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Assessment tools for dementia and depression in older migrants
Published in Bernadette N. Kumar, Esperanza Diaz, Migrant Health, 2019
T. Rune Nielsen, Marie Nørredam
The basic cognitive processes are universal, including the foundations for forming memories, problem solving, developing language skills, and navigating your surroundings. However, cultural differences exist in the situations to which cognitive processes are applied. Culture prescribes what should be learned, and at what age, and by which gender. Consequently, different cultural environments lead to the development of different patterns of abilities. Cognitive abilities usually measured in cognitive tests represent, at least in their content, learned abilities the scores of which correlate with the subjects’ learning opportunities and contextual experiences throughout a life course. Cultural influences have been described on a variety of cognitive abilities, including perceptual abilities, spatial abilities, memory, language, abstraction, and attention (13).
Diagnosis of Alzheimer’s Disease
Published in Zaven S. Khachaturian, Teresa S. Radebaugh, Alzheimer’s Disease, 2019
The diagnosis of early dementia thus rests on the informant-based clinical judgment that cognitive changes are sufficient to interfere with everyday performance. Documentation of impairment on quantitative cognitive measures provides diagnostic support, but because these measures may be insensitive to very mild change, dementia cannot be diagnosed simply on the basis of cutoff scores on cognitive tests. Neuropsychological measures do play an important role in monitoring cognitive performance over time, which may be necessary in some cases to confirm the diagnosis. Development of biological markers for dementing illnesses17,18 and more sensitive neuropsychological batteries19 eventually may improve the differentiation of dementia from nondemented aging.
Public Health and Professionalism
Published in Eldo E. Frezza, Medical Ethics, 2018
A cognitive test was also administered. Among those used was the Barry Challenges to Professionalism Questionnaire, which included the following:Six vignettes portraying challenges to medical professionalismWith no information about reliabilitySensitive to different levels of experience
On diagnostic accuracy measure with cut-points criterion for ordinal disease classification based on concordance and discordance
Published in Journal of Applied Statistics, 2023
Jing Kersey, Hani Samawi, Jingjing Yin, Haresh Rochani, Xinyan Zhang
Figure 4 presents five core biomarkers as indicators of AD over the clinical disease stages. The curves depict changes from normal to abnormal in the following five biomarkers [20] over AD's progression. FDG-PET measures tau protein in cerebrospinal fluid or by synaptic dysfunction.Brain atrophy measured by structural MRI.Cognitive tests measure memory loss.Cognitive testsmeasure clinical function.
Neuropsychological Disorders in Moderate Hyperphenylalaninemia: Literature Review
Published in Developmental Neuropsychology, 2023
L. Paermentier, A. Cano, B. Chabrol, A. Roy
The studies included in this literature review used a wide variety of cognitive tests. However, these vary in sensitivity and limit the extent of the results obtained. In addition, some tests measure several cognitive domains simultaneously. For this reason, it is recommended that all EFsbe investigated in a systematic and theoretically guided manner. According to the Diamond model (Diamond, 2013), there are four main EFs: inhibition, working memory, flexibility, and planning. However, most of the studies used only one or two tests to assess EFs (de la Parra, García, Waisbren, Cornejo, & Raimann, 2015; Evinç et al., 2018; González García, Conde-Guzon, Martín, Conde-Guzon, & Velasco Zúñiga, 2017; Lang et al., 1989 ; Smith et al., 2000; Weglage et al., 1996a, 2001; Weglage, Schmidt, Fünders, Pietsch, & Ullrich, 1996b). Moreover, most of the studies that investigated EFs used performance-based tests. Only one study (Sharman, Sullivan, Jones, Young, & McGill, 2015) used an indicator of daily life (i.e., BRIEF) in addition to the classic tests, and only then in its parent form. However, given the multideterminism of the tests and their weak correlations with measures of daily life, the recommendation is to combine these two types of investigation, notably by using the BRIEF questionnaire in both its parent and teacher forms (Toplak, West, & Stanovich, 2013).
Cognitive and skill performance of individuals at sitting versus standing workstations: a quasi-experimental study
Published in International Journal of Occupational Safety and Ergonomics, 2022
Matin Rostami, Mohsen Razeghi, Hadi Daneshmandi, Jafar Hassanzadeh, Alireza Choobineh
First, based on the flip a coin method, each participant was assigned to one of the sitting or standing workstations designed according to ergonomic principles. Then, the five performance assessment tests (cognitive performance assessment tests ‘n-back’, ‘Stroop’ and ‘advanced reaction time’; and skill performance assessment tests ‘two-arm coordination’ and ‘Purdue pegboard’) were randomly selected via a sample draw method and were presented to individuals at each workstation. About 5 min after the selection of the workstation position, the cognitive test was taken first. Then, a skill test and a cognitive test were taken alternately by each participant (Figure 3). In so doing, each participant performed the pilot testing first to learn the testing technique and eventually took the main test after being fully prepared. To avoid skill acquisition before taking the skill test, pilot testing was not performed before this test. Performing all cognitive and skill tests lasted about 30–40 min. After conducting the tests, a VAS was used to evaluate the comfort of the workstation.