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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.
MRCPsych Paper A1 Mock Examination 2: Answers
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
Explanation: A typical verbal fluency test involves asking the subject to articulate as many words as possible, during a 2-minute interval, starting with the letters F, A, S and in turn. Proper nouns and derivatives such as plurals and different verb endings are not allowed to count together with the root words. Verbal fluency is impaired in left (dominant) frontal lobe lesions.
Neuropsychological features of dementia with Lewy bodies
Published in John O'Brien, Ian McKeith, David Ames, Edmond Chiu, Dementia with Lewy Bodies and Parkinson's Disease Dementia, 2005
David P Salmon, Joanne M Hamilton
Studies that have examined the pattern of neuropsychological deficits associated with DLB often show that patients with the disorder have disproportionately severe deficits in executive functions and attention compared to equally demented patients with pure AD. This is evident on tests of attention such as the WAIS-R Digit Span subtest (Hansen et al, 1990) and the Cancellation Test (Noe et al, 2004), tests of initiation and systematic retrieval from semantic memory such as the Initiation/Perseveration subscale of the DRS (Connor et al, 1998; Aarsland et al, 2003) and the phonemic verbal fluency test (Hansen et al, 1990; Ballard et al, 1996; Galasko et al, 1998; Salmon et al, 1998), and tests of abstract reasoning such as the Raven Colored Progressive Matrices (Shimomura et al, 1998) or the WAIS-R Similarities subtest (Galasko et al, 1998).
Dual-Task Training Effects on the Cognitive-Motor Interference in Individuals with Intellectual Disability
Published in Journal of Motor Behavior, 2023
Rihab Borji, Thoraya Fendri, Sofien Kasmi, Emna Haddar, Rabeb Laatar, Sonia Sahli, Haithem Rebai
Participants underwent a familiarization session with all the experimental tests and procedures two days before the beginning of the experimental protocol. The experimental protocol consisted of measurements of lower-limb muscle strength, postural balance and cognitive performances. All these outcome measurements were evaluated at baseline and after the intervention period (8 weeks; 3 times per week) for all participants by the same-trained professional experimenter who was blinded to the participant’s group. Lower-limb muscle strength was evaluated during isometric maximum voluntary contractions (MVC) only under ST condition Postural balance performances were assessed by stabilometric force platform recording the CoP sway. The measurement of cognitive performance was obtained by the verbal fluency test for category. For postural and cognitive performances, all participants were evaluated under both ST and DT conditions on the pre- and posttests. These assessments were counterbalanced across participants to avoid the practice order effects. To evaluate the cognitive-motor interference, postural and cognitive tests were performed separately in ST condition and simultaneously during DT condition.
Cognitive-Motor Interference during Dual Tasks in Blind Children
Published in Journal of Motor Behavior, 2022
Rabeb Laatar, Fatma Ben Waer, Rihab Borji, Haithem Rebai, Sonia Sahli
Different cognitive tasks, such as mental tracking, working memory and verbal fluency tasks have been coupled with a motor task (Al-Yahya et al., 2011). Verbal fluency is one of the widely used secondary tasks that needs strong verbal ability and executive function, as well as memory (Rende et al., 2002). The verbal fluency test mainly comprises two types of tasks: the letter fluency (LF), claiming the generation of as many words as possible beginning with a specific letter (e.g. C, F); and category fluency (CF), in which the participant is asked to produce words that appertain to a specific semantic category (e.g. fruits, animals, clothes…). Even though the LF and CF tasks are obviously very similar, they differ in subtle but main ways in task demanding. More specifically, the category task relies more strongly on access to lexical representations of semantic concepts, whereas the letter task relies more heavily on the central executive component of working memory (Baddeley, 1992). In healthy children, it has been found that the LF task is more difficult than the CF as they must activate inhibition mechanisms to perform the task and avoid the generation of semantically incorrect related forms for the task (Riva et al., 2000). Furthermore, both of these tasks were of short duration and could be performed orally, while standing and sitting, close to natural conditions.
Comparing English-Language and Chinese-Language Assessment of DSM-5 Personality Disorders and Interpersonal Problems in Chinese Bilingual Speakers
Published in Journal of Personality Assessment, 2022
Leila Z. Wu, A. Esin Asan, Alexandra L. Halberstadt, Aaron L. Pincus
Although we recruited participants who self-identified as bilingual Chinese and English speakers, the English Verbal Fluency Test and the Chinese version of the Phoneme Verbal Fluency Test were used to serve as language screening tests. The Verbal Fluency Test (Van Assche et al., 2013) instructs participants to come up with as many words that begin with certain letters of the alphabet as possible within 60 s. Our testing procedure followed the instructions of Van Assche et al. (2013), using the letters F/A/S to be tested in English, and L/M/D to be tested in Mandarin Chinese. For the English Verbal Fluency Test, participants were asked to come up words beginning with each of the former set of letters in English. Due to a lack of alphabetic script, for the Chinese Verbal Fluency Test, phoneme fluency instructions were given instead of letter fluency instructions and participants were asked to come up with words that begin with phonemes that sound out the letter set of letters in Chinese. The cutoff score for verbal fluency for both languages was 2.5SD below the mean (Blumenfeld et al., 2016). No participants were excluded for scoring below the cutoff.