Amount Of Variance In Performance Research Articles

45 Differential Clinical Utility of Forward, Backward and Sequencing Components of Digit Span

Objective:Digit Span has been a core Working Memory task, with extensive research conducted on the Forward and Backward components. The latest revision of the WAIS-IV introduced the Sequencing component, designed to increase the working memory and mental manipulation demands. However, relatively little research has been done to understand how Sequencing can be interpreted in clinical settings, as compared to Forward and Backward. The purpose of this study was to investigate how effectively individual components of the Digit Span task predict performance on four independent neuropsychological measures with high working memory demands.Participants and Methods:Subjects included 148 adults (Age: M= 39.22, SD= 13.61; Handedness= 130 right, 10 left and 8 mixed; Males = 88) with refractory epilepsy. Two subjects had primary generalized seizures while 146 subjects had complex partial seizures (EEG Localization: 44 right temporal; 60 left temporal; 24 independent bitemporal; 1 left extratemporal; 17 indeterminant). Dependent variables included the 2.4 second ISI trial of the Paced Auditory Serial Addition Task (PASAT); the sum of correct responses on Trial 1 and List B of the California Verbal Learning Test (CVLT); the DKEFS Tower Test raw score; and completion time on Part B of the Trail Making Test. The independent variables included the individual raw scores for the Forward, Backward and Sequencing components of the WAIS-IV. Hierarchical linear regression was conducted to determine the variance accounted for by each component of the Digit Span and if that variance was redundant or unique. The four dependent variables were analyzed separately with Digits Forward, Backward and Sequencing entered in a single block.Results:PASAT: The overall model was significant, R2= 0.36. When examining the individual components, Sequencing was the only significant predictor (ß = 0.422, p < 0.001). CVLT: The overall model was significant, R2 = 0.203. When examining the individual components, Sequencing was the only significant predictor (ß = 0.410, p < 0.001). Tower Test: The overall model was significant, R2 = 0.176. When examining the individual components, Sequencing was the only significant predictor (ß = 0.373, p = 0.004). Trail Making: The overall model was significant R2 = 0.315. When examining the individual components both Forward (ß = -0.287, p =0.005) and Sequencing (ß= -0.364, p < 0.001) accounted for a significant amount of the variance.Conclusions:The combined model for Digit Span accounted for significant amounts of variance in performance on all dependent measures, ranging from 17.6% to 36%. Sequencing accounted for substantially more variance across all examined tasks. On the PASAT, CVLT and Tower Test, the variance accounted for by the components of Digit Span appears to be redundant. However, on Trail Making, both Forward and Sequencing accounted for significant amounts of variance that appear to be independent of one another. What specific task requirement(s) of the Trail Making Test versus the other measures analyzed are accounted for by Forward span is not clear. But this suggests that the individual components of the Digit Span test may measure different things across different tasks.

An Evaluation of the Validity of Growth on Two Computer Adaptive Tests to Predict Performance on End-of-Year Achievement Tests using Quantile Regression

This study explored the validity of growth on two computer adaptive tests, Star Reading and Star Math, in explaining performance on an end-of-year achievement test for a sample of students in Grades 3 through 6. Results from quantile regression analyses indicate that growth on Star Reading explained a statistically significant amount of variance in performance on end-of-year tests after controlling for baseline performance in all grades. In Grades 3 through 5, the relationship between growth on Star Reading and the end-of-year test was stronger among students who scored higher on the end-of-year test. In math, Star Math explained a statistically significant amount of variance in end-of-year scores after statistically controlling for baseline performance in all grades. The strength of the relationship did not differ among students who scored lower or higher on the end-of-year test across grades.

The Contribution of Frequency Discrimination Ability to Auditory Temporal Patterning Tests in Children.

Purpose The Pitch Patterns Test (PPT) and the Duration Patterns Test (DPT) are clinical auditory processing tests that evaluate temporal patterning skills based on pitch (PPT) or duration (DPT) aspects of sound. Although temporal patterning tests are categorized under the temporal processing domain, successful performance on the PPT also relies on accurate pitch discrimination. However, the relationship between pitch discrimination ability and temporal patterning skills has not been thoroughly evaluated. This study examined the contribution of pitch discrimination ability to performance on temporal patterning in children through the use of a pitch discrimination task and the PPT. The DPT was also given as a control measure to assess temporal patterning with no pitch component. Method Thirty-two typically developing elementary school-age children (6;11-11;3 [years;months]) with normal hearing were given a series of three counterbalanced tasks: an adaptive psychophysical pitch discrimination task (difference limen for frequency [DLF]), the PPT, and the DPT. Results Correlational analysis revealed moderate correlations between DLF and PPT scores. After accounting for age, results of a linear regression analysis suggested that pitch discrimination accounts for a significant amount of variance in performance on the PPT. No significant correlation was found between DLF and DPT scores, supporting the hypothesis that the pitch task had no significant temporal patterning component contributing to the overall score. Discussion These findings indicate that pitch discrimination contributes significantly to performance on the PPT, but not the DPT, in a typically developing pediatric population. This is an important clinical consideration in both assessment and utilization of targeted therapy techniques for different clinical populations.

A-183 A Preliminary Study of Comfort with Computers and Analog Tasks in Relation to Older Adults’ Performance in Virtual Reality

Abstract Objective Neuropsychologists are using virtual reality to simulate everyday activities in order to increase ecological validity in neuropsychological assessments (Kane & Parsons, 2017). However, relatively little is known about the extent to which comfort with computers and analog tasks influences older adults’ performance on virtual reality-based tasks. Methods Healthy older adults (N = 42) rated how comfortable they are with computers and cooking meals in daily life and completed the Virtual Kitchen Protocol, a measure of procedural learning and memory for meal preparation tasks. Results Both higher comfort with cooking meals in a real kitchen and higher comfort with computers were associated with better learning, immediate recall, and delayed recall of the procedural task in virtual reality. However, comfort with computers did not explain a significant amount of variance in performance beyond comfort cooking in a real kitchen. Conclusion While both comfort with computers and analog versions of tasks may relate to older adults’ learning and memory in virtual reality, performance may be primarily related to analog abilities.

Mayo Normative Studies: Regression-Based Normative Data for the Auditory Verbal Learning Test for Ages 30-91 Years and the Importance of Adjusting for Sex.

Rey's Auditory Verbal Learning Test (AVLT) is a widely used word list memory test. We update normative data to include adjustment for verbal memory performance differences between men and women and illustrate the effect of this sex adjustment and the importance of excluding participants with mild cognitive impairment (MCI) from normative samples. This study advances the Mayo's Older Americans Normative Studies (MOANS) by using a new population-based sample through the Mayo Clinic Study of Aging, which randomly samples residents of Olmsted County, Minnesota, from age- and sex-stratified groups. Regression-based normative T-score formulas were derived from 4428 cognitively unimpaired adults aged 30-91 years. Fully adjusted T-scores correct for age, sex, and education. We also derived T-scores that correct for (1) age or (2) age and sex. Test-retest reliability data are provided. From raw score analyses, sex explained a significant amount of variance in performance above and beyond age (8-10%). Applying original age-adjusted MOANS norms to the current sample resulted in significantly fewer-than-expected participants with low delayed recall performance, particularly in women. After application of new T-scores adjusted only for age, even in normative data derived from this sample, these age-adjusted T-scores showed scores <40 T occurred more frequently among men and less frequently among women relative to T-scores that also adjusted for sex. Our findings highlight the importance of using normative data that adjust for sex with measures of verbal memory and provide new normative data that allow for this adjustment for the AVLT.

Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter?

Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency. We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System. Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models. Medical school predicted the following amounts of variance in performance-data gathering scores: 1.67% (95% confidence interval [CI] 0.36-2.93); assessment scores: 4.93% (95% CI 1.84-6.00); teamwork scores: 0.80% (95% CI 0.00-1.82); communication scores: 2.37% (95% CI 0.66-3.83); and overall POA scores: 4.19% (95% CI 1.59-5.35). The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.

Predicting Individual Differences in Response to Sleep Loss: Application of Current Techniques

Fatigue's negative impact on safety represents one of the top threats to military transportation. Biomathematical models have been developed to predict the response to fatigue; however, current models do not take into account stable individual differences in fatigue susceptibility. Readiness Screening Tools (RSTs) can capture individual differences in fatigue response, but cannot predict performance long-term. The objective of this study was to combine an existing biomathematical model of fatigue with existing RST-derived measures to determine current ability to predict individual differences in fatigue response. We hypothesized that the predictive ability of the biomathematical model could be significantly improved by incorporating cognitive and oculometric measures shown to be sensitive to individual differences in fatigue response. Data on multiple cognitive and oculometric measures were collected at rested baseline and then every 3 h across 25 h of continual wakefulness. Results characterized actual fatigued performance at the group and individual levels. Actual performance was compared to predicted performance decrements over the same time period. The unique variance explained by each approach was then combined to determine if RST-derived individual difference measures added significant predictive power to the model. Addition of individual-difference sensitive RST measures to an existing fatigue model significantly increased the amount of variance in performance explained by the model from 13.8 to 35.7%. Simply leveraging RSTs' ability to capture individual differences in fatigue susceptibility can substantially improve biomathematical prediction of fatigued performance.

Mandarin Consonant Contrast Recognition Among Children With Cochlear Implants or Hearing Aids and Normal-Hearing Children

The purpose of the present study was to investigate the consonant recognition of Mandarin-speaking children with cochlear implants (CIs) and hearing aids (HAs) and to determine if they reach a level of consonant recognition similar to that of normal-hearing (NH) children. Little information is available in the literature regarding the consonant perception abilities of prelingually deafened young children with either CIs or HAs. No studies have compared Mandarin-Chinese consonant contrast recognition in CI and HA children. Forty-one prelingually deafened children with CIs, 26 prelingually deafened children with HAs, and 30 NH children participated in this study. The 3 groups were matched for chronologic age (3-5 yr). The hearing-impaired groups were matched for age at fitting of the devices, duration of device use, and aided hearing threshold. All subjects completed a computerized Mandarin consonant phonetic contrast perception test. CI and HA children scored, on average, approximately 8 percentage points below the mean NH group performance on the consonant contrast recognition. Approximately 40% of the CI and HA children had not reached a performance level of the NH group. No significant differences in the consonant recognition scores were found between the CI and HA groups. Age of implantation was correlated with consonant contrast recognition in the CI group. When age at fitting of the devices, duration of device use, and aided thresholds are matched at the group level, consonant recognition is similar between the CI and HA children after 2 years of device use. Early implantation tends to yield better consonant contrast recognition in the young children with CIs. However, a large amount of variance in performance was not accounted for by the demographic variables studied.

Measuring what matters: Effectively predicting language and literacy in children with cochlear implants

ObjectivesTo evaluate how well various language measures typically used with very young children after they receive cochlear implants predict language and literacy skills as they enter school. MethodsSubjects were 50 children who had just completed kindergarten and were 6 or 7 years of age. All had previously participated in a longitudinal study from 12 to 48 months of age. 27 children had severe-to-profound hearing loss and wore cochlear implants, 8 had moderate hearing loss and wore hearing aids, and 15 had normal hearing. A latent variable of language/literacy skill was constructed from scores on six kinds of measures: (1) language comprehension; (2) expressive vocabulary; (3) phonological awareness; (4) literacy; (5) narrative skill; and (6) processing speed. Five kinds of language measures obtained at six-month intervals from 12 to 48 months of age were used as predictor variables in correlational analyses: (1) language comprehension; (2) expressive vocabulary; (3) syntactic structure of productive speech; (4) form and (5) function of language used in language samples. ResultsOutcomes quantified how much variance in kindergarten language/literacy performance was explained by each predictor variable, at each earlier age of testing. Comprehension measures consistently predicted roughly 25–50 percent of the variance in kindergarten language/literacy performance, and were the only effective predictors before 24 months of age. Vocabulary and syntactic complexity were strong predictors after roughly 36 months of age. Amount of speech produced in language samples and number of answers to parental queries explained moderate amounts of variance in performance after 24 months of age. Number of manual gestures and nonspeech vocalizations produced in language samples explained little to no variance before 24 months of age, and after that were negatively correlated with kindergarten performance. The number of imitations produced in language samples at 24 months of age explained about 10 percent of variance in kindergarten performance, but was otherwise not correlated or negatively correlated with kindergarten outcomes. ConclusionsBefore 24 months of age, the best predictor of later language success is language comprehension. In general, measures that index a child's cognitive processing of language are the most sensitive predictors of school-age language abilities.

Linguistic and Attitudinal Factors in Normal-Hearing Bilingual Listeners' Perception of Degraded English Passages

Linguistic variables alone cannot fully account for bilingual listeners' perception of English-running speech. In the present study, the authors investigated how linguistic and attitudinal factors, in combination, affect bilingual processing of temporally degraded English passages in quiet and in noise. Thirty-six bilinguals with various linguistic and attitudinal characteristics participated in the study. Bilingual individuals completed questionnaires that assessed their language background, willingness to communicate (WTC), and self-perceived communication competency (SPCC) in English. Participants listened to English passage pairs from the Connected Speech Test, presented at 45 dB HL at 3 rates (unprocessed, expanded, compressed), in quiet and in noise. Language proficiency measures were the most significant linguistic variables, accounting for the largest amount of variance in performance across most conditions. Both WTC and SPCC were associated with performance and contributed to regression models. Subscales assessing listeners' WTC and SPCC in a group were more predictive of performance than communication in an interpersonal or public setting. Performance in noise was more difficult to predict than in quiet. Performance with compression was more difficult to predict than with expansion. To fully understand bilingual clients' perception of English speech, hearing professionals should consider their attitudinal characteristics in addition to language background.

SAT Performance: Understanding the Contributions of Cognitive/Learning and Social/Personality Factors.

This study identifies a number of sources of individual differences in SAT performance by examining the simultaneous contributions of factors from two otherwise disparate research areas, namely cognition/learning and social/personality. Preliminary analysis revealed that just the cognitive/learning measures accounted for 37.8, 41.4 and 21.9% of the variance in SAT, V-SAT and Q-SAT performance, respectively while just the social/personality measures accounted for 21.4, 18.2 and 17.3% of the variance. When combined, cognitive/learning and social/personality factors accounted for even larger amounts of variance in performance; specifically 43.4, 44.6 and 28% for the SAT, V-SAT and Q-SAT, respectively. Finally, the results revealed that three measures consistently predicted performance on the SAT, V-SAT and Q-SAT; two measures were the learning/cognitive factors of working memory and integration of new text-based information with information from long-term memory and one measure was the social/personality factor, test anxiety.

Distinguishing high‐performing European executives

PurposeThe purpose of this paper is threefold. First, to add to the empirical literature related to the validity and practical utility of emotional, social, and cognitive competencies in the workplace. Second, using data from two different European samples, to demonstrate the methods for validating competency models for applied use. Third, to discuss the impact of role demands and culture on the manifestation of competencies most predictive of performance.Design/methodology/approachThe basic design used in both studies is to compare data from outstanding performers against data from typical or average performers in order to determine competencies which predict performance. The data presented here are based on operant assessment of competencies using critical incident interviews, which are then systematically coded using thematic analysis to yield behavioural evidence of specific competencies.FindingsThe results indicate that, while some competencies such as achievement orientation and team leadership are consistently linked to performance in both studies, the correlation of other specific competencies with performance varies among the samples. Moreover, the relative importance of specific competencies in terms of the amount of variance in performance explained also varies across the two samples.Research limitations/implicationsThe criterion measures available, i.e. client ratings of performance, did not provide the continuous objective performance data that are generally considered preferable so as to provide a clearer picture of the value added by superior performance. A further limitation was that there was no opportunity to evaluate the effectiveness of the various initiatives which were put in place to improve managers' competencies after their initial assessment.Originality/valueThis is one of the few articles that explore the validity of competencies within the European Union across different organizations using a common competency framework and methodology. Both studies were originally initiated as applied consulting projects and the findings of the research applied to human resource practices within each organization. Although competencies are ubiquitous in today's global workplace, the number of published studies with data to support the validity of competency‐modelling techniques has been limited. The current research adds to the growing literature in this area and adds to one's confidence in the ability of emotional, social and cognitive competencies to predict performance in a variety of settings and cultures.

The role of spatial abilities and age in performance in an auditory computer navigation task

Age-related differences in spatial ability have been suggested as a mediator of age-related differences in computer-based task performance. However, the vast majority of tasks studied have primarily used a visual display (e.g., graphical user interfaces). In the current study, the relationship between spatial ability and performance in a non-visual computer-based navigation task was examined in a sample of 196 participants ranging in age from 18 to 91. Participants called into a simulated interactive voice response system and carried out a variety of transactions. They also completed measures of attention, working memory, and spatial abilities. The results showed that age-related differences in spatial ability predicted a significant amount of variance in performance in the non-visual computer task, even after controlling for other abilities. Understanding the abilities that influence performance with technology may provide insight into the source of age-related performance differences in the successful use of technology.

Clinical value of the Beery visual-motor integration supplemental tests of visual perception and motor coordination.

Children may perform poorly on a test of visual-motor integration due to deficits in one or more of the following: visual analysis/visual spatial ability, motor coordination, visual conceptualization, or visual-motor integration. The VMI Supplemental Developmental Test of Visual Perception (VP) and VMI Supplemental Developmental Test of Motor Coordination (MC) were developed to help differentiate between such difficulties after administration of the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI). However, the clinical value of the VMI supplemental tests has not been reported. The VMI, VP, and MC were administered to 193 children (mean age = 8.77 years). Multiple linear regression revealed that the supplemental tests were significantly related to the VMI (VP: beta = 0.212 +/- 0.044, p < 0.001; MC: beta = 0.422 +/- 0.299, p < 0.001) but explained only 36.2% of the variance in the VMI. Poor performance was defined as a score >1 SD below the mean for study population norms and below the 16th percentile for published norms. Using study population norms, 35 children did poorly on the VMI, 20% of whom scored poorly on VP, 14.3% of whom scored poorly on MC, 17.1% of whom scored poorly on both supplemental tests, and 48.6% of whom scored within normal on both supplemental tests. Using the published norms, 40 children scored poorly on the VMI. Twenty-eight children scored poorly on VP, 39% of whom scored within normal on the VMI. Fifty-six children scored poorly on MC, 54% of whom scored within normal on the VMI. There was a significant amount of variance in performance on the VMI that was not explained by performance on the tests of VP or MC alone. Each area should be individually assessed during the visual perceptual examination of children, regardless of performance on the VMI. Even children who perform within normal limits on the VMI may show a deficit in VP or MC.

Developmental Differences in the Use of Prototype and Exemplar-Specific Information

This study is an attempt to clarify the nature of developmental differences in the use of prototypical features or information about specific exemplars for object categorization and to identify stimulus factors that may modulate the use of these information sources. To this end, 6-year-olds, 11-year-olds, and adults were taught to sort visual patterns into one of two overlapping categories. Immediately or 24 h following category acquisition subjects were presented with a set of transfer stimuli consisting of both old and new patterns, including the theoretical prototype. Categorization responses to these test stimuli were examined against predictions derived from the prototype and nearest-old-exemplar accounts of categorization. A significant developmental change in the process of categorization was noted. For the youngest group, only the prototype model was found to fit the test data, whereas for the older groups both models independently explained significant amounts of variance in performance. This trend was not affected by the delay between training and testing, nor by a manipulation of intracategory variability. The emergence of the specific exemplar model as a viable explanation of ill-defined categorization thus appears to be related to the developmental level attained.

AN EXAMINATION OF THE RELATIONSHIP BETWEEN EMPLOYEE PERFORMANCE AND JOB ANALYSIS RATINGS.

This study examined the relationship between incumbents' job analysis ratings and performance. Ninety-four factory service technicians rated the time spent and importance of 66 tasks comprising six job dimensions. The time spent and importance ratings interacted to explain significant amounts of variance in performance for four of the six dimensions. The implications for using job analysis ratings are discussed.