Showing papers on "Cognitive test published in 1993"
TL;DR: In this paper, the authors present a survey of procedures that can be used to assess progress in instructional programs designed to enhance cognitive skills, including knowledge acquisition, organization, and structure, depth of problem representation, mental models, and metacognitive skills.
Abstract: The intent of the article is to survey procedures that could be used to assess progress in instructional programs designed to enhance cognitive skills. The organizational framework is provided by J. R. Anderson’s (1982) theory of cognitive skill development and by Glaser, Lesgold, and Lajoie’s (1985) categorization of dimensions of cognitive skills. After describing Anderson’s theory, the article discusses the following types of measures of cognitive skills: (a) measures of knowledge acquisition, organization, and structure; (b) measures of depth of problem representation; (c) measures of mental models; (d) measures of metacognitive skills; (e) measures of the automaticity of performance; and (f) measures of efficiency of procedures. Each of the sections describing measurement procedures is followed by a discussion of the strengths and weaknesses of the procedures. The article closes with a general discussion of techniques for measuring cognitive skills.
234 citations
TL;DR: “Heavy” marijuana use was associated with deficits in mathematical skills and verbal expression in the Iowa Tests of Educational Development and selective impairments in memory retrieval processes in Buschke's Test, while intermediate use wasassociated with superior performance in one condition (“fuzzy” concepts) of a Concept Formation test.
Abstract: Impairments of human cognition and learning following chronic marijuana use are of serious concern, but have not been clearly demonstrated. To determine whether such impairments occurred, this study compared performance of adult marijuana users and non-users (N = 144 and N = 72, respectively) matched on intellectual functioning before the onset of drug use, i.e., on scores from standardized tests administered during the fourth grade of grammar school (Iowa Tests of Basic Skills). Subjects were given the twelfth grade versions of these tests (Iowa Tests of Educational Development) and other, computerized cognitive tests in successive test sessions. "Heavy" marijuana use (defined by use seven or more times weekly) was associated with deficits in mathematical skills and verbal expression in the Iowa Tests of Educational Development and selective impairments in memory retrieval processes in Buschke's Test. The retrieval impairments were restricted to words that were easy to visualize. Impairments depended on the frequency of chronic marijuana use, i.e., "light" and "intermediate" marijuana use (defined by use one to four and five to six times weekly, respectively) were not associated with deficits. Intermediate use was associated with superior performance in one condition ("fuzzy" concepts) of a Concept Formation test.
177 citations
TL;DR: The data support the use of population-based cutpoints over standard cutoff scores, in that the global scale at the conventional cutoff was less sensitive than the battery at the same percentile, and because adequate norms do not exist for tests such as those in the battery.
Abstract: Background Few norms exist for the elderly on the cognitive tests commonly used to screen for dementia; conventional cutpoints used in clinical settings may be of limited value in population screening. A particular problem is posed by elderly populations with low educational levels, as performance on most cognitive tests is affected by education. Thus, a healthy but poorly educated population may obtain test scores in the range considered impaired in the clinical setting. Methods A random sample of 1,367 subjects aged 65+ years was screened for dementia in a rural community in Southwestern Pennsylvania. Two sets of cognitive measures were used: a global cognitive scale (the MMSE) and a brief battery of tests tapping a variety of cognitive domains. Rather than using a priori cutoff scores, we examined the specificity and sensitivity for dementia of two operationally defined levels of cognitive impairment, at the 5th and 10th percentiles of the study sample on each set of measures. Results Results suggest that the screening of multiple cognitive domains at the 10th percentile had significantly greater sensitivity but not lower specificity for definite dementia than did the use of the single global scale. Conclusion Our data support the use of population-based cutpoints over standard cutoff scores, in that the global scale at the conventional cutoff was less sensitive than the battery at the same percentile, and because adequate norms do not exist for tests such as those in the battery.
147 citations
TL;DR: Of the four cognitive factors derived, the language/attention factor had the highest heritability estimate and accounted for almost half of the variance in the cognitive functioning of older men.
Abstract: • Objective. —To determine the contribution of genetic factors to cognitive functioning in older men. Design. —Cognitive testing by telephone interview in an epidemiologically defined population. Participants. —2077 monozygotic and 2225 dizygotic male twin pairs, all between the ages of 62 and 73 years, recruited from the National Academy of Sciences twin registry. Main Outcome Measures. —The Telephone Interview for Cognitive Status—Modified total score and factor scores were analyzed. The Falconer heritability statistic and maximum likelihood estimates of genetic and environmental components were computed. Results. —Heritability of the total Telephone Interview for Cognitive Status—Modified score was estimated to be 30%. Shared environmental effects accounted for an additional 18% of the variance; most of this was related to years of education. Of the four cognitive factors derived, the language/attention factor had the highest heritability estimate. Conclusions. —Genetic factors and educational achievement together account for almost half of the variance in the cognitive functioning of older men. Studies of the genetics of dementing illnesses need to consider the degree to which cognitive capacities are themselves under genetic control.
133 citations
TL;DR: There is no simple relationship between subjective evaluations of memory and test performance, and patients' memory complaints do not accurately predict disturbances that can be measured on standard neuropsychological tests.
128 citations
TL;DR: No significant differences were found on cognitive tests, although methadone exposure was associated with lower IQ scores, and Methadone-exposed children exhibited greater anxiety, aggression, and rejection.
Abstract: A group of 20 children was assessed for possible effects at school age of prenatal exposure to methadone Compared to a control group of 20 nonexposed children on measures of cognitive, social, and emotional development, and of achievement, no significant differences were found on cognitive tests, although methadone exposure was associated with lower IQ scores Methadone-exposed children exhibited greater anxiety, aggression, and rejection than did those in the control group, and their mothers reported more behavior problems
117 citations
TL;DR: A group of 136 elderly subjects were administered a comprehensive neuropsychological test battery, which was readministered 2 years later, and potential psychometric predictors of cognitive decline in the normal elderly were identified.
Abstract: A group of 136 elderly subjects were administered a comprehensive neuropsychological test battery, which was readministered 2 years later. Among the 136 elderly subjects, 86 were assigned a diagnosis of probable Alzheimer's disease. An additional 33 young subjects were administered the assessment battery at baseline only. The normal elderly group exhibited no decline in cognitive test performance over the 2-year follow-up interval. Subjects with mild cognitive impairment, however, were as likely to deteriorate between baseline and follow-up as the more severely impaired subjects. The tests that exhibited longitudinal decline in the Alzheimer's disease patients constituted a subset of the tests that revealed cross-sectional deficits relative to the normal elderly. Differences in baseline cognitive test performance and in rate of cognitive deterioration were examined in relatively young versus relatively old Alzheimer's disease patients. Potential psychometric predictors of cognitive decline in the normal e...
95 citations
TL;DR: Subjective cognitive impairment was strongly related to psychiatric disorder, especially depressed mood, but not fatigue, anxiety, or objective performance, and simple tests of attention and concentration showed some impairment.
Abstract: Subjective impairment of memory and concentration is a frequent complaint in sufferers from chronic fatigue. To study this, 65 general practice attenders identified as having chronic fatigue were administered a structured psychiatric interview and a brief screening battery of cognitive tests. Subjective cognitive impairment was strongly related to psychiatric disorder, especially depressed mood, but not fatigue, anxiety, or objective performance. Simple tests of attention and concentration showed some impairment but this was influenced by both fatigue and depression. Subjects with high levels of fatigue performed less well on a memory task requiring cognitive effort, even in the absence of depression. There was no evidence for mental fatiguability. The relationship between depression, fatigue, and cognitive function requires further research.
90 citations
TL;DR: In this article, the authors extend the test of Spearman's hypothesis to performance on reaction time variables in simple information-processing tasks intended to minimize intellectual and cultural content, based on large groups of elementary schoolchildren.
69 citations
TL;DR: Differences in cognitive abilities, as predictors of DM under walking and running conditions, are discussed in terms of information processing models and other cognitive processes.
Abstract: Team handball players (N = 118) underwent a number of cognitive tests to examine how much of their decision making (DM) ability, as measured through responses to game slides projected to them for 2 seconds under low and high exertion levels (i.e., walking and running), was accounted for by cognitive components. A stepwise multiple linear regression indicated that experience was the most pronounced predictor of DM capacity in both exertion conditions. In the walking condition, concentrational consistency, avoidance of concentrational mistakes, and short-term memory, together with experience, produced a multiple R of 0.48 with decision making. In the running condition, choice reaction time (CRT), intelligence, and short-term memory, together with experience, correlated 0.46 with DM. These differences in cognitive abilities, as predictors of DM under walking and running conditions, are discussed in terms of information processing models and other cognitive processes.
45 citations
01 Jan 1993
TL;DR: In this paper, a stepwise multiple linear regression was used to examine how much of their decision-making ability, as measured through responses to game slides projected to them for 2 seconds under low and high exertion levels (i.e., walking and running), was accounted for by cognitive components.
Abstract: Team handball players (N = 118) underwent a number of cognitive tests to examine how much of their decision making (DM) ability, as measured through responses to game slides projected to them for 2 seconds under low and high exertion levels (i.e., walking and running), was accounted for by cognitive components. A stepwise multiple linear regression indicated that experience was the most pronounced predictor of DM capacity in both exertion conditions. In the walking condition, concentrational consistency, avoidance of concentrational mistakes, and short-term memory, together with experience, produced a multiple R of 0.48 with decision making. In the running condition, choice reaction time (CRT), intelligence, and short-term memory, together with experience, correlated 0.46 with DM. These differences in cognitive abilities, as predictors of DM under walking and running conditions, are discussed in terms of information processing models and other cognitive processes.
TL;DR: A characteristic profile emerged with peaks in motor and visuo-spatial domains and troughs in verbal and practical reasoning areas in children and adolescents with infantile autism tested with the Griffiths Mental Development Scale II.
Abstract: Seventy children and adolescents with infantile autism were tested with the Griffiths Mental Development Scale II A characteristic profile emerged with peaks in motor and visuo-spatial domains and troughs in verbal and practical reasoning areas These results support conclusions from previous research using other cognitive tests
Journal Article•
TL;DR: In this article, a preliminary study was undertaken of cognitive style and performance in General Certificate of Secondary Education (GCSE), the British public examination for pupils at 16 years, and the results were discussed in terms of the implications for GCSE and for further research.
Abstract: A preliminary study was undertaken of cognitive style and performance in General Certificate of Secondary Education (GCSE), the British public examination for pupils at 16 years. The positions of 182 pupils on two fundamental cognitive styles dimensions (Wholist‐Analytic and Verbal‐Imagery) were assessed by means of the Cognitive Styles Analysis (CSA). The pupils were from two comprehensive secondary schools and all took Mathematics, English Language and French in the GCSE administered by the Midland Examining Group (MEG) in 1991. Comparison of cognitive style and GCSE performance indicated that, for overall performance across the subjects, the pattern was a modified dome shape with the candidates who were intermediate on both dimensions of cognitive style doing best. There was a significant interaction between the styles of the candidates and the GCSE subjects in their effect on performance. The results were discussed in terms of the implications for GCSE and for further research.
TL;DR: In this article, a cross-sectional study of cognitive performance of 575 normal elderly persons suggests considerable heterogeneity at each age level, while a number of cognitive functions (articulation, reading, semantic matching, comprehension of syntax and implicit memory) showed no difference with age, explicit memory, and other linguistic and visuospatial capacities, were significantly poorer.
Abstract: A cross-sectional study of the cognitive performance of 575 normal elderly persons suggests considerable heterogeneity at each age level. While a number of cognitive functions (articulation, reading, semantic matching, comprehension of syntax and implicit memory) showed no difference with age, explicit memory, and other linguistic and visuospatial capacities, were significantly poorer, especially over 80 years. Within this normal population an ‘unstable’ subgroup showing significant deterioration in everyday performance according to an informant questionnaire was found to differ significantly on cognitive testing from elderly persons who had remained stable over this period. The ‘unstable’ group was also found to have a higher prevalence of depressive symptomatology and depressive illness. The question is raised as to whether ‘instability’ over time may be a very early indicator of subclinical pathology. The importance of taking such a group into account in the interpretation of studies of cognitive functioning and senile dementia is also discussed.
TL;DR: College students often serve as participants in psychological research and the effects of three methods of recruiting subjects for laboratory tests of attention and memory were assessed in a series of studies.
Abstract: College students often serve as participants in psychological research. The effects of three methods of recruiting subjects for laboratory tests of attention and memory were assessed in a series of studies. The performance of students who received monetary incentives and the performance of students who received course-credit incentives were compared with the performance of students recruited from classes where research participation was a requirement. Monetary incentives resulted in slight, but significant, improvements in performance on tests of sustained attention and recognition memory. Course-credit incentives did not affect subjects' test performance. Test performance did not differ as a function of the time of the semester when studies were conducted. Recruitment issues pertinent to departmental subject pools are discussed.
TL;DR: This paper investigated gender differences in 11 cognitive tests from a sample of grade 11 students in Shanghai, China and found that the girls outperformed boys significantly on Word Knowledge and Word Span tasks, and also on a Computational Speed and Accuracy test.
TL;DR: In this article, a battery of cognitive abilities tests was administered to students recommended for consideration for gifted placement and test scores were compared to determine if differences in test scores existed between the two groups.
Abstract: This study examines test bias as it affects the identification of low socioeconomic status (SES) children for placement in gifted programs. A battery of cognitive abilities tests was administered to students recommended for consideration for gifted placement. Students were divided into two groups, students from low SES backgrounds and students from average to above average SES backgrounds. Test scores were compared to determine if differences in test scores existed between the two groups. Analysis of the test scores indicated that the primary reason low SES students did not meet criteria for gifted placement was low test scores on the verbal subtests.
TL;DR: This paper evaluated the validity of selection procedures for the position of claims examiner at Blue Cross and Blue Shield of Oklahoma and found that both cognitive skills and personal abilities are necessary for successful performance as a claims examiner.
Abstract: Claims Examiners are critical for the profitability of large insurance companies. Mistakes in hiring these people can result in improperly processed claims and/or turnover, and this yields negative financial consequences for the company. This paper describes research evaluating the validity of selection procedures for the position of claims examiner at Blue Cross and Blue Shield of Oklahoma. A job analysis indicated that both cognitive skills and personal abilities are necessary for successful performance as a claims examiner. The job analysis also indicated that both subjective and objective criterion measures reflect important aspects of job performance. The criterion data included nine supervisory ratings, employee nominations, average percent of performance, absences, disciplinary actions, and sick leave. In a concurrent validation strategy, we tested a sample of experienced incumbents (N=50) using four cognitive ability tests (Basic Skills Tests: BST) and two measures of personality (Hogan Personality Inventory and PROFILE). Scales from two personality inventories were combined to form the Claims Examiner Inventory (CEI). Scores from the CEI and three of the four cognitive tests correlated significantly with the average percent of performance and six of the supervisory ratings, including the average supervisory rating. In addition to the cognitive measures, the personality measure contributed significantly to the prediction of percent of performance achieved with R=.64. These results are consistent with other research findings that support the use of both personality and cognitive measures as predictors of job performance.
TL;DR: In this paper, a measurement and psychometric examination of a set of cognitive tasks was carried out, which involved investigation of the stability of latencies and number correct scores over a two-week time period.
TL;DR: In this article, the authors examined the use of the Metropolitan Readiness Test (MRT) as a descriptor and predictor of children's abilities and competence in kindergarten through grade two.
Abstract: This study examined the use of the Metropolitan Readiness Test (MRT) as a descriptor and predictor of children's abilities and competence in kindergarten through grade two. Four hundred and four children were assessed at kindergarten entry, grade one, and grade two with a variety of academic, cognitive, and social-emotional measures. The MRT demonstrated significant correlations (r = .36 to .68) with these criterion measures and was a strong predictor of children's social competence in early elementary school. The MRT was moderately correlated with and highly predictive of (r = .45 to .76) academic and cognitive tests administered in grades one and two. The results are discussed in terms of an ecological framework and address current issues in the field of early childhood education related to screening for the identification of children at risk for school failure.
TL;DR: Beyond predetermined Performance Scale differences, a group of 24 children with learning disabilities having a lower Verbal, higher Performance IQ profile on the WISC-R and 33 slow learners were not found to be otherwise distinguished by their individual WISC -R subtest scores or subtest scatter.
Abstract: Beyond predetermined Performance Scale differences, a group of 24 children with learning disabilities having a lower Verbal, higher Performance IQ profile on the WISC-R and 33 slow learners were not found to be otherwise distinguished by their individual WISC-R subtest scores or subtest scatter. The majority of children were males, white, of lower to middle socioeconomic status and ranged in age from 6 to 13 years.
TL;DR: In this article, structural equation modeling techniques were used to test these research hypotheses on a stratified random sample of 135 third grade students and the results showed that two higher-order factors, Planning/Attention and Successive Processing, explained the relations among six lower-order ability constructs, and the higherorder ability factors predicted individual differences in the two criterion measures of Academic Achievement and Word Skills, suggesting a mediating role for the cognitive skills represented by the higher order factors.
TL;DR: The performance of children with language-learning disabilities on two types of cognitive tasks was compared to that of two groups without language- learning disabilities, one matched for mental age and the other for language (vocabulary) age.
Abstract: The performance of children with language-learning disabilities on two types of cognitive tasks was compared to that of two groups without language-learning disabilities, one matched for mental age...
TL;DR: In this article, a methodological investigation of regressions of means of selected tests, computed in stratified levels of a general intelligence composite, on the mean levels of intelligence within the strata of the distribution of intelligence was carried out, and the authors found that at about -2.00 SD units of that distribution, the regressionions of the vocabulary means for both boys and girls turned abruptly upwards, while those for mechanical reasoning dropped sharply.
01 Jan 1993
TL;DR: In this article, the authors describe the application of cognitive methods to the measurement of performance using tests of job knowledge and show that cognitively-oriented job knowledge tests show improved correspondence with hands-on measures of performance, compared to existing content-oriented test development procedures.
Abstract: Abstract : This report describes the application of cognitive methods to the measurement of performance using tests of job knowledge. The research goal is to improve the usefulness of job knowledge tests as a proxy for hands-on performance. The approach involves employing cognitive science methods to identify important knowledge content relevant to successful job performance, which may be missed by existing test development procedures. In an application to testing land navigation knowledge of U.S. Marines, the results suggest that cognitively-oriented job knowledge tests show improved correspondence with hands-on measures of performance, compared to existing content-oriented test development procedures. These results appear promising for the economical adaptation of cognitive methods to applications in performance measurement, training assessment, and training program evaluation.
Journal Article•
TL;DR: The hypothesis that cognitive deficiencies observed in previous studies of persons with positive family histories of alcoholism may, in part, be attributable to a failure to exclude individuals with diagnoses of antisocial behavior is supported.
Abstract: We investigated the family history of alcoholism as a potential contributor to cognitive dysfunction in polydrug abusers. A sample of 62 male polydrug users whose main drug of use was heroin included no one with which comorbid antisocial behavior varied by family history of alcoholism. They were compared on a battery of cognitive tests. Polydrug users with positive histories tended to perform worse on several cognitive measures than those with negative family histories, but these tendencies were not statistically significant. The current findings support the hypothesis that cognitive deficiencies observed in previous studies of persons with positive family histories of alcoholism may, in part, be attributable to a failure to exclude individuals with diagnoses of antisocial behavior.