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Dementia Assessment in Asian Americans
Published in Gwen Yeo, Linda A. Gerdner, Dolores Gallagher-Thompson, Ethnicity and the Dementias, 2018
Cecilia S. Han, Steven Z. Chao
Discrepancies in educational level and quality are often found among different Asian populations, as well as various age cohorts of each specific group. For instance, due to social, political, and economic factors, educational attainment of Chinese individuals within a particular age cohort was well below the norm: 78.2% of Chinese males received education less than grade school levels and only 2.8% aged 25 and over had completed four or more years of college in 1940 (Suarez-Orozco, Suarez-Orozco, & Qin, 2005). However, education accessibility of China improved in the decades following, such that, by 1950, average educational achievement of Chinese males was at about the same level of the U.S. population and, by 1970, foreign-born and native-born Chinese males had equaled or surpassed white males in the US in median years of schooling completed (Wong, 1980). This is important because, in cognitive assessments, individuals who receive minimal education and do not have strong English skills are likely to present a greater challenge to a valid examination. This also applies to nonverbal tests that were once thought to be “cultural-free,” such as the Rey-Osterrieth Complex Figure Test (Copy), the Trail Making Test Part A, and the Wisconsin Card Sorting Test (Boone et al., 2007).
MRCPsych Paper A1 Mock Examination 4: Questions
Published in Melvyn WB Zhang, Cyrus SH Ho, Roger Ho, Ian H Treasaden, Basant K Puri, Get Through, 2016
Melvyn WB Zhang, Cyrus SH Ho, Roger CM Ho, Ian H Treasaden, Basant K Puri
Options:Clock Drawing TestCognitive Estimates TestDigit SpanGoldstein’s Object Sorting TestGo–No Go TestMini Mental State ExaminationNational Adult Reading TestRaven’s Progressive MatricesRorschach Ink Blot TestRey–Osterrieth Complex Figure TestRivermead Behavioural Memory TestSach’s Sentence Completion TestStroop TestWechsler Memory ScaleWisconsin Card Sorting Test
Travelers and workers at high altitude
Published in Andrew M. Luks, Philip N. Ainslie, Justin S. Lawley, Robert C. Roach, Tatum S. Simonson, Ward, Milledge and West's High Altitude Medicine and Physiology, 2021
Andrew M. Luks, Philip N. Ainslie, Justin S. Lawley, Robert C. Roach, Tatum S. Simonson
Although it is well established that acute and chronic hypoxia can alter cognitive function (Chapter 12), only a limited number of studies have explored the neurocognitive effects of CIH, with the main studies having been completed in shift-workers (Moraga et al. 2018a) at the ALMA Observatory (5050 m) on the Chajnantor plateau. Typically, the workers quickly ascend from Santiago (520 m) to the Operation Support Facility (OSF) of ALMA at 2900 m on the first day of their shift. On the second day, they reach the workstation at 5050 m. Throughout the shift-work week, the workers sleep at the OSF and commute by motor vehicle over 45 minutes to the observatory at 5050 m. At the end of the week, the workers return to Santiago where they spend a single week before repeating the aforementioned exposures. Similar to findings from an earlier study from the Mauna Kea Astronomical Observatories (4200 m) (Forster 1984), Moraga et al. (2018a) demonstrated that cognitive function (as indexed via the Mini-Mental State Examination and Rey-Osterrieth Complex Figure test) was impaired at high altitude, but improved with application of supplemental oxygen. Subsequent work (Pun et al. 2018) demonstrated significant improvements on cognitive performances of the ALMA workers with partial acclimatization at the end of the shift-work week that was associated with improvements in the degree of hypoxemia. These latter responses are presumably via ventilatory acclimatization through mechanisms detailed in Chapter 9. These findings highlight the importance of acclimatization on cognitive functioning even among perennial high altitude workers at very high altitude, and further emphasize the importance of oxygen enrichment as reported by Moraga et al. (2018a).
Second-generation long-acting injections anti-psychotics improve executive functions in patients with schizophrenia: a 12-month real-world study
Published in International Journal of Psychiatry in Clinical Practice, 2020
Fabio Magliocco, Renato de Filippis, Matteo Aloi, Filippo Antonio Staltari, Raffaele Gaetano, Cristina Segura-Garcia, Pasquale De Fazio
Rey-Osterrieth Complex Figure Test (RCFT): a cognitive test used to evaluate central coherence, short-term visual memory and visuospatial abilities (Rey 1941). The test is divided into two phases. In a first phase, patients are asked to copy a stylised image with black borders using different colours for each element. In the second phase, which is performed 15 minutes later, the patient is asked to recall and then recreate the image he or she copied in the first phase. The image produced in the first phase is used to evaluate visuo-spatial organisation and central coherence (based on the accuracy of copying and order in which the elements are copied) whilst the image produced in the second phase is used to evaluate visual-spatial memory; this depends strictly on performance in the first phase. The variables examined are: the accuracy of the copy (AS), the percentage of elements copied in phase one that are recalled in phase 2 (% C), the order of the first six elements copied in phase 1 (Or), the style of the copy of the first six elements (St), the central coherence index (IC = Or/3.3 + St/2), and the organisation strategy (Os).
Multivariate Base Rates of Low Scores on Tests of Learning and Memory among Spanish-Speaking Children
Published in Developmental Neuropsychology, 2020
Itziar Benito-Sánchez, Melissa M. Ertl, Rosario Ferrer-Cascales, Javier Oltra-Cucarella, Joaquín A. Ibáñez-Alfonso, Mahia Saracostti Schwartzman, Marcio Soto-Añari, Natalia Cadavid- Ruiz, Alberto Rodríguez-Lorenzana, Diego Rivera, Juan Carlos Arango-Lasprilla
Learning and memory, which reflect individuals’ capacities for registering, consolidating, storing, and retrieving new information, are essential, complex cognitive functions. Neuropsychological assessments of learning and memory aim to measure abilities and potential deficits in these areas. When used among children and youth, neuropsychological assessments of learning and memory can discern developmental delays and relative strengths and weaknesses. Memory impairments can be common in pediatric populations with neurological diseases (Menlove & Reilly, 2015; Rayner, Jackson, & Wilson, 2016; Serra-Grabulosa, 2005), and as such, it is important to assess both memory and learning among children. Both the Rey-Osterrieth Complex Figure Test (ROCF; Rey, 1941, 2009) and the Test de Aprendizaje y Memoria Verbal Infantil (TAMV-I; Rivera, Olabarrieta-Landa, & Arango-Lasprilla, 2017a) are two neuropsychological assessment instruments that are commonly used to measure learning and memory among children and adolescents.
Mediation Analysis of the Effect of Visuospatial Memory on Motor Skill Learning in Older Adults
Published in Journal of Motor Behavior, 2023
Andrew Hooyman, Jennapher Lingo VanGilder, Sydney Y. Schaefer
Prior to motor task practice (described below in more detail), participants completed the Rey-Osterrieth Complex Figure Test (ROCFT). Based on our previous findings (Lingo VanGilder et al., 2019), we chose to only include the delayed recall portion of this test in our analysis because we have shown how this portion specifically is related to overall motor skill retention following training (Lingo VanGilder, Lohse, et al., 2021). Participant delayed recall scores were age-adjusted according to published methods (Caffarra et al., 2002), which accounted for participant age, education, and sex. Participants had a mean age-adjusted delayed recalled ROCFT score of 19.56 ± 7.4. For reference, an abnormal score would be ≤ 9.46 (<5th percentile).