The purpose of this research was to determine if levels of field dependence affects a student’s ability to profit from either imposed visuals or instructions to form visual images to aid immediate recall of concrete paired-axociate nouns. Also of interest are possible changes in the relationship between field dependence and visual strategy as students move from upper elementary to high school. It was hypothesized that the field-dependent individual is less able to profit from the use of interactive imagery required in a memory task of this nature due to the inability to impose structure in a non-structured situation. Participants in this study were 197 fourth, seventh and tenth grade students from a moderately affluent, suburban community in southwestern Virginia.The Group Embedded Figures Test was used to determine cognitive style. Within each grade level, an equal number of students classified as field dependent, neutral and field independent were randomly assigned to three treatment groups. The dependent measure of memory was a written test of immediate recall of 24 paired-associate, concrete nouns. The three treatment groups were: Control, who received only instructions to remember the words; Imposed Visual, who viewed line drawings of the two words; and Imagery, who received instructions to form interactive visual images of the two words. Data was analyzed using three-way Analysis ofVariance. All three main effects (grade level, cognitive style and visual strategy) were significant. There was no interaction, however. / Ed. D.

The population of China is ageing. Accompanying this aging population, dementia and frailty have a growing importance. However there is little consensus on the association between dementia and frailty, in terms of how the criteria that are part of this two syndromes overlap, as both disorders are age-related and increase the risk for falls, further leading to loss of independence. To meet the above needs, the thesis describes research into different frailty diagnostic criteria, as well as its association with dementia symptoms. We examined cognitive measures that can be used for assessment of Mild Cognitive Impairment (MCI) and dementia screening (the Hopkins Verbal Learning Test, HVLT) and compared its discriminant ability with the commonly used cognitive screening tool, the Mini-Mental State Examination (MMSE) in distinguishing Cognitive Impairment (including MCI and dementia) from No Cognitive Impairment (NCI, normal controls) in two community-dwelling elderly Chinese populations and in one institutionalised elderly population in Shanghai, China. Subsequently we investigated whether physical and cognitive symptoms clustered together to form frailty phenotypes. We employed indicators that have been widely used to diagnose frailty, including physical measures (grip strength, Time-Up and Go test, 15 feet gait speed test and Berg balance test), and psychological measures (the HVLT and the MMSE) to predict cognitive impairment (CI) and frailty. Additionally, we described demographics (age, gender, education) and other potential modifiers when detecting cognitive impairment and functional disability. We then built up a model for possible frailty phenotype using various indicators. Lastly, we examined whether demographic (age, gender, education and profession), and lifestyle (smoking/alcohol history, exercise frequency, and dietary habit) could be used to predict future cognitive impairment. It was found that advanced age, lower education (no or primary level), and being vegetarian were significant risk factors for cognitive impairment. Furthermore, whereas high consumption of green vegetables is a protector against cognitive impairment, high intake of tofu was negatively related to cognitive performance among community-dwelling elderly in China. To meet the above needs, the thesis describes research into different frailty diagnostic criteria, as well as its association with dementia symptoms. We examined cognitive measures that can be used for assessment of Mild Cognitive Impairment (MCI) and dementia screening (the Hopkins Verbal Learning Test, HVLT) and compared its discriminant ability with the commonly used cognitive screening tool, the Mini-Mental State Examination (MMSE) in distinguishing Cognitive Impairment (including MCI and dementia) from No Cognitive Impairment (NCI, normal controls) in two community-dwelling elderly Chinese populations and in one institutionalised elderly population in Shanghai, China. Subsequently we employed these two cognitive measures to investigate whether they were part of the frailty syndrome among elderly from the community-based studies. We investigated whether physical and cognitive symptoms clustered together to form frailty phenotypes. We employed indicators that have been widely used to diagnose frailty, including physical measures (grip strength, Time-Up and Go test, 15 feet gait speed test and Berg balance test), and psychological measures (the HVLT and the MMSE) to predict cognitive impairment (CI). We found four distinct subtypes of elderly characterised by increasing care needs: 1. Persona elderly as defined by age >78, year of education<6 years, grip strength <11.8 KG, and a MMSE total score <25; 2. Persona Physical frailty (fitness), defined by a total score on the Timed-Up and Go (TUG) test >12.7 seconds and 15 feet gait speed >4.4 seconds; 3. Persona Cognitive impairment, defined by a MMSE total score <25, a HVLT Immediate Recall (IR) score <15, and a HVLT Delayed Recall (DR) <5; 4. Persona Physical frailty (balance,) defined by a Berg Balance test score of <53. Additionally, we described demographics (age, gender, education) and other potential modifiers when detecting cognitive impairment and functional disability. We then built up a model for possible frailty phenotype using various indicators, Frailty here was defined as: 1. Low BMI as measured by this algorithm: BMI= Weight (kg)/Height (m)2 2. Weakness (upper and lower body): grip strength in the lowest quintile, adjusted for gender; and TUG get up with assistance or unable to get up 3. Slowness (lower body): TUG score in the lowest quintile, adjusted for gender; and 15 feet gait speed in the lowest quintile, adjusted for gender; 4. Poor balance: Berg Balance test score in the lowest quintile, adjusted for gender; 5. Low physical activity: engaging in exercise less than once per week. An individual with 4 or more present frailty components out of a total of 7 was considered to be frail , whereas equal or less than 3 characteristics were hypothesized to be pre-frail . Those with no present frailty components were considered as robust. Lastly, we examined whether demographic (age, gender, education and profession), and lifestyle (smoking/alcohol history, exercise frequency, and dietary habit) could be used to predict future cognitive impairment (as defined by a HVLT IR score of ≤19). The results of our studies show that compared to the MMSE, the HVLT is superior in differentiating MCI and dementia from NCI, and is also less affected by demographic factors in detecting frailty. Furthermore, in the current study, physical, psychological, demographic and other modifiable risk factors cluster together into different phenotypes of cognitive impairment and functional disability in these cohorts. A phenotype of frailty is built up using BMI, grip strength, TUG, 15 feet gait speed, balance and exercise frequency as indicators. The most common was the elderly phenotype followed by the cognitively impaired. A novel finding of the current study is that only 4.8% (8 out 168) of the whole sample fulfilled all three categories in the current study (cognitive impairment, functional disability and frailty). Finally, advanced age, lower education (no or primary level), and being vegetarian were significant risk factors for cognitive impairment. Furthermore, whereas high consumption of green vegetables is a protector against cognitive impairment, high intake of tofu was negatively related to cognitive performance among community-dwelling elderly in China.

Learning and memory impairments are among the most common and enduring cognitive consequences of traumatic brain injury (TBI). Researchers have yet to reach a consensus with regard to the basic cognitive mechanism underlying new learning and memory disturbances after TBI. The purpose of the present study was to investigate the current views regarding the cognitive processes thought to explain impairments in verbal learning and memory subsequent to brain injury. Specifically, this study sought to examine the roles of the central executive component of working memory and processing speed in verbal learning ability following TBI. Latent variable structural equation modeling (SEM) was used to analyze the data of 70 post-acute care TBI patients between the ages of 16 and 65, who completed a full neuropsychological evaluation. Results indicated that verbal learning and memory difficulties following TBI were explained primarily in terms of the central executive aspects of working memory, after accounting for the relative contributions of processing speed in the model. The direct effect of processing speed on verbal learning and memory was not significant when working memory was taken into account in the model. Rather, the effects of processing speed on verbal learning ability were largely indirect through the central executive component of working memory. Results highlight the importance of both working memory and processing speed in supporting verbal learning and memory processes after TBI. Practical implications for targeting remediation efforts and directing approaches to memory rehabilitation are discussed in light of the study’s findings. / text

Utifrån teorin att bristande eller inadekvata uppmärksamhetsfunktioner kan visa sig i form av instabila svarsmönster på testet Rey Auditory Verbal Learning Test (RAVLT) undersöktes effektiviteten av ett intensivt uppmärksamhetsträningsprogram (APT) genom att studera svarsprotokoll från RAVLT av 60 patienter i det akuta skedet (&lt;1 år) av rehabilitering efter hjärnskada. Tre testtillfällen undersöktes: före träning, efter träning samt som uppföljning sex månader efter avslutad behandling. Hälften av patienterna hade erhållit APT och hälften sedvanlig uppmärksamhetsträning (TAU). Antalet tillagda och tappade ord samt antalet svarsglapp användes för att kartlägga förvärvande och konsolidering i inlärningsdelen av RAVLT. Ingen signifikant skillnad mellan grupperna erhölls för något av måtten vid något av tillfällena, däremot erhölls en signifikant förbättring gällande antal svarsglapp för APT-gruppen från före- och eftertestning till uppföljningstestningen. Antalet svarsglapp framstår som ett användbart mått på stabilitet i svarsmönster på RAVLT, och APT tycks ha en positiv inverkan på denna stabilitet.

Despite considerable research, the effects of common types of noise on verbal and spatial information processing are still relatively unknown. Three experiments, using convenience sampling were conducted to investigate the effect of auditory interference on the cognitive performance of 24 adult men and women during the Stroop test, perception of object recognition and spatial location tasks, and the perception of object size, shape, and spatial location tasks. The data were analyzed using univariate analysis of variance and 1-way multivariate analysis of variance. The Experiment 1 findings indicated reaction time performance for gender and age group was affected by auditory interference between experimental conditions, and recognition accuracy was affected only by experimental condition. The Experiment 2a results showed reaction time performance for recognizing object features was affected by auditory interference between age groups, and recognition accuracy by experimental condition. The Experiment 2b results demonstrated reaction time performance for detecting the spatial location of objects was affected by auditory interference between age groups. In addition, reaction time was affected by the type of interference and spatial location. Further, recognition accuracy was affected by interference condition and spatial location. The Experiment 3 findings suggested reaction time performance for assessing part-whole relationships was affected by auditory interference between age groups. Further, recognition accuracy was affected by interference condition between experimental groups. This study may create social change by affecting the design of learning and workplace environments, the neurological correlates of auditory and visual stimuli, and the pathologies of adults such as attention deficit hyperactivity disorder.

The purpose of this study was to explore and describe the possible facilitation of emotional intelligence with learners who experience verbal learning disabilities. An empirical study of limited extent was conducted from an interpretivist-positivist paradigm. I followed a multi-method approach and employed a case study design, involving two learners as participants, both of whom had been diagnosed with verbal learning disabilities. I utilised qualitative as well as quantitative data collection methods, including observation, informal interviews, analysis of documents, a reflective diary, field notes (qualitative strategies) and the Bar-On EQ-i:YV™ self-report questionnaire (quantitative technique). After having obtained baseline information with regard to the emotional intelligence of the two participating learners at the onset of the study, I identified two skills that could potentially be enhanced, namely intrapersonal and adaptability skills. I then planned and facilitated intervention with the two participants, focussing on these two skills. Upon completion of the intervention, I re-administered the Bar-On EQ-i:YV™ self-report questionnaire to compare the results of the pre- and post-tests. The findings of the study were, firstly, that learners with verbal learning disabilities often experience challenges in terms of the emotional intelligence skills identified by Bar-On and Parker (2000). Secondly, it seems possible to facilitate the improvement of emotional intelligence skills with learners who experience verbal learning disabilities. Besides improvement in terms of their intrapersonal and adaptability skills, the participants displayed enhanced interpersonal and stress management skills. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

Our lives become longer with new advancements in medicine and technology. As a result, cognition and memory impairments will become a growing concern[23]. To be able to treat cognitive decline, dementia and related diseases, the need for early detection of memory deficiencies increases. This study aimed to validate the use of a new digital interaction version of a common memory test, the Rey Auditory Verbal Learning Test (RAVLT), compared with norm from the traditional human-to-human interaction version of the same test. This was performed through userstudies with both test versions in a counterbalanced order. The results consisted of quantitative results from the tests together with qualitative data from interviews with the participants in connection to each test occasion. The results showed a slight difference in some aspects of the quantitative test results, but at the same time, no significant difference for most of the measured results. Further, the interviews demonstrated that the differences in interaction and experience between the versions of the tests could be the reason for some of the differences in the quantitative result. The conclusion from this study was that there are many difficult problems to solve for speech interfaces in neurocognitive tests like the RAVLT. In line with previous research [22], the results highlight the importance of a natural speech interaction that conforms with the basic principles of human conversation, to create a stress-free experience and test results that can be reliable and comparable.

No description available.

The association between extent of chronic cannabis use (CCU-extent) and cognitive impairment among adolescents has been the subject of controversial debate. Linking DNA methylation to CCU-extent could help to understand cannabis associated changes in cognitive performance. We analyzed cognitive task performances, CpG methylation in peripheral whole-blood samples and self-reported past-year CCU-extent of n = 18 adolescents (n = 9 psychiatric outpatients with chronic cannabis use (CCU), n = 9 without) who were matched for age, gender and psychiatric disorders. Patients with CCU were at least 24 h abstinent when cognitive tasks were performed. A Principal Component Analysis (PCA) was carried out to identify group differences in whole genome DNA methylation. Mediation analyses were performed between CCU-extent associated CpG sites and CCU-extent associated variables of cognitive tasks. PCA results indicated large differences in whole genome DNA methylation levels between the groups that did not reach statistical significance. Six CpG sites revealed reduced methylation associated with CCU-extent. Furthermore, CCU-extent was associated with lower scores in verbal learning. All six CpG sites mediated the effects between CCU-extent and verbal learning free recall. Our results indicate that CCU is associated with certain patterns in the methylome. Furthermore, CCU-extent associated impairments in memory function are mediated via differential methylation of the six CCU-associated CpG sits. Six identified CpG are located in genes previously described in the context of neurodegeneration, hippocampus-dependent learning and neurogenesis. However, these results have to be carefully interpreted due to a small sample size. Replication studies are warranted.

The theoretical part deals with issues of dementia, memory, primacy effect, recency effect, and the Auditory-Verbal Learning Test. The empirical part consists of quantitative research. The research sample consists of patients with dementia who were tested for their performance in the Auditory-Verbal Learning Test in which I focused on the primacy and recency effects. The aim was to determine the differences between the primacy and recency effects among different groups of patients, as well as to detect the presence or absence of a primacy or recency effect in various populations. This study tries to describe a potential tool that focuses on how individuals with dementia remember new informations. This tool can serve to understand how people diagnosed with memory disorders of different etiology remember new infomation. Key words: Dementia, Alzheimer's Disease, vascular dementia, frontotemporal dementia, Auditory-Verbal Learning Test , primacy effect, recency effect