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1
Cobo, Sandra. "Mise au point de tests comportementaux (cognitifs et moteurs) chez le microcèbe pour l’évaluation des déficits dans les maladies neurodégénératives." Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE3001.
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L’évaluation du comportement animal est devenue un outil fondamental dans les champs de recherche des neurosciences translationnelles. Elle est en effet utile pour l’étude des mécanismes physiologiques entraînant les maladies neurodégénératives mais aussi pour la compréhension des modifications fonctionnelles induites par des manipulations génétiques ou traitement chimique et pour tester l’efficacité de composés ou molécules. Chez l’Homme, on utilise des batteries de tests cognitifs et moteurs pour qualifier et quantifier les atteintes des maladies neurodégénératives telles que les maladies d’Alzheimer et de Parkinson. Le travail présenté ici s’inscrit dans l’optique de promouvoir Microcebus murinus comme modèle pour l’étude des maladies neurodégénératives liées à l’âge. Le microcèbe est un petit primate lémurien, proche phylogénétiquement de l’Homme, présentant des particularités prometteuses susceptibles d’accélérer la découverte de nouveaux traitements curatifs et prophylactiques pour les pathologies liées à l’âge. La validation du modèle nécessite l’utilisation de tests comportementaux discriminant l’atteinte neurodégénérative. Nous avons mis au point un ensemble de tests comportementaux évaluant l’apprentissage, la mémoire et les fonctions motrices. Des animaux sains ont été évalués et ont permis de définir des protocoles spécifiques au microcèbe. Ces protocoles ont ensuite été appliqués à des animaux ayant subi un traitement pour induire des pathologies de type Parkinson ou Alzheimer afin de détecter l’apparition d’éventuels déficits<br>Animal behavior has become a fundamental tool in translational neuroscience area and is useful for studying physiological mechanisms underlying neurological diseases and also for understanding the functional modifications induced by genetic manipulation or chemical treatment. The experiment of new treatments requires animal models miming the human pathology. In Humans batteries of cognitive and motor tests are used to qualify and quantify the impairment due to neurodegenerative disease as Alzheimer's disease and Parkinson’s disease. The aim of this work is to promote Microcebus murinus as a model of age related neurodegenerative pathologies. The grey mouse lemur, a small prosimian primate, phylogenetically close to Human, presents specific characteristics susceptible to provide important information on the validity and efficacy of new. The validation of a model requires the use of behavioral tests to discriminate neurodegenerative impairment. A set of behavioral tests were worked out to evaluate learning memory and motor functions. Healthy animals were evaluated and allowed to define protocols species specific. These protocols were then applied on animals treated to induce pathology such as Parkinson or Alzheimer in order to detect cognitive or motor impairments
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Didierjean, Marc. "Evaluation et processus cognitifs : contribution à l'étude des processus cognitifs de la tâche d'évaluation." Aix-Marseille 1, 2007. http://www.theses.fr/2007AIX10014.
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En s'appuyant sur les travaux menés dans les domaines de la psychologie cognitive et de la perception, la question à laquelle ce travail cherche à amener des éléments de réponse est : comment un biais influence les processus cognitifs en jeu dans la tâche d'évaluation ? Les résultats des expériences 1 et 2 montrent que quelque soit le niveau d'expertise des correcteurs ceux-ci mettent bien en place un recueil sélectif d'indices (RSI) fonction de l'attente. L'expérience 3 montre que des phénomènes de non-perception d'indices permettent d'expliquer pour une part le RSI. L'expérience 4 montre qu'une même erreur peut ne pas être encodé et catégorisé de la même manière selon l'attente que le correcteur se fait de la copie avant correction. L'expérience 5 montre que selon cette attente "a priori", des correcteurs novices appréhendent et catégorisent différemment non quelques indices, mais un cinquième de la copie.
3
Brazo, Perrine. "Dysfonctionnements cognitifs préfrontaux dans les schizophrénies." Caen, 2003. http://www.theses.fr/2003CAEN3099.
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La place des troubles cognitifs dans la schizophrénie est devenue primordiale, la faisant évoluer vers une pathologie de la cognition. Les altérations préfrontales, en particulier des fonctions exécutives, sont fondamenatles. Mais, si aucun patient n'est indemne de perturbations, pour autant elles ne sont pas homogènes. Pour comprendre cette hétérogénéité, nous nous sommes focalisés sur la recherche de liens entre hétérogénéités cognitive et symptomatique. D'abord, nous avons identifié des profils cognitifs distincts chez des patients strictement catégorisés déficitaires, positifs ou désorganisés grâce à la méthode de sous-typage symptomatique que nous avons élaboré. Ensuite, nous avons montré que les symptômes négatifs primaires (au sens de Carpenter) et secondaires pourraient être associés à des déficits d'intensité différente pour les capacités de résolution de problème et d'organisation, alors que l'inhibition serait pareillement altérée quel que soit le type de symptômes négatifs
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Carpentier, Philippe. "Les déterminants cognitifs, génétiques et environnementaux du rendement scolaire." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69445.
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Le rendement scolaire est un élément essentiel pour le succès socioéconomique, le bien-être personnel et la santé physique des individus. Par conséquent, il est nécessaire de bien comprendre les facteurs associés et les déterminants du rendement scolaire. Alors qu’il est clair que les habiletés cognitives fluides (habiletés cognitives visuo-spatiales, flexibilité cognitive, mémoire à court terme) et cristallisées (connaissances précoces des lettres et des nombres) sont de bons prédicteurs du rendement scolaire, les processus qui sous-tendent leurs associations avec le rendement scolaire sont encore ambigus. Dans le cadre de la présente thèse de doctorat, deux échantillons populationnels ont été utilisés pour documenter le rôle médiateur des habiletés cristallisées préscolaires sur la relation entre les habiletés fluides préscolaires et le rendement scolaire au primaire. Les modèles d’équations structurelles ont montré que les habiletés cristallisées préscolaires sont un médiateur de la relation entre les habiletés fluides et le rendement scolaire au début du primaire. En d’autres mots, l’association entre les habiletés fluides et le rendement scolaire est expliquée par les habiletés cristallisées. Les résultats montrent également que les habiletés cristallisées prédisent le rendement scolaire au-delà des habiletés fluides, mais seulement au début du primaire. De plus, des modélisations génétiques effectuées sur le rendement scolaire au primaire montrent que celui-ci est majoritairement expliqué par des facteurs génétiques et que le rôle de ces facteurs génétiques augmente au début du primaire, au détriment des facteurs environnementaux. Les résultats révèlent aussi des facteurs génétiques et environnementaux qui sont communs aux habiletés cognitives préscolaires et au rendement scolaire durant tout le primaire. De plus, des facteurs génétiques indépendants des habiletés fluides sont communs aux habiletés cristallisées et au rendement scolaire. Ensemble, ces résultats mettent en évidence le rôle central des habiletés cristallisées pour le rendement scolaire futur et renforcent l’importance d’intervenir durant la période préscolaire pour éviter le développement de difficultés académiques futures.
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Fernandez, Jonathan. "Favoriser un apprentissage actif : Effets des tests d’entraînement sur les processus cognitifs et métacognitifs." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20047/document.
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Il est aujourd’hui reconnu que la réussite des étudiants à l’université repose sur leurs capacités à autoréguler leur apprentissage, c’est-à-dire à 1) fixer des objectifs adaptés à la tâche, 2) déployer des stratégies d’apprentissage efficaces et 3) vérifier régulièrement si ces objectifs ont été atteints. Or, lorsqu’ils apprennent des documents complexes, ceux-ci ont tendance à traiter passivement l’information et à surestimer la qualité de leur apprentissage. Cette thèse vise à déterminer si le fait d’insérer des tests d’entraînement au sein d’un document multimédia amène les étudiants à traiter plus activement les informations. Pour ce faire, nous avons réalisé quatre expériences au cours desquelles des étudiants recevaient ou non des tests d’entraînement pendant qu’ils apprenaient un cours de neurosciences. Afin d’évaluer les effets des tests sur l’activité cognitive et métacognitive des participants, nous avons combiné un questionnaire d’estimation de l’apprentissage à un protocole de verbalisation. Nos résultats montrent que les participants qui bénéficient de tests estiment plus précisément la qualité de leur apprentissage et obtiennent de meilleures performances que les participants non testés. Par ailleurs, ces meilleures performances s’expliquent par un déploiement de stratégies d’apprentissage plus adaptées à l’exigence de la tâche. Enfin, ces effets bénéfiques disparaissent lorsque l’exigence des tests d’entraînement diffère de celles de l’évaluation finale. L’ensemble de nos résultats permet de mieux comprendre les mécanismes sous-tendant l’effet des tests sur l’apprentissage ainsi que d’identifier les conditions qui favorisent leur efficacité<br>It is generally accepted that students need to effectively self-regulate their learning to succeed in university, that is to 1) establish appropriate goals, 2) use effective learning strategies and 3) frequently monitor if their goals have been met. Unfortunately, when students learn complex document, they tend to process the information in a passive way and be overconfident regarding the quality of their learning. The purpose of this thesis is to study if inserting regular practice tests in a multimedia document can promote a more active learning. To pursue this thesis’ aim, four experiments were conducted whereby students were exposed to a neuroscience course and were provided with or not, different types of practice tests. We used a judgment of learning questionnaire and a think aloud protocol to assess the impact of practices tests on cognitive and metacognitive processes. Results showed that, compared with control groups, participants in the practice testing groups were significantly less overconfident in their ability to recall recently learned information and performed better on a post-test questionnaire. Furthermore, enhanced learning performance was explained by the use of more efficient learning strategies. However, when test requirement mismatched those of the final test, practice tests brought none of these beneficial effects and was therefore unhelpful for students learning. Overall, the studies’ results gave us a better insight into the psychological mechanism underlying the testing effect on learning and identify the conditions that favor it
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Besnier, Nathalie. "Aspects cognitifs et émotionnels de l'interférence aux tests de stroop dans les troubles schizophréniques et bipolaires." Thesis, Aix-Marseille 2, 2010. http://www.theses.fr/2010AIX20669/document.
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L’interférence résulte du coût attentionnel provoqué par l’activation simultanée de deux processus cognitifs. Ce phénomène est mesuré par le test de Stroop Couleur qui met en jeu une situation de conflit entre deux dimensions en compétition d’un même stimulus. Les aspects émotionnels de l’interférence sont explorés par le test de Stroop Emotionnel qui évalue le coût attentionnel généré par le traitement de stimuli de valence émotionnelle forte en référence à des stimuli neutres. Une augmentation de l’interférence aux tests de Stroop pourrait être une des caractéristiques des troubles schizophréniques et bipolaires où s’observent un déficit d’inhibition et une dérégulation des émotions, anomalies qui sont particulièrement prononcées au cours des phases aiguës. L’exploration comparative de l’interférence permettrait de mieux différencier ou bien de rapprocher ces pathologies dont la distinction nosographique est discutée. Les objectifs de notre travail étaient : (i) comparer l’interférence dans ses aspects cognitifs et émotionnels dans les troubles schizophréniques et bipolaires, (ii) rechercher les corrélats cliniques de l’interférence aux tests de Stroop et (iii) identifier si l’interférence constitue un facteur de vulnérabilité aux troubles en la mesurant chez des apparentés de premier degré.Méthode : Les performances de patients souffrant de schizophrénie paranoïde (N=30) en phase productive et de manie bipolaire (N=30) ont été comparées à l’aide d’un test de Stroop Couleur et d’un test de Stroop Emotionnel. Les patients souffrant de trouble schizo-affectif étaient exclus. Des apparentés de premier degré non atteints de patients schizophrènes (N=30) et bipolaires (N=30) ont ensuite été comparés à chacun des tests. Des groupes de sujets témoins dépourvus de maladie psychiatrique ont été constitués. Une version carte du test de Stroop Emotionnel en langue française adaptée aux troubles schizophréniques et bipolaires a été spécifiquement élaborée pour inclure des mots paranoïdes (i.e. faisant référence aux idées de persécution), dépressifs, maniaques et neutres, appariés pour la longueur, la familiarité et la fréquence lexicale. Résultats : En phase aiguë, l’interférence cognitive et émotionnelle des patients schizophrènes et maniaques était supérieure à celle des témoins dans toutes les conditions. Au Stroop Couleur, l’effet d’interférence était comparable entre les patients schizophrènes et maniaques et n’était pas corrélé à l’intensité de la symptomatologie. Au Stroop Emotionnel, l’effet d’interférence dans les groupes cliniques était d’autant plus important que la valence émotionnelle faisait référence à la psychopathologie du trouble : les résultats ont montré un biais envers les mots paranoïdes chez les patients schizophrènes et un biais envers les mots maniaques comme dépressifs chez les maniaques. Si, dans le groupe de patients schizophrènes, l’amplitude de l’interférence paranoïde était corrélée à l’intensité des symptômes positifs, aucune corrélation n’a été observée entre les biais émotionnels et la symptomatologie dans le groupe des patients maniaques. Les performances des apparentés de premier degré des patients schizophrènes étaient inférieures à celles des témoins au Stroop Couleur, tandis que les apparentés de premier degré des patients maniaques montraient un biais envers les stimuli dépressifs.Conclusion : L’augmentation de l’interférence au test de Stroop Couleur pourrait être un marqueur de vulnérabilité commun aux troubles schizophréniques et bipolaires dont l’expression varie quantitativement avec l’expression phénotypique et la phase de la maladie. Cette anomalie pourrait se manifester de manière plus prononcée dans les troubles schizophréniques que bipolaires. Aucun corrélat clinique spécifique n’a été identifié. L’exploration des substrats cérébraux de l’effet d’interférence a permis d’identifier dans les deux pathologies un dysfonctionnement du cortex cingulaire antérieur (CCA), structure centrale dans la régulation de l’attention. En outre, une implication plus spécifique du cortex préfrontal v<br>Entral a été montrée dans le trouble bipolaire, témoignant des troubles de la régulation motivationnelle et affective présents dans cette pathologie. Au test de Stroop Emotionnel, les patients souffrant de schizophrénie et de trouble bipolaire présentent un biais envers les informations relatives à la psychopathologie spécifique de leur trouble. Dans la schizophrénie, le biais envers les informations relatives aux thèmes paranoïdes pourrait être impliqué dans le maintien ou le développement des symptômes productifs ; ce phénomène serait principalement déterminé par des facteurs d’état. Dans le trouble bipolaire, l’interférence émotionnelle pourrait traduire l’impact de l’hyperréactivité émotionnelle sur les processus d’inhibition cognitive ; de nombreux arguments suggèrent que l’interférence émotionnelle constitue un marqueur de vulnérabilité à cette pathologie<br>Interference results from the attentional cost caused by the simultaneous activation of two cognitive processes. This phenomenon is measured by the Stroop Colour-Word Test that involves a situation of conflict between two dimensions in competition within the same stimulus. The emotional aspects of interference are explored by the Emotional Stroop Test, which assesses the attentional cost stemming from the processing of emotionally-valenced stimuli in reference to neutral ones. Increased Stroop interference could characterize both schizophrenic and bipolar disorders that share inhibitory deficit and emotional dysregulation, especially during acute phases. The comparative measure of interference would help to better understand the differences between these disorders whose nosographic distinction is discussed. Our objectives were: (i) to compare cognitive and emotional interference between schizophrenic and bipolar disorders, (ii) to seek the clinical correlates of interference and (iii) to identify whether interference is a marker of vulnerability to both disorders by measuring it among unaffected first degree relatives. Methods: Patients suffering from paranoid schizophrenia, acute phase (N=30) and bipolar disorder, manic phase (N=30) were compared while performing a Stroop Colour-Word Test and an Emotional Stroop Test. Patients with schizo-affective disorder were excluded. Unaffected first-degree relatives of schizophrenic (N = 30) and bipolar patients (N = 30) were then compared to each of these tests. Healthy subjects served as controls in both experiment. A French version of the Emotional Stroop Test adapted to schizophrenic and bipolar disorders was previously constructed; it included paranoid (i.e. referring to persecutory delusions), depressive, manic and neutral words matched for length, familiarity and lexical frequency.Results: Schizophrenic and manic patients showed greater cognitive and emotional interference than controls in each condition. There were no significant differences between schizophrenic and manic patients at the Stroop Colour-Word Test and their performances were not correlated with symptoms. At the Emotional Stroop Test, the interference effect in the clinical groups was greater when the emotional valence of the stimuli was related to the specific psychopathology: schizophrenic patients showed a bias towards paranoid words while manic patients showed a bias towards both depressive and manic words. In the schizophrenic group, paranoid interference was correlated with positive symptoms whereas no correlation was found between emotional bias and symptomatology in the manic group. First-degree relatives of schizophrenic patients performed poorly than controls on the Stroop Colour-Word Test while first-degree relatives of bipolar patients showed an emotional bias towards depressive stimuli. Conclusions: Our results suggest that increased Stroop Colour-Word interference is an endophenotype common to schizophrenic and bipolar disorders whose expression quantitatively varies with the phenotypic expression and the clinical phase. No clinical correlate to the interference effect has been identified yet in none of these disorders. However, this abnormality might be more pronounced and associated with schizophrenic disorders. Neuroimaging studies identified cerebral correlates of abnormal interference that were common to schizophrenic and bipolar disorders like the Anterior Cingulate Cortex. A more specific involvement of the ventral prefrontal cortex has been shown in bipolar disorder; this abnormality might be related to the motivational and emotional dysregulation. In schizophrenia, a bias towards paranoid stimuli could be a mechanism involved in the maintenance or the development of the productive symptoms; this phenomenon might be primarily determined by state factors. In bipolar disorder, we suggest that emotional interference represents the impact of emotional hyperreactivity on cognitive inhibition and a marker of vulnerability
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Philippe, Matthieu. "Apport des synchronies électro-encéphalographiques (EEG) dans la détection de la fatigue mentale." Compiègne, 2007. http://www.theses.fr/2007COMP1719.
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La fatigue mentale est un facteur limitant de l'activité mais son impact sur le fonctionnement cérébral est encore mal caractérisé. A partir d'expérimentations de laboratoire et de terrain, nous avons étudié les interactions entre réseaux de neurones (synchronies) impliqués dans la réalisation d'une tâche cognitive en situation de fatigue mentale. Des échelles subjectives de fatigue et de somnolence, l'activité EEG, ainsi que des données comportementales ont été analysées. Les potentiels évoqués cognitifs ainsi que les synchronies ont été étudiés pour les tests qui ont donné lieu à une dégradation des performances. Une réduction raisonnée du nombre de synchronies étudiées a permis de montrer qu'il existait une désynchronisation locale post-stimulation plus importante l'après-midi que le matin dans la bande a (8-14 Hz) sur l'ensemble du scalp et pour tous les types de stimulations. D'autre part, nous avons mis en évidence une synchronisation locale dans la bande de fréquence g2 (60-80 Hz) moins importante l'après-midi que le matin, pour les stimuli non générateurs de conflit et uniquement pour les régions frontale, fronto-centrale, centrale et centro-pariétale. Ces résultats suggèrent que la réalisation du test de compatibilité spatiale l'après-midi a nécessité une mobilisation plus importante de ressources neuronales par rapport au matin, et qu'un déficit du contrôle attentionnel s'est installé pour les stimulations ne générant pas de conflit<br>The impact of mental fatigue on cortical activity is still unknown. Laboratory experiments, and a real conditions study, allow us to observe how neurons networks interact (synchrony) during a cognitive task under mental fatigue. Event related potentials (ERPs) and synchronies were studied for the tests which showed a performance decrement. Afternoon results showed a local post-stimulation desynchronization more important than in the morning in the α frequency band (8-14 Hz) on the whole scalp and for all the stimulation. Moreover we found in γ2 (60-80 Hz) frequency band a local post stimulation synchronization less important in the afternoon, for eaysest stimuli on frontal, fronto-central, central and centro-parietal cortical areas. Afternoon cognitive tasks would implied a more important mobilisation of neuronal necessity, and that a deficit of attentional control
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Barthelemy, Rekha. "Biais de réponse en neuropsychologie : de l'évaluation à l'identification des facteurs cognitifs associés." Thesis, Lille, 2018. http://www.theses.fr/2018LIL3H031.
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Lors d'une évaluation neuropsychologique, il est attendu du patient une mobilisation optimale de ses capacités cognitives, afin d’objectiver de la façon la plus précise possible son tableau clinique. Sa collaboration et son implication au cours de l'examen sont en effet fondamentales puisqu’elles participent fortement à la validité de ses résultats, et de ce fait à la solidité des conclusions diagnostiques. Le biais de réponse se définit aujourd’hui comme l’ensemble des comportements visant à intentionnellement modifier ses performances cognitives. Malgré une abondante littérature sur ce concept au cours des deux dernières décennies, plusieurs questions perdurent, particulièrement en regard de ses aspects qualitatifs et des mécanismes associés. A travers quatre études, ce projet de thèse a tenté de répondre à ces problématiques, en apportant des connaissances complémentaires sur le biais de réponse. Une première expérimentation s’est ainsi intéressée à préciser la nature des comportements liés au biais de réponse, en l’explorant de façon originale dans plusieurs domaines cognitifs et au sein d’un échantillon mixte, incluant notamment des patients présentant une altération cognitive. Elle a permis de mettre en lumière un large répertoire de ses manifestations, et a apporté des arguments en faveur d’une participation de facteurs cognitifs dans la production du biais de réponse. Les deux études suivantes se sont vouées à adapter et valider trois outils psychométriques spécifiques à l’évaluation du biais de réponse (Performance Validity Tests), en testant leur pertinence et leur efficacité dans une large population francophone clinique et générale. Enfin, le dernier volet a cherché à comprendre le rôle joué par les facteurs associés au biais de réponse, en analysant son lien avec les processus exécutifs et métacognitifs. L’analyse des observations a alors confirmé l’existence d’une influence du fonctionnement exécutif dans le biais de réponse. L’ensemble des résultats recueillis à l’issue de ce travail souligne la complexité et la richesse du biais de réponse et permet de suggérer une nouvelle modélisation de ce concept, tenant compte de son caractère multidimensionnel et possiblement multifactoriel<br>During a neuropsychological evaluation, optimal mobilization of the patient’s cognitive capacities is required in order to accurately objectify their clinical picture. The collaboration and involvement of the patient during the examination are fundamental to the validity of the results and hence the strength of the diagnostic. The current definition of response bias is the set of behaviours intended to intentionally modify one's cognitive performances. Despite an extensive literature on this concept over the last two decades, several questions remain, particularly regarding the qualitative aspects and the associated mechanisms. Through four studies, this dissertation has tried to answer these issues by providing complementary knowledge on response bias. The first experiment aimed to clarify the nature of behaviours related to response bias, in several cognitive domains and in a mixed sample including patients with cognitive impairment. This has shed light on a broad repertoire of its manifestations and has provided arguments for the participation of cognitive factors in the production of response bias. The following two studies have adapted and validated three specific psychometric tools known as Performance Validity Tests, by testing their relevance and effectiveness in large French-speaking samples including neurological patients and the general population. Finally, the last part sought to understand the role played by the factors associated with response bias, by analysing its link with the executive and metacognitive processes. The observations analysis has confirmed the existence of an impact of the executive functioning in response bias. All the results gathered underline the complexity and richness of response bias and suggest a new modelling of this concept, considering its multidimensional and possibly multifactorial nature
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Wu-Puigbo, Ya-Huei. "Validation d'un test de barrage informatisé sur tablette évaluant les fonctions exécutives auprès d'une population gériatrique." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB210/document.
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Dans le contexte du diagnostic précoce de la maladie d’Alzheimer, une direction de la recherche émerge autour de l’informatisation de tests cognitifs. Nous avons conçu un test de barrage informatisé sur tablette (test e-CT), développé à partir d’un test de barrage papier-crayon. Nous avons étudié les variables influençant les performances au test e-CT et ses propriétés psychométriques. Nous avons observé que chez les sujets âgés sains, la seule variable influençant était l’âge. Les performances au test e-CT n’étaient pas influencées par l’expérience avec un appareil informatique. Cependant, chez les patients présentant des troubles cognitifs, ceux qui utilisaient quotidiennement un appareil informatique avaient une meilleure performance que ceux qui n’avaient pas un usage quotidien. En effet, les patients utilisant quotidiennement un appareil informatique présentaient de meilleures capacités cognitives. Le test e-CT était corrélé avec plusieurs tests des fonctions exécutives (validité convergente), mais pas avec le test de la mémoire épisodique (validité divergente). Il présente aussi une bonne fidélité test-retest. Le test e-CT présente des bonnes performances diagnostiques, permettant de différencier les personnes âgées saines des patients présentant des troubles cognitifs. En conclusion, le test e-CT présente des propriétés psychométriques satisfaisantes et peut être utilisé pour l’évaluation cognitive chez le sujet âgé<br>In the context of early detection of cognitive impairment associated with dementia, an area of research focus concerns development and validation of computerized tests. We have developed a tablet-based cancellation test (e-CT), based on an existing paper-and-pencil cancellation test (K-T test). We studied the variables influencing performance on the e-CT and its psychometric properties. Among healthy older adults, only age was found to be an influencing variable. The performance on the e-CT was not influenced by experience with a computer-based device. However, for patients suffering from cognitive impairment, those using a computer-based device daily outperformed those who were not daily users. Further analyses showed that daily users conserved better cognitive capacities than non-daily users. The e-CT showed significant correlations with several measures of executive functions (convergent validity), but there was no relationship between the e-CT and the episodic memory test (divergent validity). It showed good test-retest reliability. The e-CT had good diagnostic accuracy in differentiating between healthy elderly subjects and patients with cognitive impairment. In conclusion, the e-CT test shows satisfying psychometric properties and is a promising tool for neuropsychological assessment in older adults
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Gérard, Aude. "Profils psychologiques de personnes porteuses d'une maladie génétique et présentant des déficits cognitifs." Aix-Marseille 1, 2007. http://www.theses.fr/2007AIX10017.
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Le but est de connaître les conséquences de mutations génétiques sur les performances cognitives. Quatre maladies génétiques ont été étudiées : mutations du gène OPHN 1, syndrome 22q11, Trisomie 21 et syndrome de Williams-Beuren. Les outils de mesures communs à l'ensemble des participants sont : les échelles de Wechsler et des mesures de latéralité. Les résultats principaux sont les suivants : 1) les garçons porteurs de mutations OPHN1 présentent une variabilité dans les niveaux intellectuels. La latéralité manuelle des participants n'est pas encore stabilisée. 2) les patients porteurs du syndrome 22q11 ont une grande variabilité dans les niveaux intellectuels. Les patients dont les QI sont les plus bas présentent souvent une hyperprolinémie. 3) les enfants porteurs de Trisomie 21 ont rencontré beaucoup de difficultés dans la réalisation des tâches cognitives. 4) il existe des patterns de latéralité différents entre les porteurs de Trisomie 21 et les porteurs du syndrôme de Williams.
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Dewier, Agnès. "Les processus cognitifs mis en oeuvre dans l'interaction homme-ordinateur: l'influence du niveau d'expérience et des caractéristiques de la tâche sur la performance." Doctoral thesis, Universite Libre de Bruxelles, 1991. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212984.
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Laurent, Annie. "Exploration des troubles cognitifs chez les patients psychotiques : recherche de marqueurs de vulnérabilité." Lyon 1, 1999. http://www.theses.fr/1999LYO1T243.
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Guédon, Dominique. "Le M. F. F. T. : un test exécutif ?" Rouen, 2003. http://www.theses.fr/2003ROUEL463.
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Pour tenter de répondre à cette interrogation, la thèse se place dans le cadre général de la psychométrie cognitive. L'hypothèse générale est que la tâche à réaliser dans le MFFT, qui impose un ajustement vitesse-précision "spontané", met en jeu des processus de contrôle et de régulation généraux dont la connaissance théorique et l'évaluation individuelle dans une éventuelle visée diagnostique sont des enjeux d'interêt. Ces processus renvoyant, dans la littérature, aux fonctions et aux processus exécutifs, nous avons adopté cette perspective au travers d'épreuves d'inhibition et de flexibilité complétées par une approche en termes de capacités(de mémoire de travail) et de vitesse de traitement. Quatre études, menées avec un total de 299 enfants de 10 ans, indiquent que le compromis vitesse-précision relève de processus adaptatifs généraux et précisent l'implication de la mémoire de travail et, à un moindre degré, de la flexibilité dans ce compromis<br>To try to answer this interrogation, the dissertation is placed within the general framework of the cognitive psychometry. The general assumption is that the task to be realized in the MFFT, which imposes a "spontaneous" speed-accuracy trade-off, involves general processes of control and regulation whose theoretical knowledge and individual evaluation in a possible diagnostic aim are interesting aspects. These processes implying, according to the literature, the executive functions and processes, we adopted this executive perspective through tests of inhibition and flexibility completed by an approach in terms of capacities (of working memory) and of speed of information processing. Four studies, undertaken with a total of 299 10-year-old children, indicate that the speed-accuracy trade-off concerns general adaptive processes, and clarify the implication of the working memory and, with a less degree, of the flexibility in this trade-off
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Pelletier, Marie-France. "Caractérisation des déficits cognitifs associés au trouble du déficit de l'attention avec ou sans hyperactivité chez l'adulte." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28768/28768.pdf.
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Dab, Saskia. "La confabulation ou la vérité insolite: étude des mécanismes cognitifs impliqués dans la confabulation des patients neurologiques et psychiatriques." Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211982.
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Vanderaspoilden, Valérie. "Effets du vieillissement sur la mémoire épisodique: rôle des facteurs cognitifs liés aux tâches et aux individus." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211515.
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Louis, Aurélie. "Etude multidimensionnelle des facteurs contextuels, cognitifs et de personnalité favorisant le développement de l'expertise dans les métiers du Groupe "PSA Peugeot Citroën" : une approche exploratoire." Paris 5, 2011. http://www.theses.fr/2011PA05H107.
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L'objectif de cette étude est d'analyser les aptitudes cognitives et la personnalité d'opérateurs reconnus pour leurs compétences ("experts métiers" et "chargés de projets") dans le domaine de l'industrie automobile. Elle a ainsi permis d'identifier des facteurs pouvant influencer le développement de ces deux types d'expériences. Dans cette perspective, deux tests: le "F-JAS", Fleishman Job Analysis Survey, et le "MBTI", Myers-Briggs Type Indicator, ont été proposés à 18 experts métiers et 9 chargés de projets. Ces derniers ont également été interviewés quant à leur activité professionnelle. Les résultats des analyses sémantiques des discours et ceux relatifs au F-JAS, ont mis en évidence des différences significatives entre ces deux groupes pour certaines aptitudes cognitives, et le contexte dans lequel ils évoluent. Par contre, les analyses portant sur les données issues du MBTI ne permettent pas de conclure à l'existence d'une dimension de personnalité liée à l'expertise. Ces résultats ont ensuite été affinés à l'aide d'analyses géométriques des données, qui ont permis d'établir certains profils type. Des préconisations ont enfin été proposées pour la gestion de carrière des opératuers engagés dans la voie de l'expertise technique. Des pistes de formation ont également été fournies, elles visent à accompagner la progression professionnelle de cette population par la transmission de savoirs et savoir-faire spécifiques<br>The aim of this study is an analyze of operators' cognitive skills and characters. They have been identified by their abilities ("expert trades" and "project managers") in the field of the car industry. Indeed, factors are implied in the development of these two types of jobs. In this way, two tests: the "F-JAS, Fleishman Job Analysis Survey, and the "MBTI", Myers-Briggs Type Indicator, were carried to 18 expert trades and 9 project managers. These subjects were also interviewed about their professional activity. On one hand, the conceptual semantics and the F-JAS analysis results underlined significant differences between these two groups, regarding some cognitive skills and context elements. On the other hand, the character field about the MBTI analyse, did not show any dimension linked with the expertise. Then, these results have been refined with data geometric analysis. Some model profiles have been established. Lastly, some recommendations have been proposed for the expert trades' career management. Several training activities were also given; they aim to support the expert trades' professional growth through the transmission of their own specific knowledge and know-how
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Chopard, Gilles. "Troubles cognitifs légers dans le cadre des maladies neurodégénératives : dépistage ou repérage ? Effet de spectre et biais spectral." Thesis, Besançon, 2012. http://www.theses.fr/2012BESA3007/document.
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De nombreux tests de dépistage des troubles cognitifs légers ont été élaborés ces dernières années afin d'identifier des personnes plus à risque de développer une maladie neurodégénérative telle que la maladie d'Alzheimer. Plusieurs indices (sensibilité, spécificité, valeurs de prédiction et rapports de vraisemblance) permettent d'évaluer la performance et l'utilité d'un test en pratique. L'objectif de cette thèse était d'évaluer le degré de variation de la performance d'un outil de dépistage des troubles cognitifs légers et ses conséquences sur la prise de décision clinique. Nos résultats montrent une variation importante de la performance de l'outil étudié en fonction des caractéristiques démographiques des individus, de la nature et la sévérité du trouble cognitif La performance globale d'un test ne serait donc pas constante et exposerait à un risque de sous-estimer ou de surestimer la présence de troubles cognitifs dans certains sous-groupes de l'échantillon d'étude. La mesure de ce phénomène de variation (ou effet de spectre) devrait faire partie des étapes obligatoires de la validation d'un test de dépistage des troubles cognitifs. Elle implique l'analyse de grands échantillons permettant de rendre compte de la complexité de l'interprétation d'un test et son application au niveau pratique. L'utilisation de valeurs seuils ajustées selon l'âge et le niveau scolaire, est proposée afin d'améliorer la prise de décision clinique. Nous discutons également de l'intérêt d'utiliser le concept épidémiologique de dépistage dans la recherche et l'identification de troubles cognitifs et proposons le terme plus approprié de repérage qui ne préjuge pas de leur étiologie<br>In recent years, numerous tests have been proposed to screen Mild Cognitive Impairment (MCI) in order to identify individuals who are at risk for developing a neurodegenerative pathology such as Alzheimer's disease. Severa! indices (sensitivity, specificity, predictive values and likelihood ratios) enable to assess the performance and the utility of a test in clinical practice. The main objective of this thesis was to determine the degree of variation of an MCI screening test performance and its impact on clinical decision. Our results showed that performance indices of the study test may vary depending on the demographic characteristics of the individuals, the type and the degree of cognitive impairment. They also highlight that the overall performance of a screening test is not fixed and may result in failure to identify cognitive impairment in true cases and misclassified non cases as cognitively impaired in some subgroups of the study sample. These findings support the perspective that this subgroup variation ( or spectrum effect) should routinely be taken into account to assess the quality of a cognitive screening test. One way to minimize the impact of this phenomena would be to focus the assessment on broad and well defined subgroups of patients. The use of adjusted eut-offs values could help clinicians to increase their level of certainty regarding whether a cognitive impairment is present. We also discuss the interest of using the epidemiological concept of screening in the identification of cognitive impairments and propose a more appropriate term of cognitive impairment detection without prejudging its aetiology
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Djabelkhir, Jemmi Leila. "Prise en charge non pharmacologique des troubles cognitifs légers : effets différentiels d'un programme de stimulation cognitive informatisée selon la sévérité des hypersignaux de la substance blanche de patients MCI." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB241.
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Les hypersignaux de la substance blanche (HSB) ont été associés à des déficits exécutifs et mnésiques et à une atteinte des circuits corticaux et sous-corticaux frontaux. Leur présence, en plus du dépôt ß-amyloïde chez de nombreux patients avec un MCI (Mild Cognitive Impairment ou trouble cognitif léger) augmenterait le risque de conversion vers une maladie d'Alzheimer (MA). Un des enjeux importants dans la phase préclinique de la maladie est d'explorer le potentiel des interventions cognitives pour prévenir le déclin cognitif et la progression vers une MA. Alors que les HSB sont de plus en plus considérés comme un des facteurs déterminant l'hétérogénéité des patients MCI, peu d'étude ont pris en compte leur présence dans les interventions cognitives. L'hypothèse qu'une intervention pourrait induire des effets différentiels selon l'existence ou non d'hypersignaux dans le MCI reste inexplorée à notre connaissance, et est au cœur de ce travail de thèse<br>White matter hyper signals (WMH) were associated with executive and memory deficits and impairment of the cortical and subcortical frontal circuits. Their presence, in addition to amyloid deposition in many patients with Mild Cognitive Impairment (MCI), would increase the risk of conversion to Alzheimer's disease (AD). An important issues in the preclinical phase of MCI is to explore the potential of cognitive interventions to prevent cognitive decline and progression to AD. While WMH are increasingly considered as one of factors determining the heterogeneity of MCI patients, few studies have take into account their presence in cognitive interventions. The hypothesis that an intervention could induce differential effects according to the existence or not of WMH in MCI remains unexplored to our knowledge, and is at the heart of this work of thesis
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Miranda, Diane da Costa. "Mini-addenbrookes cognitive examination (M-ACE) como instrumento de avaliação cognitiva breve no comprometimento cognitivo leve e doença de Alzheimer leve." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-28092018-082520/.
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INTRODUÇÃO: A Mini-Addenbrooke\'s Cognitive Examination (M-ACE) consiste em um teste de avaliação cognitiva breve composta de cinco itens que visam avaliar quatro domínios cognitivos principais (orientação, memória, linguagem e função viso-espacial) com pontuação máxima de 30 pontos e um tempo de administração de cinco minutos. OBJETIVO: Avaliar o desempenho de idosos cognitivamente saudáveis, com CCL e DA leve na versão brasileira da M-ACE. MÉTODOS: o teste foi aplicado um grupo de 23 pacientes com DA provável leve, 36 CCL e 25 idosos cognitivamente saudáveis. Todos os participantes incluídos tinham idade >= 60 anos. Foram excluídos pacientes com demência de intensidade moderada ou grave, demência de outra etiologia, comorbidades graves com potencial de comprometer a cognição e uso de medicação psicotrópica. A acurácia do teste foi avaliada por meio da análise das curvas ROC. Para analisar a relação entre os escores da M-ACE e os demais testes cognitivos aplicados foram utilizados os coeficientes de correlação de Spearman. Para analisar a consistência interna da M-ACE e suas três versões foi utilizado o coeficiente alfa de Cronbach. RESULTADOS: Houve um predomínio do gênero feminino, a média de idade foi de 73 anos, com faixa etária predominante de 60-69 anos. A média de escolaridade obtida foi de 11 anos. A M-ACE apresentou alta consistência interna (alfa de Cronbach > 0,8; IC 95% 0,776 a 0,869) e mostrou ser extremamente capaz de diferenciar o grupo DA dos demais participantes, com uma acurácia superior ao MEEM. O ponto de corte de 20 foi o de maior sensibilidade e especificidade (95,6% e 90,16% respectivamente), com área sob a curva considerada alta (ASC = 0,805; IC 95% 0,705 -0,904). A M-ACE apresentou melhor precisão em diferenciar os três grupos quando comparado com o MEEM (71,43 versus 60,71). Observou-se ainda uma precisão mais robusta em diferenciar DA de CCL com a M-ACE (63,89 versus 30,56 no MEEM). O escore total da M-ACE não sofreu considerável influência da idade e escolaridade. A M-ACE apresentou forte correlação com MEEM (cor = 0,78), bem como todos os itens (exceto percepção) da BBRC e QAF (cor = -0,76). CONCLUSÃO: A M-ACE pode ser considerada um teste rápido de rastreio com elevada acurácia no diagnóstico de DA. O ponto de corte sugerido neste estudo é de 20 para DA e 27 para CCL<br>INTRODUCTION: The Mini-Addenbrooke\'s Cognitive Examination (M-ACE) consists of a brief cognitive assessment test composed of five items that aim to evaluate four main cognitive domains (orientation, memory, language and visuospatial function) with a maximum score of 30 points and a time of administration of five minutes. OBJECTIVE: Evaluate the performance of cognitively healthy elderly, MCI and mild AD in the Brazilian version of M-ACE. METHODS: The test was applied to a group of 23 patients with mild probable AD, 36 MCI and 25 cognitively healthy elderly. All included participants were aged >= 60 years. Patients with moderate or severe dementia, dementia of another etiology, severe comorbidities with potential to compromise cognition and use of psychotropic medication were excluded. The accuracy of the test was evaluated by analyzing the ROC curves. Spearman\'s correlation coefficients were used to analyze the relationship between the M-ACE scores and the other cognitive tests applied. In order to analyze the internal consistency of the M-ACE, the Cronbach\'s alpha coefficient was used. RESULTS: There was a predominance of females, mean age was 73 years, with a predominant age range of 60-69 years. The average level of schooling was 11 years. MACE presented high internal consistency (Cronbach\'s alpha > 0.8, 95% CI 0.776 to 0.869) and showed to be extremely capable of differentiating the AD group from the other participants, with a higher accuracy than the MMSE. The cutoff point of 20 was the one with the highest sensitivity and specificity (95.6% and 90.16%, respectively), with an AUC considered to be high (AUC = 0.805, 95% CI 0.705-0.904). The M-ACE presented better accuracy in differentiating the three groups when compared to the MMSE (71.43 versus 60.71). It was also observed a more robust precision in differentiating DA of MCI with M-ACE (63.89 versus 30.56 in MMSE). The total M-ACE score was not very influenced by age and schooling. M-ACE showed a strong correlation with MMSE (spearman = 0.78), as well as all items (except perception) of BBRC and QAF (spearman = -0.76). CONCLUSIONS: M-ACE can be considered a brief screening tool with high accuracy in the diagnosis of AD. The cutoff point suggested in this study is 20 for AD and 27 for MCI
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Dilax, Albert. "Informatisation d'une situation de travail : l'exemple d'un test cognitif, la batterie factorielle d'aptitudes de Manzione." Rouen, 1994. http://www.theses.fr/1995ROUEL202.
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Dans une phase de croissance spectaculaire, l'évaluation psychologique informatisée est la cible de nombreuses interrogations concernant les règles de déontologie et l'identité même de la profession de psychologue. L'élément central de cette problématique est l'équivalence des formes informatiques et traditionnelles d'un même test. En réalisant nous-même l'informatisation des différents subtests d'une batterie factorielle d’aptitudes, nous voulions éprouver l'hypothèse que le respect des principes ergonomiques de conception d'une application interactive que la maîtrise de l'interface utilisateur permet d'éviter tout risque d'invalidation de la présentation informatique. Cette hypothèse n'est pas vérifiée pour de nombreux subtests. Seuls les scores aux subtests de vocabulaire et de représentation spatiale restent constante. La nouvelle version perd les qualités psychométriques de la version initiale. L'informatisation modifie l'attitude du sujet face à la tâche; elle l'oblige à changer de stratégies dans la résolution des problèmes ou à adopter de nouveaux modes opératoires. Cependant, l'informatisation se justifie si le logiciel permet de faire l'analyse ne serait-ce que d'un seul processus ou style cognitif de l'activité de l'utilisateur<br>Although in dramatic growth, computer-based testing is the target of many interrogations concerning the rules of the ethic and the identity itself of the psychologists. The central element of its paradigm is the equivalence between the traditionnal and the informatic forms of a same test. When working myself the computerization of different subtests of a factorial battery of aptitudes, i should prove that the respect of the principles of the conception of an interactive application and the knowledge of the user interface enable to reduce the risk of the invalidity of the informatic presentation. This hypothesis is not verified for many subtests. Only the subtests of vocabular and spatial representation are constant. The new form lose the psychometrics properties of the initial test. The computerization modify the attitude of the user in the task; she forces him into changing his strategies or his operationnal modes. However, the assumption is made that even if only cognitive process or style can be performed with this software, computerization is justified
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Nishikawa, Mikako. "Test-takers' cognitive processes while synthesizing multiple texts and graphs." Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/88d8c093-f612-4aec-b960-f66be0e0c821.
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Integrated writing is becoming more common than traditional topic-based writing in the field of second language assessment. This is partly because essay scores from integrated writing tests are believed to give a better prediction of how students perform in real-life academic writing tasks. There has been a rise in the number of publications on integrated writing concerning its construct validity, discourse types, the effects of borrowing from source texts, and test-taking strategies. These researchers have suggested the need for a careful consideration of the factors affecting the integrated writing process, especially when graphs are used. Incorporating information from graphs into integrated writing demands an additional cognitive skill set. Few researchers have addressed the effects of information from graphs in integrated writing, and even fewer studies have looked at the effects of the combination of text and graphs. The current study aimed to gain insights into the cognitive processes of L2 writers when both multiple source texts and graphs were used as prompts. It attempted to explain (1) the effects of source texts, (2) graph features, (3) the roles of reading in integrated writing, and (4) test-taking strategies during the integrated writing tasks. This study adopted an eye-tracking method to investigate the eye movements of the test-takers (N=38) that reflected their behaviours and decision-making processes. It used multiple approaches that combined eye-tracking, questionnaires and focus group discussions. The findings of the quantitative analysis suggest that language proficiency played a major role in fulfilling the task requirements. The first ten minutes of eye-movement recordings showed some crucial differences between upper intermediate and lower intermediate level participants. Qualitative analyses using the gaze-plots in timed segments, students’ written outputs, and the questionnaires, helped understand test-takers’ behaviours while they were making decisions during each stage of the integrated writing task. Finally, the implications for the test-developers, teachers and students were discussed.
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Quiñones, Úbeda Sonia. "Desenvolupament, normalització i validació de la versió estàndard de la segona versió del Test Barcelona." Doctoral thesis, Universitat Ramon Llull, 2009. http://hdl.handle.net/10803/9271.
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La necessitat d'un replantejament del Programa Integrat d'Exploració Neuropsicològica-Test Barcelona (PIEN-TB) justifica la creació d'una segona versió que s'enmarqui en una aproximació d'exploració modular en etapes. La present Tesi Doctoral té com a objectius principals desenvolupar, normalitzar i validar la versió estàndard de la segona versió del Test Barcelona (PIEN-TB II) i aportar per tant, un instrument d'exploració neuropsicològica fiable, vàlid i amb una adequada capacitat per diferenciar entre envelliment normal i diversos graus de deteriorament cognitiu. La Tesi està constituïda per tres parts: el procés de desenvolupament de la prova, l'estudi normatiu, i l'estudi de validació. El procés de desenvolupament es va portar a terme realitzant una revisió de les tècniques d'exploració actuals i una crítica rigorosa de la versió vigent del test, per a obtenir finalment una versió formada per quaranta-set subtests per avaluar orientació, llenguatge, lectura i escriptura, memòria, atenció-concentració, funcions executives, praxi i gnosi. Per portar a terme l'estudi normatiu, es va administrar la prova a 249 subjectes sans d'entre 20 i 86 anys, estratificats en set grups d'edat i escolaritat. Presentem les mitjanes, desviacions estàndard i taules de percentils de les cinquanta-cinc variables de la prova i el procés de construcció de la puntuació normalitzada (PN). Vàrem portar a terme l'estudi de validació comparant el rendiment de tres grups de pacients amb deteriorament cognitiu lleu, demència tipus Alzheimer en fase inicial i malaltia de Parkinson sense demència amb un grup de subjectes sans. Presentem el perfil cognitiu obtingut de cada un dels grups de pacients, així com les diferències més importants pel que fa al rendiment en els subtests. Presentem un punt de tall de 84 en la PN per discriminar amb un alt valor predictiu entre subjecte control i demència tipus Alzheimer. Pel que fa a la fiabilitat test-retest, vàrem obtenir un quocient de correlació intraclasse (QCI) de 0.79 de la PN. Respecte a la fiabilitat interavaluadors, vam obtenir un QCI global de la PN de 0.99 entre dotze avaluadors i presentem a més, el grau d'acord entre els diferents avaluadors i els diferents subtests. Finalment, per aportar dades sobre la validesa convergent, discriminant i concurrent de la prova, vàrem realitzar estudis correlacionals de les variables del test amb proves de cribratge cognitiu, la versió abreviada del PIEN-TB i diverses proves neuropsicològiques d'ús habitual en la pràctica clínica. Com a conclusions, considerem que la versió estàndard del PIEN-TB II constitueix un instrument d'exploració neuropsicològica que inclou proves per avaluar un ampli ventall de funcions cognitives d'una manera fiable, vàlida i amb una adequada capacitat per discriminar entre l'estat cognitiu de subjectes sans i el de pacients amb malaltia d'Alzheimer.<br>La necesidad de un replanteamiento del Programa Integrado de Exploración Neuropsicológica-Test Barcelona (PIEN-TB) justifica la creación de una segunda versión que se enmarque en una aproximación de exploración neuropsicológica modular en etapas. La presente Tesis Doctoral tiene como objetivos principales desarrollar, normalizar y validar la versión estándar de la segunda versión del Test Barcelona (PIEN-TB II) y por lo tanto aportar un instrumento de exploración neuropsicológica fiable, válido y con una adecuada capacidad para diferenciar entre envejecimiento normal y diversos grados de deterioro cognitivo. La Tesi se divide en tres partes: el proceso de desarrollo de la prueba, el estudio normativo y el estudio de validación. El proceso de desarrollo se llevó a cabo mediante una revisión de las técnicas de exploración actuales y una crítica rigurosa de la versión vigente del test, para finalmente obtener una versión formada por cuarenta y siete subtests para evaluar orientación, lenguaje, lectura y escritura, memoria, atención-concentración, funciones ejecutivas, praxis y gnosis. En el estudio normativo, se administró la prueba a 249 sujetos sanos de entre 20 y 86 años, estratificados en siete grupos de edad y escolaridad. Presentamos las medias, desviaciones estándar y tablas de percentiles de las cincuenta y cinco variables de la prueba, así como el proceso de construcción de la puntuación normalizada (PN).En el estudio de validación, comparamos el rendimento de un grupo de pacientes con deterioro cognitivo leve, demencia tipo Alzheimer en fase inicial y enfermedad de Parkinson sin demencia con un grupo de sujetos sanos. Presentamos el perfil cognitivo obtenido de cada uno de los grupos de pacientes, así como las diferencias más importantes respecto al rendimiento en los subtests. Presentamos un punto de corte de 84 en la PN para discriminar con un alto valor predictivo entre sujetos control y demencia tipo Alzheimer. En referencia a fiabilitdad test-retest, obtuvimos un coeficiente de correlación intraclase (CCI) de 0.79 de la PN. Respecto a la fiabilidad interevaluadores, obtuvimos un CCI global de la PN de 0.99 entre doce evaluadores y presentamos además, el grado de acuerdo entre los diferentes evaluadores y los diferentes subtests. Finalmente, para aportar datos sobre la validez convergente, discriminante y concurrente de la prueba, realizamos estudios correlacionales de las variables del test con pruebas de cribaje cognitivo, la versión abreviada del PIEN-TB y diversas pruebas neuropsicológicas de uso habitual. A modo de conclusión, consideramos que la versión estándar del PIEN-TB II constituye un instrumento de exploración neuropsicológica que incluye pruebas para evaluar diferentes funciones cognitivas de una forma fiable, válida y con una capacidad para discriminar entre el estado cognitivo de sujetos sanos y el de pacientes con enfermedad de Alzheimer.<br>The main objective of this work is to develop, normalize and validate the standar version of the second version of Test Barcelona (PIEN-TB II) and thus provide a reliable, valid and highly diagnostic accurate neuropsychological instrument that could describe the cognitive differeances between healthy aging and cognitive impairment. Our project is constituted by three specific parts. First of all, the test development process, secondly the normative study and finally the validation study. Critical analysis of the previous versions of the Test Barcelona and a literature search to analyze the current neuropsychological techniques were conducted to carry out the development of this instrument. At the end of the development process, a forty-seven subtest instrument was created to assess orientation, language, reading and writing, memory, attention, executive function, praxis and gnosis. Secondly, 249 healthy controls (from 20 to 86 years old) were tested to obtain normative data of the PIEN-TB II. Means, standar deviations and percentils tables of seven age and education groups of the sample are provided. Moreover, process of the standar score development is included the normative study section. The validation of the PIEN-TB II included the performance of three groups of patients (mild cognitive impairment, Alzheimer disease, and Parkinson disease without dementia) compared to a healthy control group. Cognitive profile of each patients group and the most important differeances between them are provided. A cutt-off of 84 on the standar score is presented as a high sensitive and specific score to distinguish Alzheimer disease from healthy controls. The test-retest and inter-rater reliability of the standar score were 0.79 and 0.99 (intraclass correlation coefficient). Twelve raters agreement in all the PIEN-TB II items is also provided. Construct, discriminant and convergent validity of the test was supported by the expected correlations with screening tests, the abbreviated version of Barcelona Test and some neuropsychological tests often utilized in clinical practice. In summary, PIEN-TB II is a complete neuropsichological battery that includes a wide number of cognitve domains, and a reliable, valid and highly accurate test to discriminate between cognitive status of healthy controls and patients with Alzheimer disease.
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Cezar, Natália Oiring de Castro. "A identificação da síndrome da fragilidade no comprometimento cognitivo leve em idosos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/5/5142/tde-16052017-171439/.
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Introdução: O comprometimento cognitivo leve (CCL) constitui possivelmente uma fase prodrômica das demências e consequentemente é um alvo importante no diagnóstico precoce e em futuras estratégias terapêuticas. Paralelamente, a síndrome da fragilidade (SF) constitui uma morbidade comum entre idosos e está relacionada com baixo desempenho cognitivo e maior incidência de CCL. Desta forma, espera-se que os idosos com CCL apresentem um maior número de critérios para fragilidade quando comparados aos controles. Objetivo: identificar e caracterizar a SF por meio de instrumentos validados em idosos com CCL. Métodos: desenho transversal, observacional e descritivo. No estudo, 40 idosos com CCL amnéstico e 26 controles sem doenças neuropsiquiátricas, acompanhados em uma coorte de transtornos cognitivos com avaliação de parâmetros clínicos, neurológicos, psiquiátricos, neuropsicológicos e funcionais. A SF foi avaliada através dos critérios de Fried e colaboradores (CHS), da Edmonton Frail Scale (EFS) e da escala FRAIL. Os dados coletados foram analisados através do software R. Resultados: a prevalência da SF variou sobre os critérios utilizados (EFS 7,5%; CHS 30%) e foi significativamente maior no grupo CCL quando avaliada pela EFS (p = 0,047), mas não com o de CHS (p = 0,255) ou FRAIL (p = 0,155). A variável fadiga em CHS (p = 0,036) e as variáveis humor (p = 0,019) e independência funcional (p = 0,042) da EFS foram significativamente diferentes entre os grupos. A função visuo-espacial (OR = 2,405, p = 0,042) foi associada aos critérios CHS. Observou-se correlação significativa entre o parâmetro peso do CHS com independência funcional (p = 0,034), nutrição (p = 0,002) e continência (p = 0,035) da EFS; entre marcha do CHS com independência funcional (p = 0,001), medicamento (p = 0,015) e desempenho funcional (p < 0,001) da EFS; e entre fadiga do CHS com estado geral de saúde (p = 0,032), medicamento (p = 0,038) e desempenho funcional (p = 0,016) da EFS. Conclusão: a identificação de características de fragilidade em CCL depende do protocolo utilizado para avaliação. A função visuo-espacial esteve relacionada com maior risco para fragilidade segundo o CHS<br>Introduction: Mild cognitive impairment (MCI) is a possibly prodromal phase of dementia and therefore is an important target in the early diagnosis and future treatment strategy. At the same time, the fragility syndrome (FS) is a common disease among the elderly and is associated with low cognitive performance and higher incidence of MCI. Thus, it is expected that the elderly with MCI show a greater number of criteria for frailty when compared to controls. Objective: To identify and characterize the FS through validated instruments in elderly patients with MCI and evaluate cognitive performance according to the frailty phenotype. Methods: cross-sectional, observational and descriptive design. In the study, 40 subjects with amnestic MCI and 26 controls without neuropsychiatric disorders, follow-up in a cohort of cognitive disorders with clinical, neurological, psychiatric, neuropsychological and functional evaluation. The FS was assessed by the Fried criteria (CHS), the Edmonton Frail Scale (EFS), and the FRAIL scale. Data were analyzed using the software R. Results: the prevalence of SF varied on the criteria used (EFS 7.5%, CHS 30%) and was significantly higher in the MCI group when assessed by EFS (p = 0.047), but not with the CHS (p = 0.255) or FRAIL (p = 0.155). The variable fatigue of CHS (p = 0.036) and variables mood (p = 0.019) and functional independence (p = 0.042) from EFS were significantly different among groups. The visuospatial function (OR = 2.405, p = 0.042) was associated with CHS criteria. There was a significant correlation between the CHS weight parameter with functional independence (p = 0.034), nutrition (p = 0.002) and continence (p = 0.035) of EFS; between gait in CHS with functional independence (p = 0.001), medicine (p = 0,015) and functional performance (p < 0.001) of EFS; and between fatigue from CHS with general health (p = 0.032), medication (p = 0.038) and functional performance (p = 0.016) of EFS. Conclusion: The identification of frailty features in MCI depends on the protocol used for evaluation. The visuospatial function was related to higher risk of frailty according to CHS
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Serrao, Valeria Trunkl. "Desempenho de uma amostra de indivíduos com comprometimento cognitivo leve, doença de Alzheimer e idosos saudáveis em tarefa de decisão lexical." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-11012016-151041/.
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Introdução: As tarefas de decisão lexical possibilitam estimar o funcionamento cognitivo ou QI pré-mórbido e através desta estimativa, podese estabelecer se houve estabilidade ou declínio em relação ao funcionamento pregresso do sujeito. Considerando o rápido envelhecimento da população idosa e as doenças neurodegenerativas associadas, fazer o diagnóstico precoce destas se torna cada vez mais imperioso. Embora a avaliação do QI pré-mórbido seja fundamental para o mapeamento do funcionamento cognitivo global prévio, não há estudos na população brasileira que utilizaram tarefas de decisão lexical para se obter esta medida. Objetivo: Avaliar o desempenho de idosos saudáveis, Comprometimento Cognitivo Leve (CCL) e Doença de Alzheimer (DA) em um teste de decisão lexical (TDL). Métodos: Cento e vinte e cinco indivíduos, sendo 38 idosos saudáveis, 61 CCL e 26 DA, com diagnóstico previamente estabelecido por equipe médica, recrutados no Setor de Neurologia do Hospital das Clínicas (GNCC) e no Centro de Referência em distúrbios cognitivos do Hospital das Clínicas (CEREDIC). O desempenho dos pacientes no TDL foi comparado ao de outras provas já validadas para população brasileira. Resultados: as médias dos grupos no TDL não diferiram significativamente (p=0,091). A escolaridade e o TDL, em conjunto, explicaram 66,3% da variabilidade do QI estimado do grupo-controle. Foi encontrada uma correlação moderada entre o subteste Vocabulário da Escala Wechsler para Adultos e do TDL (ambos medidas de inteligência cristalizada), com r=0,56 e p < 0,001. Estudos futuros com diferentes amostras da população brasileira poderiam corroborar ou expandir os resultados obtidos. Conclusão: Os resultados preliminares do TDL mostraram que a decisão lexical pode ser uma medida de QI prémórbido nos indivíduos de uma amostra da população brasileira<br>Introduction: Lexical decision tasks make it possible to estimate previous cognitive functioning or pre morbid IQ. Through this estimate we can establish whether there was a cognitive decline or maintenance in comparison to the previous functioning. If we take into account the rapid aging of the elderly population and the associated neurodegenerative diseases, early diagnosis of these these desease is crucial. Although the assessment of pre morbid IQ is fundamental for mapping the previous global cognitive functioning, there are no studies involving Brazilian population that used lexical decision task to obtain this measurement. Objective: To evaluate the performance of healthy elderly, Mild Cognitive Impairment (MCI) and Alzheimer\'s disease (AD) participants using a lexical decision test (LDT). Methods: One hundred and twenty-five individuals, 38 healthy elderly subjects, 61 MCI and 26 AD, with diagnosis previously established by medical staff, were recruited from the Cognitive and Behaviour Neurology Group (GNCC) of the Hospital das Clinicas and from the Reference Center for Cognitive Disorders of the Hospital das Clinicas (CEREDIC. The performance of patients in the LDT was compared to that of other tests already validated for the Brazilian population. Results: Group means in the LDT did not differ significantly (p = 0.091). Education and LDT together accounted for 66.3% of the variability in the control group estimated IQ. It was found a moderate correlation between vocabulary subtest of the Wechsler Scale for Adults and LDT scores (both are measures of crystallized intelligence), with r = 0.56 and p < 0.001. Future studies with different samples of the Brazilian population might support or expand the obtained results. Conclusion: Preliminary results of the LDT showed that lexical decision may be a measure of pre morbid IQ in individuals from a sample from the Brazilian population
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DULAY, MARIO FARIN JR. "ASSESSMENT OF THE INFLUENCE OF COGNITION AND COGNITIVE PROCESSING SPEED ON THREE TESTS OF OLFACTION." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116274924.
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Cruz, Sylvio Benedicto. "A teoria da modificabilidade cognitiva estrutural de Feuerstein. Aplicação do Programa de Enriquecimento Instrumental (PEI) em estudantes da 3ª série de escolas do ensino médio." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10122007-160413/.
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A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle.<br>In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.
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Gurian, Maria Beatriz Ferreira. "Rastreamento cognitivo por instrumento baseado no MEEM em idosos não institucionalizados residentes em Batatais-SP." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/17/17139/tde-24112006-151338/.
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O transtorno cognitivo no idoso acarreta repercussões na sua vida, na família e na relação com a sociedade. Um instrumento de avaliação cognitiva amplamente utilizado é o MEEM - Mini Exame do Estado Mental - que é um teste de rastreamento com o objetivo de selecionar pessoas com provável déficit cognitivo. Uma amostra representativa da população de 394 idosos do município de Batatais SP foi avaliada através de inquérito domiciliar em relação às condições socioeconômicas e de saúde, e foi feito rastreamento dos sintomas depressivos e do desempenho cognitivo através de um instrumento baseado no MEEM. A maioria dos entrevistados era do sexo feminino (66%), sendo que 75,4% dos idosos pertenciam a uma faixa etária de 60-74 anos, chamada idoso jovem. Com relação à escolaridade a grande maioria (62.2%) cursou o primeiro grau. Com relação aos analfabetos 77,1% eram mulheres e 22,9% eram homens. Para o estado conjugal a diferença foi na proporção da viuvez 80.2% para o sexo feminino e 19.8% para o masculino. Quanto à renda familiar, 43.7% da população recebiam menos de 2,5 salários mínimos. Para avaliação do desempenho cognitivo usou um ponto de corte ? a 23 para o MEEM. Observou-se que 81.7% ficaram acima deste ponto e 18.3% ficaram abaixo. Os idosos que tiveram os escores mais elevados foram associados aos fatores como idade (60-69 anos), maior nível escolaridade, ter hábito de leitura, ter boa relação social principalmente com parentes, não ter hipertensão arterial, diabete, incontinência urinária, catarata e ausência de sintomas depressivos.<br>The cognitive impairment in the old has its effects on their lives, families and relationships with society. A widely used instrument of cognitive assessment is the MMSE- Mini Mental State - that is a screening test whose aim is to select people with probable cognitive deficiency. A significant sample of the population of 394 old people from Batatais - SP, was evaluated through a home survey considering the socioeconomic and health conditions and a screening of depressive symptoms and cognitive performance was done through an instrument based on MMSE. The great majority of people who were interviewed were female (66%) and 75.4% of the old belonged to an age group from 60 to 74 years old, being considered \"younger old\". Regarding scholarship, most of them had attended primary school (62.2%). Considering the illiterate 77.1% were women and 22.9% were men. Concerning marital status a huge difference between the proportion of widows (80.2%) and widowers (19.8%) was found. With reference to familiar income 43.7% of the population earned less than 2.5 minimum wages. To evaluate the cognitive performance a cut off ? 23 for MMSE was used. It was observed that 81.7% of the old were above and 18.3% were under this point. The old who achieved the highest scores had factors such as age (60-69 years old), better scholarship level, reading habits, a good social relationship (mainly with relatives), no high blood pressure, no diabetes, no urinary incontinence, no cataract and absence of depressive symptoms.
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Spindola, Livia. "Memória prospectiva em pacientes com comprometimento cognitivo leve." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-26082015-153348/.
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Introdução: Memória prospectiva é a capacidade de formular intenções e realizá-las em um momento no futuro. Apesar da relevância da memória prospectiva para o funcionamento diário e do potencial das tarefas de memória prospectiva em detectar os primeiros sinais de declínio cognitivo, essas tarefas raramente são utilizadas na avaliação clínica de idosos. Objetos: Os objetivos do presente estudo foram: (1) Caracterizar o desempenho da memória prospectiva em pacientes com Comprometimento Cognitivo Leve (CCL) e compará-lo a controles saudáveis; (2) Investigar a relação entre medidas de memória prospectiva, testes neuropsicológicos e variáveis demográficas; (3) Avaliar a acurácia diagnóstica de medidas subjetivas e objetivas de memória prospectiva para a detecção de CCL. Métodos: O estudo inclui 30 pacientes com Comprometimento Cognitivo Leve amnéstico (CCLa), 20 com Comprometimento Cognitivo Leve não-amnéstico (CCLna) e 30 controles saudáveis. Todos os participantes foram submetidos a avaliação neuropsicológica e responderam ao Questionário de Memória Prospectiva e Retrospectiva (QMPR). Os participantes também foram convidados a realizar uma tarefa de memória prospectiva na vida diária. Resutados: Os grupos CCLa e CCLna apresentaram desempenho significativamente pior comparado ao grupo controle em medidas objetivas de memória prospectiva baseadas em tempo e evento. O grupo CCLa apresentou pior desempenho em tarefa de memória prospectiva realizada na vida diária comparado ao grupo CCLna. Foram encontras correlações significativas entre as medidas objetivas de memória prospectiva e testes neuropsicológicos de memória retrospectiva, atenção e funções executivas e idade. O grupo CCLa apresentou mais queixas de memória prospectiva e retrospectiva comparado aos idosos saudáveis. As medidas objetivas de memória prospectiva apresentaram boa acurácia para discriminar os grupos de pacientes dos controles, tanto no subtipo amnéstico quanto não amnéstico. As medidas subjetivas de memória prospectiva apresentaram boa acurácia para diferenciar os grupos, prém não se correlacionaram com as medidas objetivas de memória prospectiva. Conclusão: Os resultados apresentados sugerem que indivíduos com CCL apresentam comprometimento de memória prospectiva quando comparados com adultos saudáveis. Estes resultados têm implicações importantes para a prática clínica e para o desenvolvimento de programas mais adequados de reabilitação cognitiva.<br>Introduction: Prospective memory is the ability to formulate intentions and realize them at a future time. Despite the relevance of prospective memory to everyday functioning and the potential for prospective memory task in to detect the earliest signs of cognitive decline, these tasks rarely are utilized as part of the clinical evaluations of older adults. Objectives: The objectives of the present study were to: (1) Characterize the prospective memory performance of patients with Mild Cognitive Impairment (MCI) and compare their performance with normal controls; (2) Investigate the relationship between prospective memory measures, neuropsychological tests and demographic variables; (3) Evaluate the diagnostic accuracy of subjective and objective prospective memory measures for detecting MCI. Methods: The study included 30 patients with amnestic MCI (aMCI), 20 with nonamnestic MCI (naMCI) and 30 healthy controls. All participants underwent neuropsychological assessment completed the Prospective and Retrospective Memory Questionnaire. Participants were also asked to perform a prospective memory task in their everyday lives. Results: Individuals with aMCI and naMCI performed significantly worse than controls on time-based and event-based objective prospective memory measures. Participants with aMCI demonstrated poorer performance in prospective memory measure carried out in everyday life than naMCI. Significant correlations were found between objective prospective memory measures, neuropsychological tests of retrospective memory, attention and executive functioning and age. Participants with aMCI reported more prospective and retrospective memory complaints than the healthy adults. The objective prospective memory measure was able to discriminate with good accuracy the groups of patients from controls in both amnestic and nonaminestic subtypes. The subjective prospective memory measure showed good accuracy to differentiate the groups, but not correlated with objective measures of prospective memory. Conclusion: The results suggest that individuals with MCI display prospective memory impairment when compared to healthy adults. These results have important implications for clinical practice and to develop of more appropriate programs of cognitive rehabilitation.
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Salama, Younes Mareï. "Validation et adaptation d'un outil de mesure (CASQ) évaluant les modes explicatifs chez les enfants sportifs et application à la prédiction des résultats sportifs et scolaires." Rennes 2, 2005. http://www.theses.fr/2005REN20050.
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Les objectifs essentiels de cette thèse portent (i) sur l'examen du cadre théorique sur lequel se fonde la théorie du " Mode explicatif " (e. G. , Abramson, Seligman, Teasdale, 1978), (ii) sur la validation d'un outil permettant une évaluation des modes explicatifs chez les enfants pratiquant des activités sportives diverses, et (iii) sur l'étude des effets des modes explicatifs sur des variables comportementales. La première partie présente les antécédents et les conséquences du mode explicatif chez des enfants âgés de 8 à 14 ans. La deuxième partie comporte une dizaine d'études ayant pour but de présenter la validation de l'outil de mesure, version française courte du CASQ (QEMEE-R), contextualisée à la fois pour les domaines scolaire et sportif. La troisième partie a pour but de présenter succinctement les bases théoriques d'un modèle inspiré des travaux d'Eccles et Wigfield (2002) incluant deux études visant à tester à la fois les effets du mode explicatif sur les résultats scolaires et sur les performances sportives. L'ensemble des études a permis de mettre en évidence son organisation hiérarchique, du plus général au plus contextualisé, et l'existence non pas de deux profils, optimiste et pessimiste, mais de quatre profils. Ces deux aspects constituent une évolution théorique dans le domaine de la recherche sur les modes explicatifs<br>The thesis aims to (i) valid, purify a short French version from “Children's Attributional Style Questionnaire, CASQ”, this one would be adapted in French culture and with sport children; (ii) examine the theoretical conceptual model of the attributional/explanatory style not only in sport but also in school context. It is based upon data stemming from the Attributional Reformulation of Helplessness Theory (e. G. , Abramson, Seligman, Teasdale, 1978). Despite its interest, we found a very little studies in school context for children have been realised, nothing of studies concerning the children in the sport context. The thesis consists of three parts: the first one presents the theoretical base of explanatory style theory, studies concerning the psychological effects of explanatory style for children and adolescents in many fields. In the second parts, using many methods and samples, we examine the psychometric proprieties of an experimental French version of CASQ (QEMEE), and purify a short version (QEMEE-R). Basing to this version and in order to examine many theoretical hypothesis, we contextualise a version in sport and in school context. In the third parts, we realised two studies in sport and school contexts. Basing to Eccles and Wigfield model (2002), we tested three hypotheses concerning the effect of the contextualised and/or general explanatory style to predict the result in sport and in school domains. These two studies confirm the existence of (i) hierarchical organisation of children's the explanatory style, (ii) not only two but four profiles of children's explanatory style. These result constitute an theatrical evaluation in explanatory style search
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Ribeiro, Rui Bártolo. "Os tempos de latência nas respostas aos itens de testes informatizados: Contributos para a compreensão do precessamento cognitivo." Master's thesis, Instituto Superior de Psicologia Aplicada, 2001. http://hdl.handle.net/10400.12/853.
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Dissertação de Mestrado em Comportamento Organizacional<br>A velocidade de processamento de informação está fortemente relacionada com o constructo inteligência geral (Jensen, 1982; Vernon, Nador, & Kantor, 1985b), assim como, a velocidade mental, tal como a capacidade da memória de trabalho poderão ser considerados medidas indirectas da inteligência geral. Se bem que a capacidade da memória de trabalho possa ser operacionalizada pela velocidade mental, a verdade é de que não existe racional teórico que sustente a redução da capacidade da memória de trabalho à velocidade mental (Stankov & Roberts, 1997).
Por outro lado, o rendimento numa tarefa cognitiva, irá ser, não só uma função da capacidade de armazenamento/processamento da memória de trabalho como também da complexidade da mesma percepcionada pelo sujeito (Marshalek, Lohman, & Snow, 1983; Stankov, 2000). A percepção da estrutura da tarefa e sua complexidade permite a emergência de factores não-cognitivos limitadores da expressão plena da capacidade cognitiva do sujeito (Stankov, 2000; Wilhelm & Schulze, 2002).
Nos testes informatizados, a velocidade mental no processamento de informação relativa a provas cognitivas pode ser operacionalizada pelos tempos de latência, que corresponde ao tempo gasto pelo sujeito, desde que o item lhe é apresentado até expressar a resposta.
Foram realizados dois estudos centrados nos tempos de latência a itens de testes de realização cognitiva fortemente saturados de factor g (um do tipo das figuras embebidas e outro de
inteligência geral) aplicados a sujeitos em situação real de selecção: 731 candidatos ao curso de pilotagem da Força Aérea Portuguesa no primeiro estudo e a 300 candidatos a condutores de veículos pesados de transporte de passageiros.
Os tempos de latência médios são diferentes quando os sujeitos acertam ou erram os itens. Aos itens respondidos correctamente corresponderam tempos de latência mais rápidos e mais homogéneos do que aos incorrectos. Verificou-se a emergência de factores não-cognitivos que limitaram a eficiência dos sujeitos em termos de velocidade mental, tendo-se verificado diferenças significativas na comparação entre as diferenças alternativas de respostas. Os candidatos foram significativamente mais rápidos quando a figura-alvo se encontrava nas duas figuras complexas, do que quando não se encontrava em nenhuma. Numa prova de escolha múltipla a incerteza da resposta pode potenciar a complexidade do item proporcionando a emergência de factores não cognitivos que limitam a eficiência da memória de trabalho, baixando a velocidade de resposta. O número de respostas correctas decresce, aumentando o tempo de latência, à medida que aumenta o grau de complexidade Schweizer (1996). Este aspecto é agravado pelo conhecimento do tempo restante para terminar.
No segundo estudo, foram utilizadas as Matrizes Progressivas de Raven na sua forma Standard, mas de aplicação em suporte informático. Os resultados, à semelhança do estudo anterior, apontam para a confirmação da hipótese de que à medida que os itens vão apresentando maior índice de complexidade, maior é o tempo gasto na sua resolução.
Quando se dividiu a amostra em dois grupos com diferentes níveis de rendimento intelectual global, verificou-se que os sujeitos com maior capacidade mental geral tendem a responder mais rapidamente que os sujeitos com menor índice de capacidade mental geral. Apesar de as diferenças dos tempos de latência entre estes dois grupos tenderem a aumentar à medida que aumenta o grau de dificuldade dos itens, este padrão é significativamente influenciado pela limitação temporal da aplicação do teste. O sujeito mais inteligente tem vantagens em realizar
um teste de aptidão mental com complexidade crescente e tempo limite de aplicação. Nos itens iniciais (teoricamente menos complexos) acede mais rapidamente à informação necessária e responde mais rapidamente às perguntas com a excepção dos itens demasiadamente simples. Nas questões mais complexas, os mais inteligentes, ao serem mais rápidos a processarem informação, têm a possibilidade de executá-las sem que a capacidade (limitada) da memória de trabalho entre em sobrecarga.
No segundo estudo, também se verificou a influência de factores de ordem não-cognitiva na resolução de tarefas cognitivas. Se considerarmos as cinco séries de doze itens que compõem a prova, os tempos de latência gastos pelos sujeitos nos itens iniciais, intermédios e finais de cada série são diferentes entre si. Quando comparamos os sujeitos em termos do seu nível de capacidade mental geral, verifica-se que as diferenças entre os grupos são apenas estatisticamente significativas para os itens intermédios de cada série. Os resultados convergem com os do estudo de Stankov (2000), em que o aumento de complexidade cognitiva está associado à maior probabilidade de emergência de factores não cognitivos na realização de tarefas intelectuais reduzindo a eficiência da memória de trabalho e baixando consequentemente a velocidade mental. O rendimento do sujeito é, assim, afectado não só pelas suas limitações em termos de processamento de informação, como também por aspectos de ordem não-cognitiva. As características não-cognitivas, nomeadamente as de personalidade poderão interferir na estratégia cognitiva individual de controlo do esforço e tempo.
Dos dois estudos realizados, parece ser claro que o acesso ao tempo de latência das respostas, conseguido através da informatização dos testes, permite-nos conhecer melhor, não só as diferenças individuais ao nível do atributo cognitivo que se está a avaliar, como também das implicações da própria estrutura da prova na estratégia de resolução dos itens.
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Oliveira, Maira Okada de. "Uso do S-TOFHLA em pacientes com doença de Alzheimer leve e comprometimento cognitivo leve como medida da avaliação ao analfabetismo funcional." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-16012013-174358/.
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INTRODUÇÃO: O maior desafio no diagnóstico de perdas cognitivas na nossa população é sua heterogeneidade educacional, com um espectro que vai do analfabetismo, analfabetismo funcional até os escolarizados com diferentes graus de alfabetização mesmo com o mesmo grau de escolarização. OBJETIVOS: Comparar os resultados obtidos no S-TOFHLA entre indivíduos controles, pacientes com comprometimento cognitivo leve (CCL) e pacientes com doença de Alzheimer (DA) e correlacioná-los aos anos de escolarização formal, aos testes de Avaliação Neuropsicológica e aos escores alcançados no teste Matrizes Progressivas Coloridas de Raven e nos subtestes Vocabulário e Cubos do WAIS-III como medida de nível intelectual estimado. MÉTODOS: A amostra foi composta por 148 sujeitos, sendo 61 controles saudáveis, 42 pacientes com CCL e 45 com DA. Todos os participantes foram submetidos a avaliação neuropsicológica, S-TOFHLA e avaliação funcional. RESULTADOS: Na avaliação observou-se que nos testes: Cubos, Raven e QI Estimado foram encontradas diferenças estatísticas entre os grupos controle e CCL; controle e DA, mas não entre os grupos CCL e DA. No S-TOFHLA, observou-se diferença estatisticamente significante no item de Compreensão e Leitura e no escore total nos três grupos (controle, CCL e DA). No item Numérico, a diferença estatística ocorreu somente entre os grupos controle e DA. O S-TOFHLA correlacionou-se fortemente o QI estimado. CONCLUSÕES: O S-TOFHLA sofre influência da progressão da doença apresentando diferença entre os grupos estudados. As alterações em inteligência fluida ocorrem desde início da doença. O subteste Vocabulário permaneceu com resultados semelhantes durante os graus de comprometimento cognitivo, mostrando que memória semântica e inteligência cristalizada são preservadas.<br>INTRODUCTION: The greatest challenge in the diagnosis of cognitive loss in our population is its educational heterogeneity, with a spectrum ranging from illiteracy, functional illiteracy and various degrees of literacy even with the same level of schooling. OBJECTIVES: To compare the results obtained in the S-TOFHLA among control subjects, patients with mild cognitive impairment (MCI) and patients with Alzheimer\'s disease (AD) and correlate those scores with years of formal schooling, Neuropsychological Assessment, and the scores achieved on Raven\'s Colored Progressive Matrices and Vocabulary and Block Design subtests of the WAIS-III as a measure of estimated intellectual level. METHODS: The sample consisted of 148 subjects, of which 61 were healthy controls, 42 had MCI and 45 had AD. All participants underwent neuropsychological assessment, S-TOFHLA and functional evaluation. RESULTS: In the neuropsychological evaluation it was observed that in the tests Block Design, Raven and IQ Estimate statistical differences were found between MCI and control groups, control and AD, but not between the MCI and AD groups. In the S-TOFHLA, there was a statistically significant difference in reading comprehension and in the total score in all three groups (control, MCI and AD). In the Numeric item, the only statistical difference occurred between control and AD. The S-TOFHLA strongly correlated with the estimated IQ. CONCLUSIONS: The S-TOFHLA is influenced by disease progression showing significant difference between groups. The changes in fluid intelligence occur since the onset of disease. The Vocabulary subtest remained with similar results in different degrees of cognitive impairment, showing that semantic memory and crystallized intelligence are preserved.
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Stewart, Maureen. "The effects of age and education on selected cognitive tests: the trail making test, the digit symbol sub-test, and the finger tapping test." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1004601.
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Numerous studies have suggested that neuropsychological test performance is affected by demographic variables such as age and education. This study examined the effects of age and education on the Trail Making Test, the Digit Symbol Sub-Test, and the Finger Tapping Test in a non-clinical sample of community dwellers with a relatively low level of education (8 to 12 years) in South Africa. The sample consisted of 161 participants across six age groups: 20-39, 40-59, 69-69, 70-79, 80-89 and 90-95 years. Results were examined for mean age effects and variability trends. Highly significant age effects were present across the age groups for all tests, however, there was no uniform pattern of variability across the tests. The Digit Symbol Substitution Test and the Finger Tapping Tests showed a pattern of increasing variability with increasing age, followed by a decrease in very old age while no trend was evident for the Digit Symbol extensions (the Immediate and Delayed Recall tests). The Trail Making Test, Parts A and B, showed a consistent trend of increasing variability across the age groups. Data from the present study was compared with existing data from two relatively high education samples, with equivalent age groupings, to examine education effects. Results showed an education effect for all tests with the high education groups outperforming the low education groups. Although the effects of education became less potent with advancing age, the mean performance of the oldest (80-89 years) high education age group was superior to that of the equivalent low education age group. Comparison of variability trends across both samples showed that the highest variability (the shuttle bulge) was present at the same point along the age axis, or at a later point, for the low education group, as that for the high education group. This finding is inconsistent with Jordan's (1997) 'shuttle model of variability' which predicts an earlier occurrence of the shuttle bulge (left shuttle shift effect) for a low education sample. This study demonstrated that performance on neuropsychological tests is influenced by age and education and highlighted the dangers inherent in unquestionably applying norms, which have not been corrected for age and education, when assessing the older adult.
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Rodrigues, Cleonisio Leite. "Espectro do comprometimento cognitivo na neurocisticercose: diferenças de acordo com a fase da doença." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-19092011-153401/.
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Introdução: O declínio cognitivo relacionado à neurocisticercose (NC) ainda permanece mal caracterizado e pouco diagnosticado. Recentemente, nosso grupo mostrou que uma significativa parcela de pacientes com NC na fase cística ativa apresenta-se com declínio cognitivo e comprometimento funcional (Ciampi de Andrade et al., 2010). Não existem estudos controlados que avaliem essas alterações em pacientes com NC na fase calcificada na literatura até presente momento. Objetivos: Avaliar o desempenho cognitivo do maior subgrupo de NC, constituído de pacientes com NC na fase estritamente calcificada (C-NC). Verificar a presença de demência e comprometimento cognitivo sem demência (CCSD) nesses pacientes e tentar correlacionar os resultados obtidos a achados de neuroimagem. Investigar se existe presença de um espectro de anormalidade cognitiva na NC conforme a fase da doença. Metódos e Casuística: Quarenta pacientes (média de idade = 37,6+ 11,3 anos e escolaridade média= 7,0+ 3,5 anos), com critérios diagnósticos absolutos de C-NC foram submetidos à avaliação cognitiva e funcional, sendo comparados a 40 pacientes controles saudáveis (CS) e 40 pacientes com NC ativa (A-NC), emparelhados por idade e nível educacional. Todos os pacientes do grupo C-NC foram submetidos a estudo de RM de encéfalo, a fim de excluir outras causas de epilepsia e sinais de atividade inflamatória. Resultados: Os doentes C-NC apresentaram uma média de 9,40 ± 3,13 testes alterados dos 30 da bateria de avaliação cognitiva quando comparados aos CS. Nenhum paciente C-NC mostrou critérios para demência e 10 (25%) tiveram critérios para CCSD. O grupo ANC tinha 5 pacientes (12,5%) com demência e 11 (27,5%) com CCSD. Mais de 50% dos doentes C-NC apresentaram desempenho inferior em memória verbal, atenção e função executiva em comparação aos CS. Não se encontrou correlação entre as alterações nos testes cognitivos nos pacientes C-NC e A-NC e os achados de neuroimagem e a frequência de crises epilépticas. Dos 4 pacientes reavaliados com demência do grupo A-NC após 2 anos, 3 deles ainda mantinham critérios de demência e na reavaliação por neuroimagem ainda apresentavam cistos. O único que não mais preenchia critérios para demência ou CCSD, exibia apenas calcificações na neuroimagem controle. Conclusões: Os resultados do presente estudo controlado indicaram que a NC independente de sua fase leva a um espectro de alterações cognitivas que varia de comprometimento em um simples domínio, CCSD até, ocasionalmente, demência. Estes achados parecem ser mais intensos durante a fase ativa cística da doença e menos proeminentes no estágio calcificado<br>Introduction: Cognitive decline related to neurocysticercosis (NC) remains poorly characterized and underdiagnosed. We have previously shown that a significant proportion of active NC patients (A-NC) present cognitive and functional impairment. Until now, there is no control study that have evaluated cognitive abnormalities in patients in the calcified phase of NC. Objective: To evaluate the cognitive performance of the largest subgroup of NC, the strict calcified patients (C-NC). Check the presence of dementia and cognitive impairment no-dementia (CIND) and correlate the results with neuroimaging findings. To investigate whether there is a spectrum of cognitive abnormalities in the disease according to disease phase. Methods and participants: Forty treatment-naive patients with C-NC aged 37.6 ± 11.3 years and fulfilling absolute criteria for definitive C-NC were submitted to a comprehensive cognitive and functional evaluation and were compared with 40 active NC patients (A-NC) and 40 healthy controls (HC) matched for age and education. All patients of C-NC group underwent brain MRI study in order to exclude other causes of epilepsy and signs of inflammatory activity. Results: Patients with C-NC presented 9.4 ± 3.1 altered test scores out of the 30 from the cognitive battery when compared to HC. No C-NC patient had dementia and 10 patients (25%) presented CIND. The A-NCYST group had five patients (12.5%) with dementia and 11 patients (27.5%) with CIND. More than 50% of C-NC patients had low performance in verbal memory, attention and executive functions in comparison to CS. No significant correlation was found between cognitive performance and the number of lesions and seizure frequency. On follow-up, three out of five previously demented A-NCYST patients still presented cystic lesions with scolex on MRI and were still demented. One patient died and the remaining patient no longer fulfilled criteria for neither dementia nor CIND, presenting exclusively calcified lesions on neuroimaging. Conclusion: The results of our controlled study shows that NC, independently of its phase, leads to a spectrum of cognitive abnormalities, ranging from impairment in a single domain, to CIND and, occasionally, to dementia. These findings are more conspicuous during active vesicular phase and less prominent in calcified stages
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Torres, Enma Mariángel Ortiz. "RECONHECIMENTO DE FALA, HABILIDADES AUDITIVAS E COGNITIVAS EM ADULTOS BILÍNGUES." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/6545.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>OBJECTIVE: to verify and to compare the performance of monolingual and bilingual individuals in the recognition of situations of favorable listening (silence) and in situations of not favorable listening (noise), with their cognitive and listening abilities. MATERIAL AND METHOD: The present study is about an observational research, transversal, and descriptive, which compares the findings of monolingual and bilingual individuals. This group study was formed by 87 individuals between 18 and 55 years old, distributed in control groups, 30 monolingual Brazilian portuguese speaking and group study, 31 bilingual brazilian s portuguese and german speakers, and 26 bilinguals brazilian s portuguese and Italian speakers. The individuals were summoned to two different moments of surveying, initially the basic surveys for basic audio of recognition of speaking was made by the test lista de sentenças in portuguese (LSP). Furthermore, the survey about the audio assessment was analyzed and performed by using two tests, which are dissilabos alternados and sobrepostos (SSW) and teste dicotico de digitos (TDD). Afterwards, a survey about the cognitive abilities was performed, using the bateria de provas de reciocinio (BPR-5) test. RESULTS: The completed surveys made using the LSP test have had shown that bilingual individuals and monolingual individuals develop similar speaking performances, when summoned to silence, in the speaking recognition of speech in noise, there was a better verified performance of the bilingual groups in comparison to the monolinguals. Additionally, for the cognitive abilities there was a better performance of general cognition, with a slight statistic perceptual error, which favored bilinguals. In term of each one of the surveyed cognitive abilities, the verbal reasoning, spatial and mechanic showed a big statistic difference, which favored bilinguals. However, in logic and math, bilinguals and monolinguals did not show any divergence. In audio abilities, which were verified by SSW s test, there was a statistic significant difference, favoring bilinguals. CONCLUSION: After this research, one must acknowledge that bilingual and monolingual individuals present similar performances when it comes to hearing and understanding once the speech is presented in silence. When the speech is presented through noise, there were illustrating facts that bilinguals present better performance compared to monolinguals. In the cognitive field, we shall suggest that life experience in bilinguals might have influence over the cognitive performance and verbal judgment, spatial and mechanic, as well as in hearing abilities of attention and background figure.<br>OBJETIVOS: verificar e comparar o desempenho de indivíduos monolíngues e bilíngues no reconhecimento de fala em situações de escuta favoráveis (silêncio) e em situações de escuta não favoráveis (ruído), assim como suas habilidades auditivas e cognitivas. MATERIAL E MÉTODO: o presente estudo trata-se de uma pesquisa observacional, transversal, descritiva e quantitativa que compara os achados auditivos de indivíduos monolíngues e bilíngues. O grupo estudado foi composto por 87 indivíduos entre a faixa etária de 18 e 55 anos de idade, distribuídos em grupo controle, 30 monolíngues falantes do português brasileiro e grupo estudo, 31 bilíngues falantes do português brasileiro e do alemão e 26 bilíngues, falantes do português brasileiro e do italiano. Os indivíduos foram submetidos a dois momentos distintos de avaliação. Inicialmente, foram realizadas as avaliações auditivas básicas, de reconhecimento de fala através do teste Lista de sentenças em Português (LSP) e do processamento auditivo através do teste de Dissílabos Alternados e Sobrepostos (SSW) e posteriormente, efetuou-se a avaliação das habilidades cognitivas, através do teste Bateria de Provas de Raciocínio (BPR-5). RESULTADOS: as avaliações realizadas, através do LSP, demonstraram que indivíduos bilíngues e monolíngues apresentam desempenhos semelhantes na tarefa de reconhecimento de fala, quando avaliados no silêncio, já no reconhecimento de fala no ruído, foi verificado melhor desempenho dos grupos bilíngues, em relação aos monolíngues. Para a avaliação das habilidades cognitivas, verificou-se melhor desempenho da função cognitiva geral, com diferença estatisticamente significante, a favor dos bilíngues. Em relação a cada uma das habilidades cognitivas avaliadas, os raciocínios verbal, espacial e mecânico mostraram diferença estatisticamente significante a favor do grupo bilíngue, mas nos raciocínios matemático e abstrato os bilíngues e monolíngues não se diferenciaram. Nas habilidades auditivas, verificadas através do teste SSW, houve diferença estatisticamente significante a favor dos bilíngues. CONCLUSÕES: os achados da presente pesquisa verificaram que indivíduos bilíngues e monolíngues apresentavam desempenhos semelhantes no que concerne ao reconhecimento da mensagem ouvida, quando a fala é apresentada no silêncio. Quanto à fala no ruído, foram mostrados indícios positivos de que os bilíngues apresentavam melhor desempenho em relação aos monolíngues. No campo cognitivo, podemos sugerir que a vivência bilíngue parece ter influência no desempenho da função cognitiva geral e nos raciocínios verbal, espacial e mecânico, assim como nas habilidades auditivas de atenção, memória e figura- fundo.
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Moreno, Maria del Pilar Quintero. "Perfil neuropsicológico de sujeitos com comprometimento cognitivo leve de uma amostra comunitária da cidade de São Paulo (Brasil)." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/5/5142/tde-17102014-122252/.
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INTRODUÇÃO: O impacto na saúde pública dos transtornos neuropsiquiátricos como a demência e o comprometimento cognitivo tem aumentado com o aumento da população idosa de países em desenvolvimento como o Brasil. O diagnóstico destas entidades requer confirmação objetiva da presença de prejuízo cognitivo, para a qual recomenda-se o uso de testes neuropsicológicos. OBJETIVO: Comparar o perfil neuropsicológico de sujeitos com comprometimento cognitivo leve (CCL), com um grupo de sujeitos considerados normais, provenientes de uma amostra comunitária identificada em um estudo de prevalência de demência e comprometimento cognitivo na cidade de São Paulo. MÉTODO: A amostra total (1.563 sujeitos de 60 ou mais anos de idade) foi selecionada aleatóriamente em três áreas com diferentes perfis sócio-econômicos em São Paulo. Os sujeitos foram classificados como CCL amnéstico, utilizando critérios adaptados de Petersen et al. (1999) usando os seguintes instrumentos: um questionário de queixas de memória de 10-pontos, Mini Exame do Estado Mental (MEEM), FOME e a escala internacional de atividades da vida diária (ADL-IS). Em uma segunda fase, os sujeitos foram submetidos novamente ao MEEM, ADL- IS, questionário (SRQ 20) para identificar sintomas psiquiátricos, e uma bateria de testes neuropsicológicos para avaliar: atenção (Dígitos de WMS-R, Trail Making Test), memória (Memória Lógica e Reprodução Visual de WMS-R, Selective Reminding Test - Buschke), praxia (desenho do relógio, Cubos do WAIS-R), linguagem (Teste de Nomeação de Boston, fluência verbal - animais) e QI estimado (Vocabulário e Cubos do WAIS-R). RESULTADOS: trinta e sete indivíduos classificados como CCL amnéstico e trinta e um classificados como normais completaram a avaliação. Não foram encontradas diferenças significativas entre os grupos quanto a: idade, gênero, anos de escolaridade, estado civil, classe social ou pontuações no MEEM ou no SRQ-20. Houve diferenças significativas entre os dois grupos nos seguintes testes: Trail Making A, Memória Lógica (evocação imediata e tardia), Selective Reminding Test (aprendizagem total), Reprodução Visual (evocação Imediata e tardia), Nomeação de Boston (nomeação e paragnosias), Cubos e QI Estimado, sendo que os indivíduos com CCL tiveram pior desempenho que os controles. CONCLUSÕES: Os achados sugerem que submetidos a uma bateria neuropsicológica abrangente, os dois grupos estudados apresentam diferenças significativas no desempenho não somente da memória mas também em outros domínios como atenção, linguagem e praxia. Estes achados sugerem que o conceito de CCL múltiplos domínios pode ser mais útil que o conceito de CCL amnéstico, quando são avaliados idosos que pertencem a uma amostra comunitária<br>BACKGROUND: The impact on public health of neuropsychiatry disorders as dementia and mild cognitive impairment is growing as the population grows older in developing countries as Brazil. The diagnosis of these entities requires confirmation of cognitive impairment assessed by neuropsychological tests. OBJECTIVE: Compare the neuropsychological profile of Mild Cognitive Impairment (MCI) individuals and Normal subjects from a community sample identified in a Prevalence Study of Dementia and MCI in São Paulo. METHOD: The total sample (1.563 subjects over 60 years old) was randomly selected from three different social class areas of São Paulo. The subjects were classified as amnestic MCI following criteria adapted from Petersen et al. (1999) using the following instruments: 10-point questionnaire on memory complaints, Mini Mental State Examination (MMSE), Fuld Object Memory Evaluation, and Activities of Daily Living - International Scale (ADL-IS). In a second phase, patients were submitted to the MMSE, ADL- IS, Self Reporting Questionnaire (SRQ 20) to identify psychiatric symptom, and Neuropsychological test battery to evaluate: Attention (Digit Symbol from WMS-R, Trail Making Test), Memory (Logic Memory and Visual Reproduction from WMS-R, Selective Reminding Test - Buschke 1973), Praxis (Clock drawing, Block Design - WAIS-R), Language (Boston Naming Test and Verbal Fluency - animal) and Intelligence (Estimated Intellectual Quotient - Vocabulary and Block Design from WAISR). RESULTS: 37 subjects classified as amnestic MCI and 31 Normal controls completed the evaluation. We did not found significant differences between the two groups in age, gender, years of education, civil status, social class, MMSE and SRQ-20 scores. There were significant differences between MCI and controls in the following tests: Trail Making A, Logical Memory (Immediate and Delayed recall), Selective Reminding Test (total learning), Visual Reproduction (Immediate and delayed Recall), Boston Naming Test (Naming and Paragnosias), Block Design, and Estimated IQ in which MCI subjects had a worse performance than the elderly Controls. CONCLUSIONS: Our findings suggest that the two groups evaluated through an extensive neuropsychological battery present differences in memory performance but also in other cognitive functions as attention, language and praxis. Perhaps the MCI multiple-domain concept would be more useful than the amnestic MCI considering individuals coming from community samples
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Cléry-Melin, Galichon Marie-Laure. "Étude des fonctions neurocognitives dans la dépression : caractérisation de déficits motivationnels et cognitifs, évaluation de leur valeur pronostique Why don't you try harder? An investigation of effort production in major depression Neural mechanisms underlying motivation of mental versus physical effort Psychomotor retardation is a scar of past depressive episodes, revealed by simple cognitive tests Are cognitive deficits in major depressive disorder progressive? A simple attention test in the acute phase of a major depressive episode is predictive of later functional remission Progress in elucidating biomarkers of antidepressant pharmacological treatment response: a systematic review and meta-analysis of the last 15 years Stability of the diagnosis of seasonal affective disorder in a long-term prospective study." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB218.
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Les données issues de la recherche en neurosciences permettent de considérer la dépression comme une affection invalidante générale, caractérisée par des déficits neurocognitifs et comportementaux, au delà des symptômes dépressifs cliniques définis dans les classifications nosographiques. Ces déficits coexistent à la phase aiguë d’un épisode dépressif caractérisé (EDC) et interfèrent dans la prise de décision et réalisation d’un comportement orienté vers un but, et la sensation d’effort associée. Ils semblent persister en période de rémission clinique, altérant la qualité de la réponse thérapeutique et fonctionnelle et aggravant à terme le pronostic du trouble. L’objectif de ce travail est d’identifier des marqueurs neurocognitifs objectivement mesurables en pratique clinique, et d’étudier leur association au pronostic d’un EDC, afin de mieux prédire les probabilités de rémission et d’optimiser les stratégies de prescription thérapeutique des patients. L’altération des processus neurocognitifs liés à la récompense constitue un premier marqueur de vulnérabilité du trouble dépressif : dans une étude explorant la production d’un effort moteur dans le but d’obtenir une récompense, les patients déprimés présentaient un déficit de production d’effort, à la différence des sujets sains. Ce trouble de la motivation par incitation - processus sous tendu en imagerie fonctionnelle chez le sujet sain par l’activation de circuits cortico-striataux ventraux -pourrait constituer une dimension spécifique de la maladie dépressive. Participant à l’altération des processus de prise de décision et d’action, ce déficit motivationnel est associé, et possiblement secondaire, à des déficits plus spécifiquement cognitifs que nous avons ensuite étudiés. Dans une étude explorant plusieurs fonctions cognitives chez des patients déprimés au sein d’une large cohorte, la présence d’un ralentissement psychomoteur séquellaire après 6 à 8 semaines de traitement – chez des patients pourtant en rémission clinique -, était positivement et de manière indépendante, significativement corrélée au nombre d’épisodes dépressifs passés, constituant ainsi un marqueur d’une sévérité « cumulative » du trouble dépressif. Enfin, dans une revue de la littérature sur le caractère progressivement évolutif des déficits cognitifs dans le trouble dépressif unipolaire, nous avons discuté l’existence d’un effet « neurotoxique » cérébral de l’accumulation d’EDC, à l’origine de troubles neurocognitifs et de conséquences sur le cours évolutif de la maladie (risque majoré de rémission clinique et/ou fonctionnelle partielle, de récurrence, d’évolution démentielle). Un des principaux intérêts de l’identification de marqueurs de vulnérabilité cliniques et cognitifs est de mettre en évidence leur rôle prédictif du cours évolutif d’un épisode -ou d’un trouble- dépressif. Dans une étude menée sur une cohorte de plus de 500 patients déprimés, une variable attentionnelle (d2 test d’attention) était capable de prédire l’évolution ultérieure vers la rémission complète (clinique et fonctionnelle) de façon significative, linéaire, et indépendante des autres variables et de représenter un marqueur-trait de la dépression, aisément utilisable en pratique clinique. D’autres marqueurs cognitifs (tels que les fonctions exécutives) ont montré une valeur prédictive élevée de la réponse thérapeutique, avec une précision proche de celle de marqueurs d’imagerie ou électrophysiologie, selon les résultats d’une méta-analyse récente, justifiant leur emploi dans le suivi des patients<br>Hese deficits coexist in the acute phase of a depressive episode and interfere with decision-making and goal-directed behaviors, and the associated feeling of effort. They appear to persist in periods of clinical remission, decreasing the quality of the therapeutic and functional response and lately worsening the prognosis of the disorder. The aim of this work is to identify objectively measurable neurocognitive markers in clinical practice, and to study their association with the prognosis of a depressive episode, in order to better predict remission and potentially to optimize therapeutic prescribing strategies for patients accordingly. The impairment of neurocognitive processes related to reward constitutes a first vulnerability marker for major depressive disorder (MDD): in a study assessing the production of motor effort in order to obtain a reward, depressed patients had a deficit in production of effort, unlike healthy subjects. Such deficit in incentive motivation - a process underpinned by the activation of ventral cortico-striatal circuits in healthy subjects - may constitute a specific dimension of MDD. It participates in the decision-making and action processes impairments and is associated with – and possibly a consequence of- more specifically cognitive deficits. In a study assessing several cognitive functions in a large cohort of depressed patients, the persistence of psychomotor retardation after 6 to 8 weeks of treatment - in patients considered as being in clinical remission - was positively and independently correlated with the number of past depressive episodes, thus constituting a marker of "cumulative" marker of past depressive episodes. Finally, in a literature review on the progressive evolution of cognitive deficits in MDD, we discussed the existence of a “neurotoxic” effect of the lifetime accumulation of depressive episodes on neurocognitive deficits and its consequences on disease prognosis (increased risk of incomplete functional/clinical remission, relapses, evolution towards dementia). One of the main interest in identifying clinical and cognitive markers of vulnerability is to highlight their capacity to predict the course of a depressive episode-or disorder. In a study based on a cohort of more than 500 depressed patients, a measurement of attention (d2 attention test) was able to significantly and independently predict the subsequent course towards complete remission (clinical and functional) and to constitute a trait -marker of depression, easy to use in clinical practice. Other cognitive markers (such as executive functions) have shown high predictive values for therapeutic response, comparable to those provided by imaging or electrophysiology markers, according to the results of a recent meta-analysis, that emphasizes the interest of using them in patient’s follow-up. Finally, in order to better assess the prognosis of depressive disorder, we have shown that Seasonal Affective Disorder (SAD) diagnosis criteria - which nevertheless represents a specific depressive disorder with well-known physiopathology substrates (construction validity) - had a low predictive validity, prompting to consider this disorder as a temporary expression of a mood disorder, rather than a specific disorder. The identification of clinical tools measuring motivational and cognitive deficits in clinical routine and predicting the course of a depressive episode or disorder represents a major challenge in the improvement of personalized therapeutic management and the long-term prognosis in depressed patients
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Franco, Joana Bortolini. "Significado corporeado e significado como uso: uma investigação das relações entre a linguística cognitiva e a filosofia de Wittgenstein." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-22052015-103908/.
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Esta dissertação de mestrado apresenta os principais resultados de uma pesquisa que se dedicou a comparar e confrontar as concepções de linguagem e significado da linguística cognitiva com as formulações da segunda fase da filosofia de Ludwig Wittgenstein. A partir da leitura e interpretação de textos fundamentais da linguística cognitiva e de importantes publicações de Wittgenstein, e do cotejo das ideias extraídas daí, esta dissertação pretende salientar as semelhanças e colocar em evidência as diferenças dessas linhas de pensamento, para indicar caminhos promissores de diálogo. Além disso, esta dissertação pretende comunicar-se com um domínio mais amplo de pensamento, incluindo no debate outras correntes e disciplinas das ciências cognitivas, o que respeita a vocação interdisciplinar dessas concepções de linguagem e que orientou esta pesquisa. Embora as discussões desta dissertação se deem, principalmente, em torno da noção de significado e linguagem, elas dizem respeito a concepções de racionalidade e cognição que tocam em temas largamente presentes no pensamento ocidental. Por isso, elas são apresentadas, nos primeiros capítulos, em um contexto mais amplo de pensamento, posicionadas no mesmo lado de um debate entre amplos paradigmas de pensamento, o paradigma objetivista e o paradigma experiencialista. A linguística cognitiva e Wittgenstein, assim como esta pesquisa, assumem, igualmente, que a linguagem humana não deve ser abordada como algo isolado do seu uso concreto. O confronto entre elas se dá a partir do momento que temos, de um lado, uma concepção de significado ancorada na experiência com o corpo enquanto organismo biológico, e, de outro lado, uma abordagem da linguagem que exclui a preocupação com qualquer fundamento causal do uso da linguagem. Essa diferença foi abordada em termos, em parte, de uma diferença entre ciência, mas principalmente levando em conta o aspecto internalista da concepção da linguística cognitiva e externalista da de Wittgenstein. Depois de aproximar os modelos explicativos da linguística cognitiva e particularidades do uso da linguagem cotidiana notadas por Wittgenstein, no capítulo 3, eu investigo as noções de jogo-de-linguagem e de forma de vida de Wittgenstein, propondo uma interpretação com foco na ideia do uso da linguagem como uma ação humana. Essa interpretação conduz à proposta de que a noção de forma de vida deve ser abordada com referência à ideia de interação, o que tem consequências para a concepção de significado trazida de Wittgenstein e para a aproximação a ser feita com a linguística cognitiva. As perspectivas de diálogo que a linguística cognitiva tem com Wittgenstein são delineadas no capítulo 6, a partir da posição teórica assumida por correntes recentes das ciências cognitivas. Por fim, as questões de pesquisa são recolocadas e abordadas com novo foco: os problemas sugeridos pela diferença entre filosofia e ciência são deixados de lado e a oposição entre significado corporeado e significado público é reformulada para aquela que dá título a este trabalho: significado corporeado e significado como uso. Essa reformulação chama a atenção para a necessidade de não colocar em oposição uma concepção de significado corporeada com uma visão interacional e focada na ação, como é o caso daquela encontrada na segunda filosofia de Wittgenstein.<br>This thesis presents the main results of a research dedicated to comparing and confronting Cognitive Linguistics conceptions of language and meaning with the formulations of the second phase of Ludwig Wittgensteins philosophy. Based on the reading and interpretation of fundamental texts in Cognitive Linguistics and of important publications of Wittgenstein, this thesis aims at highlighting the similarities and differences between these two lines of thought, in order to suggest promising lines of dialogue between them. It also intends to include in the debate other trends of Cognitive Sciences, respecting the interdisciplinary view of the language conceptions which have oriented this research. Although the discussions especially concern the notions of meaning and language, they also involve conceptions of rationality and cognition that touch several contemporary themes of relevance in western thought. In the early chapters, these notions appear in a wider context of thought, side by side in a debate between two paradigms: the objectivist and the experientialist paradigms. Cognitive Linguistics and late Wittgensteins philosophy likewise assume that human language cannot be considered as something isolated from its concrete use. The conflict between them begins when we have, on the one hand, a conception of meaning grounded in the experience with the body as a biological organism, and, on the other hand, an approach to language that excludes the concern with any causal fundament of language use. This difference has been partially presented in terms of a difference between Science and Philosophy, but mainly taking into account the internalist aspect of Cognitive Linguistics and the externalist aspect of Wittgensteins conceptions. After discussing the models of Cognitive Linguistics to explain certain particularities of language use, which Wittgenstein has likewise noted, the notions of language-game and form of life are investigated; an interpretation focused on the idea of language as human action has been proposed. This interpretation suggests that the notion of form of life should be seen from an interactionist point of view, which has consequences to the conception of meaning brought from Wittgenstein and to its approximation with Cognitive Linguistics. Finally, the original research questions are reset with a new focus: the problems suggested by the difference between Science and Philosophy are left aside and the opposition between embodied meaning and public meaning is reformulated to the one that gives title of this thesis: embodied meaning and meaning as use. This reformulation points to the necessity of not opposing an embodied conception of meaning and an interactional and action oriented view, as found in the second philosophy of Wittgenstein.
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Lakin, Joni Marie. "Comparison of test directions for ability tests: impact on young English-language learner and non-ELL students." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/536.
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Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The popularity of nonverbal reasoning tests has increased substantially in recent years because of the increasing number of English-language learner (ELL) students in many U.S. school districts. Nonverbal tests are thought to eliminate the need for language in test items and to reduce cultural content. Formats on these tests are also assumed to be equally novel for all students. However, in at least one large study, researchers found substantial differences between the average performance of ELL and non-ELL Hispanic students on three of the most widely used nonverbal tests. Although these differences might reflect real variation in cognitive development, they may also reflect differences in knowledge of test formats and the testing practices used in U.S. schools.
In this study, I hypothesized that the score gaps between ELL and non-ELL students might, in part, be due to differences in test familiarity and that providing directions that include more practice and feedback might attenuate these differences. I drew from the research on universal design, dynamic assessment, and cross-cultural testing to develop three different types of directions with practice items. I then compared the effects of these three types of test directions on students completing a nonverbal figure analogies test. Figure analogies tests are generally among the best measures of reasoning abilities and are known to be quite difficult for young students. All directions were provided using video with English and Spanish audio and minor animations to concretize the instructions. The three types of directions were nonverbal-dynamic directions, verbal-dynamic directions, and a control condition that used standard test directions. The nonverbal-dynamic directions presented four practice problems that sampled the range of items on the test. Oral instructions and feedback were minimal. The verbal-dynamic directions presented the same four practice problems with more in-depth description and feedback. These directions also described useful strategies for solving items. The standard test directions presented two sample problems with minimal instruction and feedback.
The sample consisted of 882 students in 40 first- and second-grade classrooms in 8 schools. A hierarchical linear model was used to control for similarity among students nested in classrooms and schools and to account for the assignment of treatment (type of directions) at the classroom level. The model included tests for main effects and interactions among treatment, ELL status, and grade. Results indicated that providing additional practice (the nonverbal-dynamic directions) led to small gains in performance, but that the more extensive set of directions (verbal-dynamic directions) were effective only for high-ability students. Contrary to the hypotheses, there was no interaction of ELL status with treatment. An unexpected finding was that use of teacher-read directions instead of video-based directions led to better performance for second-grade students. I conclude that test directions are an important means for improving test familiarity in young students, but that excessive standardization and lengthening of the directions may hinder performance. I also conclude that the choice of practice items and feedback are crucial considerations in the design of test directions.
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Hoelzle, James B. "Neuropsychological Assessment and the Cattell-Horn-Carroll (CHC)Cognitive Abilities Model." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216405861.
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Silva, Ana Clara Araújo Gomes da. "Exame do raciocínio científico (ERC): revisão bibliográfica, aplicação no sudoeste goiano e proposta de novo método de análise dos resultados." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7687.
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Previous issue date: 2017-08-17<br>The deficiency in some reasoning patterns of students has been measured and revealed by several studies. This deficiency is often reflected in low rates of academic performance, high dropout rates, and negatively influencing students’ interest in computer courses. In recent work, Pessoni [96] has shown that among more than thirty cognitive development assessment methods studied, Lawson’s Classroom Test of Scientific Reasoning (LCTSR) would be a candidate for application in university students according to the criteria defined. The LCTSR was translated and applied in a series of student groups of the undergraduate courses of the Institute of Informatics of the Federal University of Goiás. Starting from the results obtained by Pessoni, the objectives of this research work are: 1. Systematic Review of Literature - RSL; 2. Application of the Scientific Reasoning Examination - ERC in students of Computing in Southwest Goiania; 3. Phylogenetic systematics to evaluate ERC. Analyze the patterns of reasoning of interest groups, then develope and conduct efficient and effective activities that promote the cognitive development of individuals is one of the objectives of the research group. It is believed that this work contributes to a further step in this direction.<br>A deficiência em alguns padrões de raciocínio dos estudantes tem sido medida e revelada por diversos estudos. Essa deficiência muitas vezes se reflete em baixas taxas de rendimento, altas taxas de evasão e influenciam negativamente no interesse dos discentes pelos cursos da Computação. Em trabalho recente, Pessoni [96] mostrou que, entre mais de trinta métodos de avaliação do desenvolvimento cognitivo estudados, o Lawson’s Classroom Test of Scientific Reasoning (LCTSR) seria um candidato para aplicação em estudantes universitários segundo os critérios definidos. O LCTSR foi traduzido e aplicado em uma série de grupos de estudantes dos cursos de graduação do Instituto de Informática da Universidade Federal de Goiás. Partindo dos resultados obtidos por Pessoni, este trabalho de pesquisa teve como objetivos: 1. Revisão Sistemática da Literatura - RSL; 2. aplicação do Exame do Raciocínio Científico - ERC em estudantes de Computação do Sudoeste Goiano; 3. Sistemática Filogenética para avaliar o ERC. Analisar os padrões de raciocínio dos grupos de interesse, para então, elaborar e conduzir atividades eficientes e eficazes que promovam o desenvolvimento cognitivo dos indivíduos é um dos objetivos do grupo de pesquisa. Acredita-se que este trabalho contribui para mais um passo nessa direção.
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Carreras, Ubach Ricard. "The cognitive bias test as a measure of emotional state in pigs." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/392711.
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L'avaluació de les emocions és un dels principals objectius de la ciència del benestar animal. El test del biaix cognitiu (BC) s'ha proposat com una mesura per avaluar la valència (positiu vs. negatiu) i la intensitat de les emocions en animals i es basa en la premissa que els subjectes amb un estat emocional negatiu jutjaran un estímul ambigu més negativament que els subjectes amb un estat emocional positiu. L'objectiu del primer estudi va ser avaluar l'aplicabilitat i la consistència del test del BC (TBC) en porcs. Els resultats van mostrar que els porcs eren capaços d'aprendre la tasca de discriminació necessària per posteriorment realitzar el TBC. Malgrat tot, es va observar una inconsistència entre el TBC dut a terme en dos moments diferents. Aquest resultat suggereix que els porcs van canviar la percepció de l’estímul ambigu degut a la capacitat de recordar el resultat d’aquest estímul durant el segon TBC. Els objectius del segon estudi van ser 1) avaluar l’efecte del gènere i del genotip halotà en el BC (utilitzant el TBC) i en el nivell de por (utilitzant el test d’objecte novedós, TON), 2) avaluar la relació entre el BC i el nivell de por i 3) contrastar els resultats del TBC i els del TON amb les concentracions d’una sèrie de neurotransmissors. No es van trobar diferencies entre gèneres i genotips respecte el BC i respecte la por, però es va observar una correlació positiva entre els resultats del TBC i el TON, suggerint que la por juga un paper important en la presa de decisió. A més, els porcs amb més por van presentar concentracions més baixes de dopamina, constatant la relació entre aquest neurotransmissor i la resposta de por. Els objectius del tercer estudi van ser 1) avaluar l’efecte del maneig en el BC (avaluat pel TBC), en la por (avaluat per el TON) i en la resposta de cascada defensiva (avaluat per el test de cascada defensiva, TCD), 2) avaluar l’efecte del maneig en la concentració de cortisol en sèrum, saliva i pel i 3) avaluar la relació entre els testos de comportament (TBC, TON i TCD) i amb les concentracions de cortisol. No es van trobar diferencies entre porcs amb maneig positiu i negatiu respecte els testos de comportament i les concentracions de cortisol, suggerint que el maneig dut a terme no va ser prou intens o que les mesures utilitzades no eren valides o no prou sensibles per avaluar aquestes diferencies. Malgrat tot, es van trobar correlacions positives entre els resultats dels diferents testos de comportament constatant que factors individuals com ara el nivell de por o la motivació van tenir un efecte en l’estat afectiu dels porcs. El quart estudi realitzat tenia per objectiu avaluar l’efecte de les condicions d’allotjament en el TBC, en l’avaluació qualitativa de comportament (AQC), en la concentració sèrica de cortisol i en el número de ferides en les canals dels porcs. Els resultats van mostrar que els porcs allotjats en condicions enriquides tenien millors puntuacions en l’AQC, concentracions de cortisol sèric més baixes i un número més baix de ferides a la canal que els porcs criats en condicions empobrides. Malgrat tot, els resultats del TBC no van mostrar aquestes diferències suggerint que el test no és vàlid o prou sensible per detectar les alteracions emocionals en aquests porcs. En resum, és factible aplicar el TBC en porcs, ja que van realitzar correctament la tasca d’aprenentatge requerida, tot i així, el test no va presentar ni consistència ni validesa qüestionant-ne la utilitat per avaluar l’estat emocional en porcs.<br>The assessment of animal emotions is a crucial goal in the study of animal welfare science. The cognitive bias (CB) test has been proposed as a measure to assess the valence (positive vs. negative) and the intensity of animal emotions and is based on the premise that subjects in negative emotional state will judge an ambiguous stimulus more negatively than subjects in positive emotional state. The aims of our first study were to assess the applicability and the consistency of the CB test (CBT) in pigs. Our results showed that pigs were able to learn the spatial discrimination task necessary to subsequently perform the CBT. However, there was lack of consistency between the responses of the CBT performed twice, leaving 5 weeks between them. This result suggests that pigs changed the perception of the ambiguous stimulus due to its ability to remember the outcome of the ambiguous stimulus during the second CBT or due to uncontrolled factors such as their age or hunger state over time. The aims of our second study were 1) to assess the effect of the gender and the halothane genotype on CB (using the CBT) and on the level of fear (using a novel object test, NOT), 2) to assess the relationship between the CB and the level of fear and 3) contrast the results of the CBT and the NOT with the concentrations of several brain neurotransmitters. No differences were found between genders and genotypes regarding the CB and regarding the level of fear but a positive correlation was found between the CBT and the NOT results, suggesting that fear plays an important role in the decision taken by the pig dealing with ambiguous stimuli. Moreover, more fearful pigs had lower concentration of dopamine on the prefrontal cortex, supporting the relationship between this neurotransmitter and the fear response. The aims of the third study were 1) to assess the effect of handling on the CB (assessed by a CBT), on the fear (assessed by NOT) and on the defence cascade response (assessed by the defence cascade test; DCT), 2) to assess the effect of handling on serum, saliva and hair cortisol concentration and 3) to assess the relationship between behavioural tests (CBT, NOT and DCT) and between these tests and cortisol concentrations. No differences between positive and negative handling were found regarding the behavioural tests and cortisol concentrations, suggesting that the handling treatment carried out was not powerful enough to induce such differences or that the measures used were not valid or not sensitive enough to assess such differences. Nevertheless, positive correlations were found between behavioural tests supporting that individual factors such as the fear level, the motivation or the coping style had an effect on pigs’ affective state. The fourth study carried out was aimed to assess the effect of housing conditions on the CBT, on the qualitative behaviour assessment (QBA), on the serum cortisol concentration and on the number of wounds on pigs’ carcass. The results showed that pigs raised in enriched housing conditions had better QBA scores, lower serum cortisol concentration and lower number of carcass lesions than pigs raised in barren housing conditions. However, the results of the CBT did not showed those differences suggesting that the test is not valid or not sufficiently sensitive to detect emotional variation in those pigs. In conclusion, is feasible to apply the CBT in pigs, as they performed correctly the required learning process, however, the test showed no consistency and no validity questioning its utility to assess the emotional state in pigs.
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Wasielewski, Sean. "Discrimination of brain-damaged, depressed, and normal subjects using the Woodcock-Johnson tests of cognitive ability-revised." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117101.
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The purpose of this investigation was to examine the validity of the Woodcock Johnson Tests of Cognitive Ability-Revised (WJTCA-R) in discriminating between individuals with neurological or psychiatric impairments and those without known impairment. The primary question was whether WJTCA-R Standard Battery test scores significantly differentiated between individuals with brain-damage (n = 36), depression (n = 21), and without known impairments (n = 32). Archival data obtained for the development of a new neuropsychological assessment measure utilizing the WJTCA-R was analyzed. The results of a discriminant functions analysis indicated that significant differences between the groups existed on the WJTCA-R. Based on WJTCA-R Standard Battery performance alone, participants had a 53% chance of being correctly classified into their diagnostic group. Brain-damaged individuals had the best chance of being correctly classified while correct classification of depressed individuals was only slightly greater than that obtained from random assignment. In addition to moderately supporting the use of a multi-factored, theory-driven assessment instrument, the results of this study have clinical relevance for the development of diagnosis-specific recommendations for brain-damaged and depressed individuals.<br>Department of Educational Psychology
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Horie, Nidia Celeste. "Mudança cognitiva em obesos com comprometimento cognitivo leve submetidos à perda intencional de peso." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/5/5135/tde-11052015-114427/.
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Obesidade na idade adulta é um fator de risco para o desenvolvimento de demência. O aumento da prevalência de obesidade, assim como o aumento da expectativa de vida na população tornam mais importante avaliar estratégias de prevenção e tratamento que possam diminuir o risco de declínio cognitivo. Neste estudo, foi avaliado se, em idosos obesos com Comprometimento Cognitivo Leve, a perda de peso induzida por dieta poderia melhorar aspectos da cognição, e se o genótipo para apoliproteína E, perfil metabólico e marcadores inflamatórios também teriam influência. Foi realizado um ensaio clínico prospectivo, randomizado de 1:1, de 12 meses, no Ambulatório de Endocrinologia do Hospital das Clínicas da Faculdade de Medicina da USP, entre 2011 e 2013, incluindo pacientes com 60 anos ou mais, com índice de massa corporal maior ou igual a 30 kg/m2, com Comprometimento cognitivo leve. Eles foram randomizados em dois grupos, um com assistência médica convencional (grupo convencional), outro adicionalmente com reuniões de orientação alimentar (26 a 28 sessões em 12 meses), com objetivo de obter maior perda de peso (grupo intensivo). Dos 1605 voluntários foram selecionados 80 pacientes, com idade média de 68,1 ±4,9 anos, escolaridade de 8,8 ±4,6 anos, IMC 35,5±4,4kg/m2; 13 (16,3%) eram do sexo masculino, 67 (83,6%) apresentavam síndrome metabólica; 50 (62,5%) eram fisicamente ativos. Os grupos eram semelhantes quanto às características iniciais. Após 12 meses, houve diminuição média de IMC de 1,7±1,8kg/m2 (4,9% do peso), e 85% da perda de peso foi em gordura corporal; sendo a variação semelhante entre os grupos. Para a maioria dos testes cognitivos aplicados houve melhora, sem diferença estatisticamente significativa entre os grupos. Na análise do grupo todo, a perda de peso induzida por dieta foi associada a melhora em avaliação de memória, função executiva, atenção e queixas subjetivas, tendo sido essa associação mais forte abaixo dos 70 anos e em carreadores do alelo 4 da apoliproteína E. Variação de insulinemia, HOMA-IR, triglicérides, proteína C reativa e leptina estiveram associadas à melhora em alguns testes cognitivos; risco maior de piora foi associado a níveis mais altos de pressão arterial (memória e cognição global) e de hemoglobina glicada (executivo/visuo-espacial) e de IL6 (atenção e velocidade de processamento); adiponectina mais alta diminuiu risco de piora (memória visual/verbal). Houve melhora principalmente em memória verbal, visual e memória de trabalho associadas à dieta, com relação à diminuição de consumo calórico, de carboidratos e gorduras, e sem relação com diminuição de consumo proteico. Houve melhora na avaliação funcional em relação à velocidade de marcha e força de membros inferiores e melhora na qualidade de vida associada à capacidade funcional, mostrando que a intervenção não trouxe prejuízo a essas áreas. A intervenção com restrição calórica em idosos obesos, com objetivo de promover perda de peso, foi benéfica em diversos aspectos da cognição e segura do ponto de vista funcional<br>Obesity in adulthood is a risk factor for developing dementia. The populational rise in obesity and life expectancy increase the importance of search for strategies for prevention and treatment to reduce the risk of cognitive decline. In this study we evaluated if in elderly obese with Mild Cognitive Impairment, weight loss induced by diet could improve aspects of cognition, and if the apolipoprotein E genotype, metabolic profile and inflammatory markers also influence these tests. A prospective, randomized clinical trial was conducted at Ambulatório de Endocrinologia do Hospital das Clínicas da Faculdade de Medicina da USP, between 2011 and 2013, including patients 60 years or older, with a body mass index greater than or equal to 30 kg/m2, with mild cognitive impairment. They were randomized into two groups and followed by 12 months, one with conventional medical care (conventional group), another with also group meetings with nutricionists (26-28 sessions over 12 months), in order to achieve greater weight loss (intensive group). Of the 1605 volunteers were selected 80 subjects, mean age 68.1 ± 4.9 years, education 8.8 ± 4.6 years, BMI 35.5 ± 4.4kg/m2; 13 were male (16.3%), 67 (83.6%) had metabolic syndrome; 50 were physically active. The groups had similar baseline characteristics. After 12 months there was a decrease in BMI of 1.7 ± 1.8 kg/m2 (4.9% of weight), and 85% weight loss was in fat; similar between groups. There was improvement for most of the cognitive tests, without difference between groups. In the analysis of the whole group, the weight loss induced by diet was associated with improvements in memory, executive function, attention and subjective complaints, though this association was strongest under 70 years of age and in carriers of the ?4 allele of apolipoprotein E. Changes in insulin, HOMA-IR, triglycerides, C-reactive protein and leptin were associated with improvement in some cognitive tests; increased risk of worsening was associated with higher blood pressure levels (memory and global cognition), HbA1c (executive / visuospatial) and IL6 (attention and processing speed); higher adiponectin decreased risk of worsening (visual memory/verbal). There was improvement in verbal, visual and working memory associated with diet, with respect to decreased caloric intake, carbohydrates and fats, and unrelated to decreased protein intake memory. There was improvement in functional assessment in relation to gait speed and lower limb strength and improvement in quality of life associated with functional capacity, showing that the intervention did not bring damage to these areas. Intervention with caloric restriction in obese elderly, in order to promote weight loss was safe and had beneficial effects in cognition
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Bonini, Milena Vaz. "Relação entre alterações de linguagem e déficits cognitivos não linguísticos em indivíduos afásicos após acidente vascular encefálico." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-02062010-163239/.
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A interface entre a linguagem e demais funções cognitivas tem sido objeto de estudo e a ampla e extensa distribuição dos circuitos neuronais torna o tema bastante complexo. A dificuldade em avaliar o desempenho cognitivo de afásicos faz com que estes pacientes sejam excluídos em estudos que buscam descrever alterações cognitivas após AVE. A avaliação de linguagem, isoladamente, não permite predizer o desempenho em outras habilidades cognitivas. Além disso, o processamento da linguagem se apóia nas habilidades de atenção, memória e funções executivas. A literatura nacional é escassa neste tema. Este trabalho teve como objetivos: avaliar o desempenho dos indivíduos afásicos em tarefas cognitivas não linguísticas (atenção, memória verbal e não verbal, funções executivas e habilidades visuoespaciais), comparar o desempenho dos afásicos e não afásicos nestas tarefas e relacionar o desempenho dos afásicos nas tarefas cognitivas não linguísticas com a gravidade da afasia. Participaram da pesquisa 47 indivíduos, maiores de 18 anos, de ambos os gêneros, com escolaridade mínima de dois anos, e diagnóstico de primeiro episódio de AVE, confirmado por TC de crânio. Aplicada a seguinte bateria de testes: Protocolo de Praxias Gestuais (TBDA), Fluência verbal semântica (animais) e Fonológica (FAS), Teste de Trilhas A e B, Teste de Cancelamento, Aprendizado de Palavras (CERAD), Aprendizado de Figuras (BBRC-Edu), Praxias construtivas (CERAD), Extensão de Dígitos (ED) e Desenho do Relógio (TDR). A amostra foi dividida em três grupos: afásicos (AF, n=21), não afásicos com lesão em hemisfério esquerdo (NAF E, n = 17) e não afásicos com lesão em hemisfério direito (NAF D, n = 9). O grupo de afásicos foi também subdividido em grupos grave (AFg) e leve (AFl). Não houve diferença estatisticamente significante entre os grupos nas provas de Cancelamento, Teste de Trilhas, Praxias Construtivas. Os afásicos apresentaram pior desempenho, em comparação aos grupos NAF E e NAF D, nas provas de fluência semântica, praxias gestuais, ED (ordens direta e inversa), Aprendizado de Palavras, Evocação das Praxias Construtivas (pontuação total), Aprendizado de Figuras e TDR. Na prova de extensão de dígitos, ordem direta, constatou-se pior desempenho do grupo AFg, em comparação ao AFl. Foi encontrada correlação entre a gravidade da afasia e o desempenho no teste de extensão de dígitos em ordem direta (rho=0,860, p=0,0001) e ordem inversa (rho=0,543, p=0,0152), e nas provas de praxias gestuais, especialmente nas praxias bucofaciais e respiratórias (rho=0,708, p=0,016). Constatou-se pior desempenho dos grupos AF e NAF E, em comparação ao grupo NAF D, nas provas de reconhecimento de palavras, Aprendizado de Figuras e TDR. Fatores como prejuízo na expressão oral e hemiparesia interferiram no desempenho dos sujeitos afásicos. A literatura aponta e o estudo confirma que os afásicos demonstram grande variabilidade no desempenho. Mostram-se necessários instrumentos mais adequados para a avaliação das habilidades não linguísticas em afásicos, além de estudos que possam ser replicados em diferentes populações. A avaliação do afásico que não considere somente as habilidades linguísticas, mas também outras funções cognitivas, pode auxiliar na elaboração de planejamentos terapêuticos mais adequados e, aumentar a eficácia da terapia de linguagem<br>The interface between language and other cognitive functions has been studied and the broad and extensive distribution of neural circuits has made the theme become very complex. The difficulty in assessing cognitive performance in aphasic patients excludes these patients from studies describing post-stroke cognitive deficits. Language assessment itself does not allow predicting the performance in other cognitive skills. Furthermore, language processing is supported by other cognitve abilities such as attention, memory, and executive functions. The literature about this theme in Brazil is scarce. This study aimed to evaluate the performance of aphasic patients in non-linguistic cognitive tasks (attention, verbal memory, non-verbal memory, executive functions and visuospatial skills), to compare the performance of aphasic and non-aphasic patients in non-linguistic cognitive tasks, and to correlate the performance of aphasic patients in nonlinguistic cognitive tasks and the aphasia severity. Forty seven individuals over 18 years old were enrolled in this research, both male and female, with minimum schooling level of two years, and diagnosis of first episode of stroke confirmed by CT brain scan. The following battery of tests was applied: Gesture Praxis Protocol (BDAE), Semantic (animals) and Phonemic (FAS) verbal fluency, Trail Making Test A and B, Cancellation Test, Word List Memory (CERAD), Figure Learning (BCB-Edu), Constructional Praxis (CERAD), Digit Span (DS) and Clock Drawing Test (CDT). The sample was divided in three groups: aphasic (AP,n=21), non-aphasic with left hemisphere lesion (NAP E, n = 17), and non-aphasic with right hemisphere lesion (NAP D, n = 9). The group of aphasic patients was also subdivided in severe (APs) and mild (APm). There was no significant statistical difference between the groups in the Cancellation Test, in the Trail Making test, and in the Constructional Praxis. The aphasic presented worse performance in comparison to groups NAP E and NAP D in Semantic fluency task, gesture praxis, DS (forward and backward), Word List Memory, Constructional Praxis recall (total score), Figure Learning, and CDT. In the Digit Span test, forward order, it was observed worse performance of group APs, in comparison to APm. It was verified a correlation between the aphasia severity and the performance in the DS test, forward order (rho=0,860, p=0,0001) and backward order (rho=0,543, p=0,0152), and in the Gesture Praxis test mainly in bucco-facial and respiratory praxis (rho=0,708, p=0,016). It was observed worse performance of groups AP and NAP E, in comparison to group NAP D, in the Word Recognition task, Figure Learning and CDT. The impairment of oral expression and hemiparesis interfered in the performance of aphasic patients. Literature points, and the study confirms, that aphasic patients show great variability in the performance. More adequate instruments for the assessment of non-linguistic skills in aphasic patients are necessary, besides studies that may be replicated in different populations. The assessment oof aphasic patients considering not only linguistic skills, but also other cognitive functions may help in the elaboration of more appropriate therapeutic planning and increase the efficacy of language therapy
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Memória, Cláudia Maia. "Propriedades psicométricas de CANS-MCI: um teste computadorizado para avaliação do comprometimento cognitivo leve em idosos." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/5/5142/tde-11052012-140244/.
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Introdução: O Computer-Administered Neuropsychological Screen For Mild Cognitive Impairment (CANS-MCI) é um teste computadorizado para o rastreio do Comprometimento Cognitivo Leve (CCL). O CCL é considerado um estado transicional entre o envelhecimento normal e é uma condição de risco para o desenvolvimento de demências. Diante disso, sua detecção torna-se importante para a implementação de intervenções terapêuticas e preventivas. Objetivos: Avaliar as propriedades psicométricas do CANS-MCI e analisar sua acurácia diagnóstica para CCL em uma amostra clínica de idosos brasileiros. Métodos: Noventa e sete sujeitos foram avaliados e classificados em: controles normais (CN, n=41), comprometimento cognitivo leve (CCL, n=35) e doença de Alzheimer (DA, n=21). O diagnóstico foi previamente estabelecido por equipe multidisciplinar, com base em dados clínicos, neuropsicológicos e de neuroimagem. O desempenho dos pacientes no CANS-MCI foi comparado ao de outras provas já validadas para população brasileira. Resultados: os resultados indicaram que o CANS-MCI apresentou alta consistência interna (Alfa de Cronbach = 0,77). A confiabilidade do teste-reteste foi elevada (r = 0,875, p <0,001). Foi encontrada uma correlação moderada entre o escore total do CANS-MCI e o RAVLT (variável que avalia a capacidade de aprendizagem, com r=0,51 e p<0,001). O CANS-MCI foi capaz de discriminar controles de CCL (81% de sensibilidade e 73% especificidade) e Controles de DA (100% de sensibilidade e 97% especificidade), indicando alta acurácia. CONCLUSÃO: O CANS-MCI manteve suas características psicométricas originais, mostrou-se estável no reteste e foi capaz de diferenciar sujeitos controles daqueles diagnosticados com CCL e DA<br>Background: Computer-Administered Neuropsychological Screen for Mild CognitiveImpairment (CANS-MCI) is a computerized test screening battery for mild cognitive impairment (MCI). MCI is transitional state between normal aging and dementia. Therefore, its detection becomes important for the implementation of preventive and therapeutic interventions. Objectives: To evaluate the psychometric properties of the CANS-MCI and analyze its diagnostic accuracy for MCI in a clinical sample of elderly Brazilians. Methods: Ninety-seven subjects were evaluated and classified as: normal controls (NC, n = 41), mild cognitive impairment (MCI, n = 35) and Alzheimer\'s disease (AD, n = 21). The diagnosis was previously established by a multidisciplinary team, based on clinical, neuropsychological and neuroimaging data. The performance of patients in the CANS-MCI was compared to other tests which have been validated for the Brazilian population. Results: The results indicated that the CANS-MCI showed high internal consistency (Cronbach\'s alpha = 0.77) and that the test-retest reliability was high (r = 0.875, p <0.001). There was a moderate correlation between the CANS-MCI total score and the RAVLT (for learning ability) (r=0.51, p <0.001). The CANS-MCI was able to discriminate NC from MCI (81% of sensitivity and 73% of specificity) and MCI from AD (100% of sensitivity and 97% of specificity), with high accuracy. Conclusion: The CANS-MCI in its Brazilian version maintained its original psychometric properties, it was stable at retest and it was able to differentiate between unimpaired seniors from those diagnosed with MCI and AD. Results suggest this computerized battery can be used to screen for MCI among elderly Brazilian
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Boutin, Josée. "Qualités psychométriques des Tests de rendement cognitif pour enfants." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0020/MQ47177.pdf.
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Baccaro, Alessandra Fernandes. "Depressão e prejuízo cognitivo pós-acidente vascular cerebral: avaliação expandida no Estudo de Mortalidade e Morbidade do AVC (EMMA), São Paulo, Brasil." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5169/tde-07022019-095255/.
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INTRODUÇÃO: Acidente vascular cerebral (AVC), depressão e prejuízo cognitivo são comorbidades associadas à alta carga mundial de incapacidade. Depressão e prejuízo cognitivo são condições que ocorrem mais frequentemente em pacientes pós-AVC e estão associadas a um aumento da morbimortalidade. OBJETIVO: Investigar potenciais fatores de risco cerebrovasculares associados ao desenvolvimento de depressão pós-AVC (DPA) e prejuízo cognitivo pós-AVC (PC) com base na neuroimagem por ressonância magnética cerebral (RM) e biomarcadores (serotonina, BDNF, IL-6, IL-18) na fase subaguda (1-3 meses) e na fase crônica (até 2 anos de seguimento) após o AVC em sobreviventes do Estudo de Mortalidade e Morbidade do AVC (EMMA), São Paulo, Brasil. MÉTODOS: Amostra de participantes admitidos por AVC no Departamento de Emergências do HU-USP, de abril de 2006 a novembro de 2014, foi submetida a avaliações clínicas e neurológicas. Os principais instrumentos para avaliação de depressão foram: Entrevista Clínica Estruturada para DSM-4 eixo 1 (SCID-I) e Questionário de Saúde do Paciente - versão 9 itens (PHQ-9); e para comprometimento cognitivo: Entrevista Telefônica Modificada para Estado Cognitivo (TICS-M), aplicados em 1-3 meses, 6 meses e anualmente até 2 anos. Além da quantificaçao da DPA e PC e fatores associados em 1-3 meses (fase subaguda), na fase crônica foram realizadas análises de sobrevida pelas curvas de Kaplan-Meier e modelos de regressão logística de Cox (Razão de Risco - RR, interval de confiança- IC95%) para investigar a progressão de DPA ou PC aos 6 meses e 2 anos, de acordo com lateralidade do AVC. RESULTADOS: Dos 103 pacientes elegíveis, 85,4% apresentaram AVC isquêmico e 73,7% foram diagnosticados como primeiro evento. Na fase subaguda, 27,2% apresentaram PC e 13,6% apresentaram DPA (5,8% com \"primeiro episódio\" e 7,8% com depressão \"recorrente\"). DPA e/ou PC foram associados com baixa escolaridade, gênero feminino e idade entre 55 e 74 anos. Em 1-3 meses pós-AVC, a lesão cerebral do hemisfério esquerdo foi mais frequentemente associada ao aumento do PC do que à lesão à direita (71,4% vs. 28,4%, p = 0,005). A DPA não esteve associada à lateralidade do AVC. No geral, os níveis de biomarcadores não apresentaram alterações nos pacientes XX com DPA e PC. No seguimento até 2 anos, foi encontrada uma frequência de 19% de DPA e 38% de PC. A maioria dos participantes (53%) apresentou AVC no hemisfério direito, entretanto o AVC neste hemisfério não esteve associado com DPA ou PC. Confirmando os dados observados em 1-3 meses pós-evento, o AVC do lado esquerdo foi um preditor independente de PC em longo prazo, mas não de DPA. O AVC esquerdo foi associado a uma alta probabilidade de PC (42,6% e 53,2%, respectivamente, aos 6 meses e 2 anos, p-log-rank: 0,002). A RR de PC por AVC à esquerda foi de 3,38 (IC95%, 1,35-8,50) aos 6 meses e foi mantida aos 2 anos (RR 3,38; IC95%, 1,50-7,59). CONCLUSÕES: PC associou-se a uma menor escolaridade, sexo feminino e faixa etária entre 55 a 74 anos. O AVC no hemisfério esquerdo esteve associado a uma maior frequência de PC, apresentando um risco 3 vezes maior para o desenvolvimento de PC ao longo de 2 anos após o AVC<br>INTRODUCTION: Stroke, depression and cognitive impaiment are comorbidities associated with the high burden of disability worldwide. Depression and cognitive impairment are responsible for increased post-stroke morbidity and mortality. OBJECTIVE: To investigate the cerebrovascular risk factors associated with the development of post-stroke depression (PSD) and post-stroke cognitive impairment (PCI) based on brain magnetic resonance imaging (MRI) and biomarkers (serotonin, BDNF, IL-6, IL-18) in the subacute phase (1-3 months) and in the chronic phase (up to 2 years of follow-up) after stroke in survivors of the Stroke Mortality and Morbidity Study (EMMA), São Paulo, Brazil. METHODS: Stroke participants prospectively admitted at HU-USP Emergency Department from April 2006 to November 2014 underwent clinical and neurological evaluations. The main instruments for evaluation of depression were: Structured Clinical Interview for DSM-4 axis 1 (SCID-I) and Patient Health Questionnaire version 9 items (PHQ-9); and cognitive impairment: Modified Telephone Interview for Cognitive Status (TICS-M), applied in 1-3 months, 6 months and annually up to 2 years. In addition of the quantification of PSD and PCI and associated factors in 1-3 months (subacute phase), survival analyzes were performed on Kaplan-Meier curves and Cox logistic regression models (Hazard Ratio-HR, confidence interval-95% CI) to investigate the progression of PSD or PCI at 6 months and 2 years, according to laterality of the stroke. RESULTS: Of the 103 eligible patients, 85.4% had ischemic stroke and 73.7% had a stroke for the first time. In the subacute phase, 27.2% had PCI and 13.6% had current PSD (5.8% with \"first episode\" and 7.8% with \"recurrent\" depression). PSD and / or PCI were associated with low educational level, female gender and 55-74 years old. In 1-3 months, left-sided stroke was more frequently associated with an increase in PCI than right lesion (71.4% vs. 28.4%, p = 0.005). PSD was not associated with laterality of the stroke. Overall, biomarkers levels did not show changes in patients with PSD and PCI. Up to 2 years follow-up, it was found a frequency of 19% of DPA and 38% of PCI. Most participants (53%) presented right-sided stroke, however, it was not associated with PSD or PCI. Confirming the observed data at 1-3 months post-event, left-sided stroke XXI I was an independent predictor of long-term PCI but not PSD. Left-sided stroke was associated with a high probability of PCI (42.6% and 53.2%, respectively at 6 months and 2 years, p-log rank: 0.002). The risk ratio (RR) of PCI due to left-sided stroke was 3.38 (95% CI, 1.35-8.50) at 6 months and maintained at 2 years (RR 3.38, 95% CI, 1, 50-7.59). CONCLUSIONS: PCI was associated with lower educational level, female gender and age group between 55 and 74 years. Stroke in the left hemisphere was associated with a higher frequency of PCI and the risk of developing cognitive impairment over 2 years after stroke was 3
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Brum, Paula Schimidt. "Treino de memória operacional para idosos saudáveis: impacto do número de sessões e grau de escolaridade dos participantes na eficácia da intervenção." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-12012018-084240/.
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Estudos de treino de memória operacional (MO) para idosos mostraram que esta intervenção tem beneficío específico para a MO e, muitas vezes, efeito de generalização para outras habilidades cognitivas não treinadas. As questões sobre o impacto da escolaridade dos participantes, do número de sessões e da modalidade da intervenção (individual versus grupo) sobre o efeito do treino não foram respondidas em estudos anteriores. Esta pesquisa teve como objetivos: 1. traduzir e adaptar o protocolo de avaliação e treino de MO verbal desenvolvido por Borella et al. (2010); 2. examinar a influência da escolaridade dos participantes (quatro versus oito anos e mais), 3. da dose do treino (três versus seis sessões); e 4. da modalidade (individual versus grupo), sobre os efeitos do treino de MO verbal oferecido a idosos saudáveis. Para atingir esses objetivos, 129 idosos participaram de diferentes experimentos. O Experimento 1 (replicação) contou com 11 idosos randomizados na condição treino e na condição controle ativo, todos com escolaridade acima de oito anos. O Experimento 2 (efeito da escolaridade) incluiu os participantes do estudo de replicação que foram comparados à 7 idosos randomizados na condição treino e 13 na condição controle ativo, que tinham quatro anos de escolaridade, As intervenções nos Experimentos 1 e 2 foram realizadas em três sessões individuais. No Experimento 3, 23 idosos foram randomizados na condição treino com seis sessões e 27 na condição controle ativo com seis sessões, todos com oito ou mais anos de escolaridade, e esta nova amostra foi comparada às respectivas condições dos Experimentos 1 e 2 reunidas em uma única amostra. Por fim, os participantes do Experimento 1 foram comparados a uma nova amostra de idosos com oito ou mais anos de escolaridade,16 idosos randomizados na condição treino e na condição controle ativo, que realizaram o treino de três sessões em grupo. Os resultados do estudo de replicação mostraram efeitos semelhantes aos relatados por Borella et al. (2010), isto é, apenas a condição treino aumentou seu desempenho em testes de MO e em testes de função executiva e velocidade de processamento, mantidos após seis meses. Participantes com quatro anos de escolaridade mostraram ganhos semelhantes ao grupo treino com oito ou mais anos de escolaridade, no pós-teste e após seis meses. Os resultados sobre o número de sessões indicaram que o treino com três ou seis sessões gera ganhos cognitivos equivalentes, mas há maior possibilidade de generalização do efeito para outras variáveis no treino com seis sessões. Os resultados sobre a modalidade do treino (individual versus grupo) indicaram que não existe diferença entre as modalidades nas variáveis de desfecho no pós-teste e na avaliação de seguimento. Em conclusão, os experimentos sugeriram que o treino de MO desenvolvido por Borella et al. (2010) é eficaz em diferentes contextos sócio-culturais, entre participantes com escolaridade igual a quatro anos ou superior a oito anos. Os treinos realizados em três e seis sessões mostraram efeitos semelhantes para as variáveis de desfecho, assim como o treino realizado individualmente e em grupo, sugerindo que este treino em MO promove a plasticidade cognitiva dos participantes<br>Working memory (WM) training studies for older adults have shown specific benefit for WM and, often, generalization effect for other untrained cognitive abilities. Questions regarding the impact of schooling, number of sessions and intervention modality (individual versus group) on the training effect have not been answered in previous studies. This research aimed to: 1. translate and adapt the verbal WM training and evaluation protocol developed by Borella et al. (2010); 2. to examine the influence of schooling (four versus eight years and more), 3. dose of training (three vs. six sessions); and 4. modality (individual vs. group) on the effects of verbal WM training offered to healthy older adults. To answer these questions, 129 older adults participated of different experiments. Experiment 1 (replication) included 11 older adults randomized in the training condition and 15 in the active control condition, all with more than eight years of schooling. Experiment 2 (effect of schooling) included the participants in the replication study who were compared to the older adults with four years of schooling, composed of 7 older adults randomized in the training condition and 13 in the active control condition. The interventions in Experiment 1 and Experiment 2 had three individual sessions. In Experiment 3, 23 older adults were randomized in the training condition with six sessions and 27 in the active control condition with six sessions, all with eight or more years of schooling, and this new sample was compared to the respective conditions of Experiments 1 and 2 united in a single sample. Finally, the sample of Experiment 1 was compared to a new sample of older adults with eight or more years of schooling, 16 older adults in the training condition and 17 in the active control condition, who underwent three group sessions. The results of the replication study showed effects similar to those reported by Borella et al. (2010), that is, only the training condition increased performance in WM, executive function and processing speed tests, maintained after six months. Participants with four years of schooling showed similar gains to the training group with eight or more years of schooling, in the post-test and after six months. The results indicated that training with three or six sessions generates equivalent cognitive gains, but there is a greater possibility of generalization of the effect in the six-session training. The results on the training modality (individual vs group) indicated that there is no difference between the modalities in the outcome variables in post-test and follow-up evaluation. In conclusion, the experiments suggested that the WM training developed by Borella et al. (2010) is effective in different socio-cultural contexts, among participants with schooling equal to or greater than eight years. The three and six sessions showed similar effects for the outcome variables, as well as individual and group training, suggested that this WM training promove a cognitive plasticity on participants
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Raap, Eric R. "The Influence of Spatial Distance Priming on Test Anxiety and Judgments." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1238.
Full textAbstract:
This paper examined the effects of distance priming on test anxiety and judgment. Research suggests that individuals’ perceived distance can impact their affect and judgments, which sheds light on the principle of “distance equals safety” (Williams & Bargh, 2008). Taking an exam invokes both cognitive and emotional anxiety, such as worry, panic, and tension. It is hypothesized that the distance priming may reduce test anxiety—particularly, the emotionality aspect—as well as perceived test difficulty. The results showed that, counter to the hypotheses, there was no significant difference among the three priming groups in their emotional test anxiety or perceived test difficulty. There is a significant correlation between ACT score and cognitive test anxiety, supporting past literature that as one’s intellectual ability increases, their cognitive test anxiety decreases. Further research needs to be conducted to replicate the efficacy of the priming method by Williams and Bargh (2008) and to use more effective ways of provoking performance anxiety.