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Psychological Testing
Published in Stanley R. Resor, Henn Kutt, The Medical Treatment of Epilepsy, 2020
Gregory P. Lee, David W. Loring
In psychology, memory tests are designed to measure long-term or recent memory functions, in contrast to short-term or immediate memory which are considered attention span. Memory tests measure the capacity for new learning. New learning is usually not assessed as a unitary phenomenon, but rather, separate measures of verbal and visuospatial (material-specific) learning are employed. Common tests include the Wechsler Memory Scale (15), Rey Auditory Verbal Learning Test (16), Selective Reminding Test (17), Rey-Osterrieth Complex Figure Recall (16), and Benton Visual Retention Test (18). Although the use of these memory tests are hampered by a variety of issues, such as high correlations with intellectual measures and inadequate validity studies (19,20), investigations using memory measures have suggested similar seizure variable relationships found with other cognitive and emotional impairments.
South African Rugby Union
Published in Mark R. Lovell, Ruben J. Echemendia, Jeffrey T. Barth, Michael W. Collins, Traumatic Brain Injury in Sports, 2020
A. Shuttleworth-Edwards, M. Border, I. Reid, S. Radloff
General intellectual functioning (for an estimate of premorbid IQ).National open rugby, national open cricket, national under-21 rugby, national open field hockey: South African Wechsler Adult Intelligence Scale (SAWAIS) – Picture Completion and Comprehension subtests. School rugby and school field hockey: Wechsler Adult Intelligence Scale III (WAIS III) – Picture Completion and Vocabulary subtests; National Adult Reading Test (NART). Specific modalities: (i) Attention and Concentration. All groups: SAWAIS Digit Span subtest – Forwards and Backwards. School rugby and field hockey: WAIS III Letter-number Sequencing subtest (LNS); STROOP Neuropsychological Screening Test. (ii) Visuoperceptual scanning speed. All groups: SAWAIS Digit-Symbol Substitution subtest; Trail Making Tests A and B. (iii) Memory:All groups: Wechsler Memory Scale (WMS) Associate Learning subtest; Digit-Symbol Incidental recall: Immediate; Digit-Symbol Incidental recall: Delayed; Wechsler Memory Scale (WMS) Visual Reproduction subtest; (iv) Verbal fluency.All groups: Words-in-One-Minute Unstructured Verbal Fluency Test; Structured Verbal Fluency Test – ‘S’ Words. (v) Fine hand motor dexterity.All groups: Sequential Finger Tapping Test.
Memory
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
A variety of quantitative methods are available and useful in evaluating the current status of memory function and following patients longitudinally. The Wechsler Memory Scale-Revised is the single most useful measure of memory. A complete assessment of memory usually involves the assessment of other intellectual functions, new learning capacity, remote memory, and memory self-report. Information about intellectual functions provides both information about a patient’s general test-taking ability and a way to assess the selectivity of memory impairment.
Chemotherapy in patients with early breast cancer: clinical overview and management of long-term side effects
Published in Expert Opinion on Drug Safety, 2022
Paola Di Nardo, Camilla Lisanti, Mattia Garutti, Silvia Buriolla, Martina Alberti, Roberta Mazzeo, Fabio Puglisi
Patients often do not report chemobrain to their oncologists, probably due to lack of awareness. At the same time, routine assessment of cognitive functions is not routinely performed, except within clinical trials. Several assessment tools have been proposed; these include the Wechsler Memory Scale (WMS), which is a verbal memory test; the Wechsler Adult Intelligence Scale (WAIS), which can identify even small changes in cognitive functions; the Mini Mental State Examination (MMSE), and some neuropsychological methods, such as the High Sensitivity Cognitive Screen (HSCS) [105]. However, none of these has been established as the reference tool. Functional magnetic resonance imaging (fMRI) identified structural cerebral alterations – decrease in both the gray matter in the neocortex and cortex and in the white matter at the subcortical level – in patients with changes in neuropsychological tests [106].
Neurocognitive profile of adolescents with early-onset schizophrenia and their unaffected siblings
Published in The World Journal of Biological Psychiatry, 2022
Nora S. Vyas, Lisa Burke, Siobhan Netherwood, Paul Caviston, Mima Simic, Monte S. Buchsbaum
The Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler 1981) or child equivalent, Wechsler Intelligence Scale for Children, 3rd edition (WISC-III) (Wechsler 1991) was used to measure intelligence quotient. To enable comparability across all age groups in the child and adult scale in this study, the WISC-III scores were converted into WAIS-R equivalents based on Tables 5.12 and 5.13 of the WISC-III manual recommendations (Wechsler 1991, p. 92–93). Verbal memory was measured using the California Verbal Learning Test (Delis et al. 1987). The Wechsler Memory Scale-Revised (WMS-R; Wechsler 1987) was used to assess forward and backward digit span, verbal memory, visual memory, general memory, attention, and delayed recall indices. The degraded-stimulus CPT (Nuechterlein et al. 1983) measured vigilance and sustained attention. Selective attention and processing speed was measured using the Span of Apprehension test (SPAN) (Asarnow et al. 1991) and the TMT-A (Reitan 1958), respectively. The WCST (Heaton et al. 1993) and TMT-B measured executive function.
Memory and Executive Functions Subserving Judgments of Learning: Cognitive Reorganization After Traumatic Brain Injury
Published in Neuropsychological Rehabilitation, 2022
Pradeep Ramanathan, Ran Liu, Ming-Hui Chen, Mary R. T. Kennedy
During the first session all participants underwent neuropsychological testing, which included eight subtests from three different neuropsychological test batteries, assessing memory, verbal learning, and executive function. The Visual Reproduction I and II and Digit Span subtests of the Wechsler Memory Scale, 3rd edition (WMS-III, Wechsler, 1987) were used to assess short-term, long-term, and working memory. The California Verbal Learning Test, 2nd edition (CVLT-II, Delis et al., 2000) measures verbal learning after short and long delay, cued and free recall. The Trail Making, Verbal Fluency, Design Fluency, and Tower tests of the Delis-Kaplan Executive Function Systems (D-KEFS, Delis et al., 2001) captured a wide range of EFs, including: initiation, inhibition, sustained and alternating attention, switching, verbal and non-verbal aspects of cognitive fluency and flexibility, sequencing, speed of processing, working memory, planning, rule learning, and problem solving. Participants took 15-minute breaks about every 45 min; average session completion time was 112 min for controls and 138 min for participants with TBI. See Table 1 for the descriptive statistics for the psychometric test variables.