the cognitive development of students and presents a pedagogical proposal that can serve as a reference for new studies in the area.

Esta tese descreve um estudo quase experimental que teve como objetivo: investigar a relação entre a construção do Pensamento Computacional e o desenvolvimento do raciocínio de estudantes dos últimos anos do Ensino Fundamental. A pesquisa foi realizada utilizando um curso de extensão em Desenvolvimento de Games, ofertado em 2 escolas particulares de Porto Alegre, tendo a participação de 50 alunos. A prática de ensino-aprendizagem proposta foi construída com base em pressupostos teóricos da aprendizagem significativa e aprendizagem experiencial. O Pensamento Computacional e o raciocínio dos alunos foram avaliados antes e após o término do curso, sendo utilizados para este fim o Teste de Pensamento Computacional e as provas que compõe a Bateria de Provas de Raciocínio – BPR-5. A análise estatística dos dados permitiu evidenciar um incremento do Pensamento Computacional, bem como do Raciocínio Verbal, Raciocínio Abstrato e Raciocínio Mecânico dos alunos que participaram do experimento. Comprovou-se também uma correlação positiva entre o Pensamento Computacional e os cinco tipos de raciocínio avaliados. Os resultados deste estudo demonstram como a construção do Pensamento Computacional contribuí no desenvolvimento cognitivo dos alunos e é apresentada uma proposta pedagógica que pode servir de referência para novos estudos na área. / This thesis describes a quasi-experimental study aimed to investigate a relationship between the construction of Computational Thinking and the development of students' reasoning in Middle School. A research was carried out during a course about Games Development, offered in two private schools in Porto Alegre, with 50 students. The proposed teaching-learning practice was built on the theoretical assumptions of meaningful learning and experiential learning. Both, Computational Thinking and reasoning, of the students were measured before and after the course, using a Computational Thinking Test and a set of reasoning evidence tests (BPR-5). The statistical analysis of the data showed an increase in Computational Thinking, as well as Verbal Reasoning, Abstract Reasoning and Mechanical Reasoning of the students participating in the experiment. There was also a positive observation between Computational Thinking and the five types of reasoning. The results of this study demonstrate how the construction of Computational Thinking contributes to the cognitive development of students and presents a pedagogical proposal that can serve as a reference for new studies in the area.

The purpose of the current study was to examine neuropsychological functioning in patients with bipolar disorder (BD) with psychotic features. Data from a large, epidemiological study of patients with first-episode psychosis was used to examine verbal learning and working memory 10 years after onset of psychosis in patients with BD relative to patients with schizophrenia (SZ) and patients with psychotic major depressive disorder (MDD). Cross-sectional comparisons of verbal learning and working memory at the 10-year follow-up mirrored findings of relative performance at the 2-year follow-up (Mojtabai, 2000), as patients with SZ performed significantly worse than patients with psychotic affective disorders. When FEP patients' cognitive performance was examined longitudinally, all groups showed non-significant decline over time, with no significant diagnostic group differences after accounting for current symptoms. More frequent hospitalizations and longer treatment with antipsychotics were associated with poorer performance on cognitive testing 10 years after illness onset, but these associations disappeared when controlling baseline cognitive performance. Within the BD sample, current positive and negative psychotic symptoms were associated with poorer performance on cognitive testing. After controlling for baseline cognitive performance, markers of clinical course were unrelated to cognitive performance, consistent with existing literature on longitudinal cognitive functioning in patients with BD. The current findings support a neurodevelopmental model of verbal learning and working memory deficits in patients with bipolar disorder.

No description available.

No description available.

The purpose of this study was to examine the ability of the Cognitive Assessment System (CAS) and the NEPSY, A Developmental Neuropsychological Assessment, to differentiate between the subtypes of Attention Deficit/ Hyperactivity Disorder (AD/HD). The CAS and NEPSY are neuropsychological instruments which provide norms for AD/HD children in general. This study examined the performance of the two subtypes of AD/HD on the CAS and NEPSY. In addition, this study examined the performance of the two AD/HD groups on the Screening Test for Auditory Processing Disorders (SCAN). Since AD/HD children tend to have difficulty with language, the SCAN was used to determine if any of the AD/HD subjects had auditory processing difficulties that might impact their performance on the CAS and/or NEPSY subtests. The sample consisted of 118 children between the ages of 8 and 12 years of age. Using the DSM-IV criteria, the children were diagnosed as having three types of AD/HD: A Predominantly Hyperactive-Impulsive Type (AD/HD-HI), a Predominantly Inattentive Type (AD/HD-I) and a Combined Type The subtypes were also identified by the Attention Deficit Disorders Evaluation Scale-Home Version (ADDES-H). Only two subtypes, AD/HD-I and AD/HD-C, were identified by the ADDES-H. There were not enough AD/HD-HI subjects to include in the study. Therefore, this study focused on the AD/HD-I and AD/HD-C subtypes. A binomial logistic regression analysis was conducted on the AD/HD-I and AD/HD-C subtypes with selected subtests of the NEPSY and the four PASS Scales of the CAS. Results indicated a significant difference between the AD/HD-I and AD/HD-C groups on the Tower subtest of the NEPSY and the Planning Scale of the CAS. The Tower and the Planning Scale are both purported measures of executive functioning; however, results of the Planning Scale were in an unexpected direction. No significant difference was found between the two AD/HD groups on the other subtests examined. The results of the SCAN analysis suggested there were no significant differences in auditory processing between the two AD/HD groups. Recommendations for future research are discussed.

No description available.

Thesis (PhD)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The practice of psychometric testing of cognitive functioning in South Africa is hampered by the paucity of normative data that adequately characterize our ethnically, linguistically, socioeconomically, and educationally diverse population. The general aim of this study was to ascertain whether cognitive tests developed in settings outside of the Western Cape urbanized area have valid application for clinical and research purposes in that area. Strategies used to achieve that aim included: 1) translation, adaptation, and subsequent administration of a compendium of tests in a sample of typically developing, coloured and white, 12- to 15-yearold, Afrikaans- and English-speaking adolescents; 2) evaluation of the relative impact of sociodemographic factors (age, sex, language, quality of education, and race) on test performance and the consequent derivation of appropriately stratified normative data; and 3) evaluation of the cross-cultural utility of the normative data by comparing data collected from the study sample to norms derived from other populations. Results indicated that sex and language of testing impacted minimally on cognitive functioning. In contrast, the pervasive and deleterious impact of disadvantaged quality of education on cognitive performance within typically developing adolescents was clearly demonstrated. For participants with advantaged quality of education, coloured race was associated with lower performance on measures of intelligence, semantic fluency, and one measure of attention. Furthermore, the results provided evidence of age-related increments in cognitive performance, particularly after the age of 12. For cognitive measures that were significantly affected by language, race, and quality of education, trends of a downward continuum of performance were demonstrated, from highest to lowest, as follows: 1) English-white-advantaged; 2) Afrikaans-white-advantaged; 3) Englishcoloured- advantaged; 4) English-coloured-disadvantaged; 5) Afrikaans-coloured-advantaged; and 6) Afrikaans-coloured-disadvantaged. Cross-cultural comparisons of norms showed that for some tests, norms derived from other populations were suitable for use in the study sample. For other tests, however, results showed that for certain subgroups, it was essential to use the stratified norms derived from the study in order to prevent misdiagnoses. / AFRIKAANSE OPSOMMING: Die psigometriese toetsing van kognitiewe funksionering word in Suid-Afrika gekniehalter deur 'n gebrek aan normatiewe data wat ons etnies, taalkundig, sosio-ekonomies en opvoedkundig diverse bevolking genoegsaam tipeer. Die algemene doel van hierdie studie was om vas te stel of kognitiewe toetse wat in omgewings buite die Wes-Kaapse stedelike gebied ontwikkel is, ook vir kliniese en navorsingsdoeleindes binne hierdie stedelike gebied aangewend kan word. Hiervoor is onder meer die volgende strategieë gevolg: 1) 'n kompendium toetse is vertaal, aangepas en vervolgens afgeneem onder ’n toetsgroep tipies ontwikkelende, bruin en wit, 12- tot 15-jarige, Afrikaans- en Engelssprekende adolessente; 2) die relatiewe impak van sosiodemografiese faktore (ouderdom, geslag, taal, opvoedingsgehalte en ras) op toetsprestasie, en die gevolglike verkryging van toepaslik gestratifiseerde normatiewe data, is beoordeel en 3) die kruiskulturele nut van die normatiewe data is beoordeel deur die data wat van die toetsgroep in hierdie studie verkry is, te vergelyk met norme wat van ander populasies bekom is. Die resultate toon dat geslag en die taal waarin die toets afgeneem word 'n minimale uitwerking op kognitiewe funksionering het. Daarenteen is duidelik bewys dat swakker gehalte opvoeding ’n verreikende en skadelike uitwerking op die kognitiewe funksionering van tipies ontwikkelende adolessente het. By deelnemers met beter gehalte opvoeding blyk daar 'n verband te wees tussen die bruin rassegroep en laer prestasie wat betref maatstawwe van intelligensie en semantiese vaardigheid, asook een maatstaf van konsentrasie. Voorts lewer die resultate bewys van ouderdomsverwante toenames in kognitiewe prestasie, veral ná die ouderdom van 12. Wat betref kognitiewe maatstawwe wat beduidend deur taal, ras en opvoedingsgehalte beïnvloed is, is 'n afwaartse prestasiekontinuum opgemerk wat van hoog na laag soos volg daar uitsien: 1) Engels-wit-bevoordeel, 2) Afrikaans-wit-bevoordeel, 3) Engels-bruin-bevoordeel, 4) Engelsbruin- benadeel, 5) Afrikaans-bruin-bevoordeel en 6) Afrikaans-bruin-benadeel. Kruiskulturele normvergelykings toon dat, wat sommige toetse betref, die norme wat van ander populasies bekom is ook geskik was vir gebruik onder die toetsgroep in hierdie studie. Wat ander toetse betref, het die resultate egter getoon dat dit by bepaalde subgroepe noodsaaklik is om die gestratifiseerde norme wat uit die betrokke studie afgelei is te gebruik ten einde verkeerde diagnoses te voorkom.

Context-sensitive cognitive rehabilitation aims to address the specific deficits of patients by taking into account the unique strengths and weaknesses of each brain-injured individual. However, this approach requires customized assessments and trainings that are difficult to validate, time-consuming or simply unavailable for daily clinical use. Given the currently struggling economy and an increasing number of patients with brain injuries, a feasible and efficient solution for this individualized rehabilitation concept is needed. This dissertation addresses the development and evaluation of a VE-based training and assessment for context-sensitive cognitive rehabilitation. The proposed application is designed to closely resemble real-world places that are relevant to each individual neurological patient. Despite such an ecologically valid approach to rehabilitation, the application also integrates traditional process-specific tasks that offer potential for standardization and collection of normative data across patient populations. Three cognitive tasks (navigation, orientation, spatial memory) have been identified for use in individualized VEs. In three experimental trials the feasibility and validity of the technological implementation and theoretical foundation of these tasks has been assessed. In a fourth trial one of the tasks has been used for the rehabilitation of a brain-injured patient. Based on the results of these studies a workflow for the rapid development of VEs has been established which allows a VR developer to provide clinicians with individualized cognitive tasks. In addition, promising results for the clinical use and validation of the proposed system form the basis for future randomized controlled clinical trials. In conclusion, this dissertation elaborates how context-sensitive and process-specific rehabilitation approaches each offer a unique perspective on cognitive rehabilitation and how combining both through the means of VR technology may offer new opportunities to further this clinical discipline.