Academic literature on the topic 'Toulouse-Pieron Test'

El objetivo de esta investigación fue analizar la validez convergente de un programa informatizado denominado Rejilla 1.0, que se construyó con el objetivo de evaluar la atención selectiva y para ser utilizado en contextos como el deporte. Un total de 99 participantes colaboraron en el estudio, con edades entre 19 y 36 años (M ± DT = 25.15 ± 3.56). Para valorar la validez convergente se realizaron análisis de correlaciones con otros instrumentos que se han utilizado tradicionalmente para evaluar la atención selectiva, como son el Test de Atención D2 y el Test Toulouse-Pieron. Los resultados encontrados pusieron de manifiesto correlaciones moderadas y bajas entre los instrumentos, lo cual sugiere relaciones entre ellos, aunque se deben tomar con cautela. Las medidas principales del Test de Atención D2 y el Test Toulouse-Pieron mostraron niveles moderados con los aciertos de Rejilla 1.0, pero las medidas secundarias manifestaron asociaciones bajas. Se sugiere que otras funciones cognitivas, además de atención selectiva, podrían participar en la realización de los ejercicios de Rejilla 1.0, lo cual se discute en el trabajo. The objective of this research was to analyze the convergent validity of a computerized program called Rejilla v.1, which was built with the aim of evaluating selective attention and to be used in contexts such as sport. A total of 99 participants collaborated on the study, aged between 19 and 36 years old (M ± SD = 25.15 ± 3.56). To assess convergent validity, correlation analyses were performed with other instruments that have traditionally been used to evaluate selective attention, such as the D2 Attention Test and the Toulouse-Pieron Test. The results found revealed moderate and low correlations between the instruments, suggesting relationships between them, although they should be taken with caution. The main measures of the D2 Test and the Toulouse-Pieron Test showed moderate levels with the hits of Rejilla v.1, but the secondary measures showed low associations. It is suggested that other cognitive functions, in addition to selective attention, could participate in the performance of Rejilla v.1 exercises, which is discussed at work. O objetivo desta pesquisa foi analisar a validade convergente de um programa informatizado chamado Rejilla 1.0, que foi construído com o objetivo de avaliar a atenção seletiva e ser utilizado em contextos como o esporte. Um total de 99 participantes colaboraram no estudo, variando na idade de 19 a 36 anos (M ± DP = 25.15 ± 3.56). Para avaliar a validade convergente, foram realizadas análises de correlação com outros instrumentos que tradicionalmente têm sido usados para avaliar a atenção seletiva, como o Teste de Atenção D2 e o Teste Toulouse-Pieron. Os resultados encontrados revelaram correlações moderadas e baixas entre os instrumentos, sugerindo relações entre eles, embora devam ser tomadas com cautela. As principais medidas do Teste D2 e do Teste toulouse-pieron mostraram níveis moderados com os hits da Rejilla 1.0, mas as medidas secundárias mostraram associações baixas. Sugere-se que outras funções cognitivas, além da atenção seletiva, possam participar do desempenho dos exercícios Rejilla 1.0, que é discutido no trabalho. l'obiettivo di questa ricerca era quello di analizzare la validità convergente di un programma computerizzato chiamato Rejilla 1.0, che è stato costruito con l'obiettivo di valutare l'attenzione selettiva e di essere utilizzato in contesti come lo sport. Un totale di 99 partecipanti hanno collaborato allo studio, di età compresa tra i 19 e i 36 anni (M ± DS = 25.15 ± 3.56). Per valutare la validità convergente, sono state eseguite analisi di correlazione con altri strumenti tradizionalmente utilizzati per valutare l'attenzione selettiva, come il D2 Attention Test e il Toulouse-Pieron Test. I risultati trovati hanno rivelato correlazioni moderate e basse tra gli strumenti, suggerendo relazioni tra di loro, anche se dovrebbero essere prese con cautela. Le principali misure del Test D2 e del Test Tolosa-Pieron mostravano livelli moderati con i successi di Rejilla 1.0, ma le misure secondarie mostravano associazioni basse. Si suggerisce che altre funzioni cognitive, oltre all'attenzione selettiva, potrebbero partecipare alle prestazioni degli esercizi di Grid 1.0, che viene discusso al lavoro.

Object The test-retest method is commonly used in the management of patients with normal-pressure hydrocephalus (NPH). One of the most widely used techniques in the diagnosis of this condition is evaluation of the patient's response to CSF evacuation by lumbar puncture (a so-called tap test or spinal tap). However, interpretation of improved results in subsequent evaluations is controversial because higher scores could reflect a real change in specific abilities or could be simply the result of a learning effect. Methods To determine the effect of testing-retesting in patients with NPH, the authors analyzed changes documented on 5 neuropsychological tests (the Toulouse-Pieron, Trail Making Test A, Grooved Pegboard, Word Fluency, and Bingley Memory tests) and several motor ability scales (motor performance test, length of step, and walking speed tests) in a series of 32 patients with NPH who underwent the same battery on 4 consecutive days. The same tests were also applied in 30 healthy volunteers. In both groups, the authors used the generalized least-squares regression method with random effects to test for learning effects. To evaluate possible differences in response depending on the degree of cognitive impairment at baseline, the results were adjusted by using the Mini-Mental State Examination scores of patients and controls when these scores were significant in the model. Results In patients with NPH there were no statistically significant differences in any of the neuropsychological or motor tests performed over the 4 consecutive days, except in the results of the Toulouse-Pieron test, which were significantly improved on Day 3. In contrast, healthy volunteers had statistically significant improvement in the results of the Toulouse-Pieron test, Trail Making Test A, and Grooved Pegboard test but not in the remaining neuropsychological tests. Patients in the healthy volunteer group also exhibited statistically significant improvement in the motor performance test but not in step length or walking speed. Conclusions No learning effect was found in patients with NPH on any of the neuropsychological or motor tests. Clinical improvement after retesting in these patients reflects real changes, and this strategy can therefore be used in both the diagnosis and evaluation of surgical outcomes.

In order to assess the effects of flunarizine in long-term prophylaxis of common migraine, 120 subjects (90 female and 30 male) were treated with 10 mg at bedtime and followed-up for two years. The effectiveness of the drug was assessed by investigating the variations of the Headache Index (HI) and of the intake of analgesics. The patients considered responders were those with an at least 60% reduction of the HI compared with the baseline value. To assess side effects, on each follow-up examination the patients were weighed and submitted to the Hamilton Rating Scale for Depression, Toulouse-Pieron test for attention, and arousal test. By the third month of therapy, the average monthly HI had decreased from a baseline value of 16.5 ± 7.0 to 7.5 ± 4.2. Also by the third month, 60 subjects had proved responders and 50 non-responders; 10 had dropped out of the study because of side effects or for other reasons. The only statistically significant differences between responders and non-responders were in the baseline HI, which was higher among responders, and in the baseline intake of analgesics, which was higher in non-responders.

The underdeveloped conscious self-regulation of actions plays a primary role in the disorder-related character of children with developmental delay (DD). This study aimed to analyze and systematize specific occurrences of conscious self-regulation in children’s DD-affected cognitive activity. Children aged 7–8 years were involved in the study (n = 60), including children with DD (n = 40) and school children displaying typical development (n = 20). The dotting test, visual pattern test, and Toulouse–Pieron attention test are the practical methods used in the study. Mathematical methods of statistics were applied to analyze the study outcome. The experimental research identified and described four levels of conscious self-regulation development in the cognitive activity of children with different learning capacities. The findings proved that children of 7–8 years with DD have an underdeveloped level of conscious self-regulation of actions in terms of their cognitive activity, and that they differ from their peers regarding typical development in terms of their conscious self-regulation level and skills. Special intervention programs that develop conscious self-regulation in the performance and behavior of children with DD are required to realize their cognitive and personal capacities and provide them with high-quality education.

ABSTRACT. Introduction: There are disorders that cannot be observed only with the naked eye and tend to be confused with lack of intelligence, in this category falling attention deficit. Objectives: The study aimed to analyze correlations between the level of attention and gender of children in the preparatory class, to highlight differences between girls and boys, as well as to identify the existence of increased attention of each gender, depending on the time of the lesson physical education and sport. Methods: Two specific tests were used: The Toulouse-Pieron Test (1982) and The Raven Progressive Matrices (1938). After applying the tests, for a period of 2 months, the direct observation method was applied. This study involved 51 children, including 22 girls and 29 boys, from the preparatory class. Results: The link between the level of attention and the gender of the students was demonstrated, at ρ = 0.773, with a significance threshold of .000, which shows the very significant association between the 2 variables. Obtaining a coefficient t = 7.758 and a significance threshold of .000, highlights the existence of a very statistically significant difference between the two groups. There was also a distinct degree of attention between the 2 genres, which fluctuated depending on the activity proposed. Conclusions: Girls have a higher degree of attention than boys, there is a link between the gender of students and the focus on certain tasks; girls are more attentive than boys to moments that involve bodily expression activities, while boys are more attentive than girls to competitive activities.

In an effort to contribute to growing knowledge about measuring instruments’ applicability in different South African groups, the study attempted to ascertain the construct validity and reliability of three measuring instruments of memory. Furthermore, statistical properties and potential gender differences in a population of primary school learners in a school in KwaZulu-Natal between these instruments, namely the Child Memory Scale (CMS), the Search and Memory Task (SMT), and the Toulouse-Pieron Test (TPT), were explored. The internal reliability of the CMS was acceptable, but the Recognition section of the test was, on the whole, inconsistent and as such problematic. The SMT’s reliability estimate was lower, but acceptable. Some of the items on the test proved to be problematic in terms of the test’s overall reliability. Significant but weak relationships were found between the CMS and TPT, as well as between the SMT and TPT. However, no significant relationship was found between the SMT and the CMS. Furthermore, no significant gender differences were found between the three tests and no significant difference in correlation between the gender matrices was evident. These findings call the construct validity of the CMS, SMT and TPT in question, as literature (Gathercole & Martin, 1996; Logie, 1999) indicate probable significant inter-correlations between different aspects of memory.

This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self-regulatory development by first grade. The design of longitudinal study on conscious self-regulation development in cognitive activity in children with DD through education is described here. Children aged 7–8 years were involved in the study (n = 87), including children with DD (n = 57) and children with typical development (n = 30). At ascertain and control phase of the study, an analysis of medical and pedagogical record, psychologicial observation of children during the experimental research and in classes. parent and teacher questionnaire was conducted. The dotting test, visual pattern test, and Toulouse-Pieron attention test are the practical methods used in the study. The article describes the area of specific work and intervention aimed at selfregulatory development in school children with DD and aimed at special educational conditions that facilitate capacities of children in terms of conscious self-regulation. The study provides the experiment results of self-regulation development in primary school pupils with DD that estimate the efficiency of the suggested approach. Resuming the study results, this type of intervention should be included in psychological and educational intervention programme for children with DD.