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Qualitative neuropsychological measures: Normative data on executive functioning tests from the Framingham offspring study

机译:定性神经心理学测量:Framingham后代研究中执行功能测试的规范数据

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Study Context: Studies have found that executive functioning is affected early in the pathophysiological processes associated with Alzheimer's disease and vascular dementia. There also exists a range of functioning on executive tasks during normal aging. Although qualitative data are commonly utilized in clinical practice for evaluating subtle changes in cognitive functioning and diagnostic discernment, it is not clear whether error responses used in clinical practice are also evident as normative behavior. Methods: As part of an extensive battery of neuropsychological tests, executive functioning measures (i.e., Trail Making Test Part B, Similarities and Verbal Fluency tests) were administered via standardized administration prescript. Regression analyses were used to determine associations between vascular aging indices and qualitative performance measures. Descriptive statistics are included for 1907 cognitively normal individuals. Results: Results suggest that although qualitative errors do occur, they are relatively infrequent within a presumably cognitively normal sample. Error commission rates on executive functioning tests are significantly associated with both age and education. Conclusion: Provided is a baseline profile of errors committed on tests of executive function across a range of age and educational levels. The normative data sets are included, stratified by age and educational achievement, for which to compare qualitative test performance of clinical and research populations.
机译:研究背景:研究发现执行功能在与阿尔茨海默氏病和血管性痴呆有关的病理生理过程的早期受到影响。在正常的衰老过程中,执行任务还有一系列功能。尽管定性数据在临床实践中通常用于评估认知功能和诊断能力的细微变化,但尚不清楚临床实践中使用的错误响应是否也可作为规范行为来证明。方法:作为广泛的神经心理学测试的一部分,通过标准化的给药处方来执行执行功能的措施(即轨迹制作测试B部分,相似性和言语流畅性测试)。回归分析用于确定血管衰老指数和定性性能指标之间的关联。包括1907个认知正常个体的描述性统计数据。结果:结果表明,尽管确实发生了定性错误,但在可能是认知正常的样本中它们相对较少见。执行功能测试的错误佣金率与年龄和受教育程度均显着相关。结论:提供了在年龄和教育水平范围内执行功能测试中所犯错误的基线概况。包括规范性数据集,按年龄和教育程度分层,以比较临床和研究人群的定性测试性能。

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