B - 89 Evaluation of the Differential Effect of Cognitive and Somatic Anxiety Symptoms as Predictors of Verbal Learning and Memory Performance

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Abstract Objective Anxiety is known to exacerbate cognitive difficulties associated with aging; however, little it is less clear how specific symptoms of anxiety, particularly cognitive and somatic symptoms, impact learning and memory performance among older adults. This study explored the relationship between moderate-to-severe symptoms of cognitive and somatic anxiety on auditory learning and memory performance. Method A sample of 95 outpatients referred for neuropsychological were administered the California Verbal Learning Test -3rd Edition-Brief Form (CVLT), Wechsler Memory Scales – 4th Edition Logical Memory (LM), and the Beck Anxiety Inventory (BAI) as part of a standardized battery. Results The sample was 45.3% female and 50.5% black (Age: M = 64.69, SD = 8.1; Education: M = 13.60, SD = 3.0). BAI items were dichotomized into somatic and cognitive symptoms. Items rated as moderate or severe were summed to create total somatic anxiety (S-Anx), and cognitive (C-Anx), and total moderate–severe (T-Anx) scores. Regression analyses indicated that T-Anx and S-Anx, significantly predicted CVLT Trial 1 (T1) learning (β = −0.24; β = −0.24, respectively) and total learning performance (β = −0.20; β = −0.23, respectively). C-Anx predicted T1 learning (β = −0.22,), but not total learning. None of the anxiety scales predicted CVLT delayed recall, nor LM learning or retrieval. Conclusion Multiple regression revealed that S-Anx remained a significant predictor of total learning when controlling for C-Anx. Findings indicate that both moderate-to-severe somatic and cognitive anxiety impact unstructured auditory one-trial learning, while somatic anxiety has a more broad impact on learning over trials, which was sustained after controlling for the effect of cognitive anxiety, suggesting potentially independent symptom construct clusters.