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Reliability, Validity, and the Measurement of Change in Serial Assessments of Athletes
Published in Mark R. Lovell, Ruben J. Echemendia, Jeffrey T. Barth, Michael W. Collins, Traumatic Brain Injury in Sports, 2020
Michael D. Franzen, Robert J. Frerichs, Grant L. Iverson
Kneebone et al. (1998) examined methods for change using neuropsychological test data. These researchers compared the reliable change method that corrects for practice effects to the SD method in 50 patients following coronary artery bypass grafting. RCIs were calculated using a 90% confidence interval based on the initial and follow-up data of 24 control participants (7-day test-retest interval). The neuropsychological battery included the California Verbal Learning Test (CVLT; Delis, Kramer, Kaplan & Ober, 1987), Purdue Pegboard (Tiffin, 1968), word fluency measures (Benton & Hamsher, 1978), Trail Making Tests, Digit Symbol subtest from the WAIS-R, and the Boston Naming Test (BNT; Kaplan, Goodglass, & Weintraub, 1983). Test-retest reliability coefficients over the one-week interval ranged from 0.67 to 0.94. The results of the study revealed that the RCI method with correction for practice classified more patients as showing post-operative decline than the SD method on 7 of the 11 neuropsychological measures (including word fluency, Trail Making Parts A and B, BNT, and the Digit Symbol subtest). The SD method classified more individuals as deteriorated on the three main indices of the CVLT. The investigators interpreted these differences as the failure of the SD method to account for practice effects and measurement unreliability.
The effects of polyphenols on cognition
Published in Philip N. Murphy, The Routledge International Handbook of Psychobiology, 2018
Anthocyanins, in the context of berry supplementation, have demonstrated more robust effects on cognition, specifically memory and specifically in older/compromised models. A review by Spencer (2010) highlights improved memory acquisition (Wang, Wang, Wu, & Cai, 2006), working memory (Williams et al., 2008), long-term memory (Casadesus et al., 2004) and reversal learning (Wang et al., 2009) in animal intervention studies, positing that the mechanisms underlying these improvements are likely the same as those already presented above and by interacting with the kinase enzymes which underlie vast metabolic processes. In humans too, Krikorian and colleagues (2010) observed improved memory in a small cohort (n = 9) of males and females, with a mean age of 76 years, who reported subjective age-related declines in memory. Here, performance on two tasks – Paired Associates Learning (PAL) and the California Verbal Learning Test (CVLT) – significantly improved following twelve weeks’ supplementation of blueberry juice (444ml, 532ml or 621ml, depending on body weight). At this twelve-week time point, however, performance in the blueberry condition was only significantly better than placebo on the PAL test, not the CVLT; suggesting that the undoubtedly underpowered analysis wasn’t strong enough to detect this between-subjects effect.
Contribution of the neuropsychological evaluation to traumatic brain injury rehabilitation
Published in Mark J. Ashley, David A. Hovda, Traumatic Brain Injury, 2017
In clinical practice, recent memory tests assess immediate recall of information for which efficient encoding of information is required. Immediate recall paradigms include both verbal (e.g., word-list learning tasks on the CVLT-II) and visual (e.g., Immediate Recall of the Rey Complex Figure Test) components. Delayed recall of initially presented material across 20- to 30-minute time intervals are common among memory tests. The examiner will usually administer other neuropsychological tests/tasks in the interval time between the immediate and delayed recall portions of the test, thus introducing an element of alternating, focused, and divided attention. This can be helpful in evaluating the person with TBI in that delayed recall may be affected by distracting tasks or stimuli, thus interfering with retrieval of previously learned information. Tests such as the CVLT-II, Rey Complex Figure, and the Tactual Performance Test employ an incidental memory paradigm whereby the examinee is not prompted that recall of test stimuli or verbal information will be asked for at a later time. Other memory tests such as those that appear on the NAB Memory Module provide the prompt for later recall.
Reemergence of the language network during recovery from severe traumatic brain injury: A pilot functional MRI study
Published in Brain Injury, 2021
Brian J. Coffey, Zachary D. Threlkeld, Andrea S. Foulkes, Yelena G. Bodien, Brian L. Edlow
The CRS-R is a 23-item, 6-subscale assessment of auditory, visual, motor, verbal, and communication function as well as arousal in patients with DoC (1). Emergence of volitional cortically mediated responses (e.g., visual pursuit, object recognition) on CRS-R assessment indicates transition from unconsciousness (i.e., coma or vegetative state [VS]) to a minimally conscious state (MCS). Return of functional communication or use of common objects, but ongoing disorientation coupled with other cognitive and clinical symptoms, is indicative of a post-traumatic confusional state (PTCS) (24). On the CRS-R, grossly intact language function is evidenced by the ability to follow commands, respond to questions, or speak intelligibly (3). The CAP is a composite measure of cognition, orientation, and clinical symptoms that measures severity of PTCS. The CAP includes several components that require language comprehension (e.g., a series of four semantically complex questions such as: do you put your shoes on before your socks?) and expression (e.g., verbal responses to prompts). The CVLT-II assesses verbal memory and learning and consists of five trials of word-list repetition (i.e., immediate recall) followed by assessment of short-delay free recall, short-delay cued recall, long-delay free recall, long-delay cued recall, and total recognition discrimination. We defined valid completion of the CVLT-II as intelligible, fluid, and appropriate (but not necessarily accurate) responses to all test questions, as this provides evidence for language perception, comprehension, and expression (23).
Memory in repeat sports-related concussive injury and single-impact traumatic brain injury
Published in Brain Injury, 2020
Matthew J. Wright, Martin M. Monti, Evan S. Lutkenhoff, David J. Hardy, Pavel Y. Litvin, Daniel F. Kelly, Kevin Guskiewicz, Robert C. Cantu, Paul M. Vespa, David A. Hovda, Walter D. Lopez, Christina Wang, Ronald Swerdloff, Joaquín M. Fuster
The Item-Specific Deficit Approach (ISDA)(15) was applied to the CVLT-II to derive item-analytic indices of encoding, consolidation, and retrieval deficits. The ISDA produces reliable and valid memory process indices from list-learning tests with multiple learning and recall trials(15). The ISDA encoding deficit index is derived by summing the words that were not recalled at least three times during the five learning trials of the CVLT-II (maximum value = 16). Details regarding the calculation of the ISDA are reported elsewhere(15). The raw ISDA indices were converted to T-scores via a demographically corrected normative dataset(15). Normative corrections to the CVLT-II and ISDA data corrected group differences in age (see Table 1).
The weekly calendar planning activity in multiple sclerosis: A top-down assessment of executive functions
Published in Neuropsychological Rehabilitation, 2020
Yael Goverover, Joan Toglia, John DeLuca
The Brief International Cognitive Assessment in MS (BICAMS; Goverover et al., 2016; Langdon, 2015) is a brief cognitive battery that is used with persons with MS to examine learning, memory and processing speed. The BICAMS is composed of three well-known validated tests: Symbol Digit Modalities Test (SDMT) (Smith, 1982), the California Verbal Learning Test – II (CVLT-II) (Delis, Kramer, Kaplan, & Ober, 2000), and the Brief Visuospatial Memory Test – Revised (BVMT-R) (Benedict, 1997). The SDMT is a quick assessment of information processing speed in MS (Benedict, 2005; Benedict et al., 2006). The dependent variable is the number of correct responses on the 90 s trial. The BVMT-R evaluates visuospatial learning in individuals with MS. The dependent measure representing the BVMT-R is the summed number correct across 3 learning trials (maximum score = 36). The CVLT-II is a test of verbal learning and memory consisting of a list of 16 words that are presented each time over 5 trials. Total correct across all five trials of the list was recorded as the dependent variable. For the purposes of using the BICAMS, the BICAMS website (www.bicams.net) was used to calculate regression-based norms, z scores. A BICAMS composite score was then created by averaging the z-scores of the CVLT-II, the BVMT-R, and the SDMT. BICAMS was used to divide the MS group into MS-CI and general MS groups.