Assessment Of Cognitive Abilities Research Articles

IMPACT OF WEARING HEARING AIDS ON COGNITIVE ABILITIES AND SUBJECTIVE TINNITUS IN PATIENTS WITH SENSORINEURAL HEARING LOSS: A PILOT STUDY.

There is an increased number of people with hearing impairment and decreased cognitive abilities among the elderly population. Due to the fact that the auditory system and central nervous system are connected, pathological changes associated with aging occur on both levels. With the development of hearing aid technology, the quality of life of these patients can be improved. The aim of this study was to determine whether wearing a hearing aid has an impact on cognitive abilities and tinnitus. Current research does not show a clear connection between these factors. This study involved 44 subjects with sensorineural hearing loss. They were divided into two groups of 22 people, depending on whether they had previously used a hearing aid or not. Assessment of cognitive abilities was performed via the MoCA questionnaire, and assessment of the impact of tinnitus on daily activities was evaluated using the Tinnitus Handicap Inventory (THI) and the Iowa Tinnitus Handicap Questionnaire (ITHQ). Hearing aid status was classified as a primary outcome, while cognitive assessment and tinnitus intensity were associated variables. Our study showed an association between longer hearing aid use and poorer naming ability (p = 0.030, OR 4.734), poorer delayed recall (p = 0.033, OR 4.537), and spatial orientation (p = 0.016, OR 5.773) when compared with patients who had not used hearing aids, while tinnitus did not correlate with cognitive impairment. Based on the results, we can emphasize the importance of the auditory system as an input source for the central nervous system. The data direct us to improve the rehabilitation strategies for hearing and cognitive abilities in patients. Such an approach results higher quality of life in patients and prevents further cognitive decline.

Task-State EEG Signal Classification for Spatial Cognitive Evaluation Based on Multiscale High-Density Convolutional Neural Network.

In this study, a multi-scale high-density convolutional neural network (MHCNN) classification method for spatial cognitive ability assessment was proposed, aiming at achieving the binary classification of task-state EEG signals before and after spatial cognitive training. Besides, the multi-dimensional conditional mutual information method was used to extract the frequency band features of the EEG data. And the coupling features under the combination of multi-frequency bands were transformed into multi-spectral images. At the same time, the idea of Densenet was introduced to improve the multi-scale convolutional neural network. Firstly, according to the discreteness of multispectral EEG image features, two-scale convolution kernels were used to calculate and learn useful channel and frequency band feature information in multispectral image data. Secondly, to enhance feature propagation and reduce the number of parameters, the dense network was connected after the multi-scale convolutional network, and the learning rate change function of the stochastic gradient descent algorithm was optimized to objectively evaluate the training effect. The experimental results showed that compared with the classical convolution neural network (CNN) and multi-scale convolution neural network, the proposed MHCNN had better classification performance in the six frequency band combinations with the highest accuracy of 98%: Theta-Alpha2-Gamma, Alpha2-Beta2-Gamma, Beta1-Beta2-Gamma, Theta-Beta2-Gamma, Theta- Alpha1-Gamma, and Alpha1-Alpha2-Gamma. By comparing the classification results of six frequency band combinations, it was found that the combination of the Theta-Beta2-Gamma band had the best classification effect. The MHCNN classification method proposed in this research could be used as an effective biological indicator of spatial cognitive training effect and could be extended to other brain function evaluations.

Examining Ease and Challenges in Tele-Assessment of Children Using Slosson Intelligence Test

As the world came to terms with the longevity of the COVID-19 crisis, there came a mass migration towards tele-health services which included tele-assessments. Practitioners argued that delaying assessments would mean a delay in provision of services. Therefore wherever possible, assessment procedures were modified to cater to an online setting including assessment of cognitive abilities. With its many advantages tele-assessment brings many unpredictable challenges. In this study we tried to explore those by administering the Slosson Intelligence Test-third edition (Slosson, 2006) on a sample of 29 school going children ranging in age from 6 to 16 years old, via Zoom. Observations were divided into two categories, that is, logistical and practical. Results showed that technology improves accessibility of services and solves many logistical problems such as availability of testing venues, and makes communication easier. However, practicality was hindered as the testing environment was less controlled and factors such as internet disruptions, limitations in observations, and presence of other people and things in the household may adversely affect the scores. Moreover, virtual fatigue could be a factor that practitioners need to consider.

Reliability and validity of new online selection tests for midwifery students

Background and objectiveNewly created midwifery bachelor programmes attract an increasing number of applicants. Hence, educators have moved away from traditional non-standardised selection methods and started developing new tools for the admission of students. Researchers have expressed concerns around the validity of such selection measures and their ability to identify the appropriate candidates. The objective of this study was to develop and implement selection procedures for a new midwifery Bachelor of Science degree in Hamburg, Germany, and assess their psychometric properties. DesignThis is a mixed-methods longitudinal study on the reliability, validity and acceptability of newly developed selection criteria. SettingThe newly established midwifery bachelor of science in Hamburg, Germany. ParticipantsUpon completion of their online application, all midwifery applicants were invited by email to participate in our research project and thereby informed of its purpose and voluntary nature of their participation. The total number of candidates who took the test was 366, of which 309 agreed to take part in this study. Sixty-five applicants were eventually admitted to the midwifery Bachelor programme, of which 59 were included in the study. Measurements and findingsWe developed two tests for cognitive ability (HAM-Mid I and II) and adapted one test for personal and professional characteristics (Casper - Computer-based Assessment for Sampling Personal Characteristics). Due to the Covid pandemic, we implemented the tests online instead of on site as initially planned. HAM-Mid I had the lowest (Cronbach's Alpha = 0.38) whereas Casper had the highest internal consistency (Cronbach's Alpha = 0.77) of all three tests. Age, previous academic achievement and native tongue were significantly associated with applicants’ performance on HAM-Mid II and Casper admission tests. HAM-Mid II was associated with students’ performance in the first year midwifery exam (r = 0.31, p < 0.05). Overall evaluation of HAM-Mid II and Casper was good while HAM-Mid I received a more negative feedback. Key conclusionsEvidence on the reliability and predictive validity of the newly developed tests suggests that the applied admission criteria are appropriate for an objective selection of bachelor midwifery students. Implications for practiceThe interests of university and clinical stakeholders of a midwifery bachelor degree can be represented through the development of tests for the assessment of cognitive ability and personal and professional characteristics.

Multi-dimensional conditional mutual information with application on the EEG signal analysis for spatial cognitive ability evaluation

This study aims to explore an effective method to evaluate spatial cognitive ability, which can effectively extract and classify the feature of EEG signals collected from subjects participating in the virtual reality (VR) environment; and evaluate the training effect objectively and quantitatively to ensure the objectivity and accuracy of spatial cognition evaluation, according to the classification results. Therefore, a multi-dimensional conditional mutual information (MCMI) method is proposed, which could calculate the coupling strength of two channels considering the influence of other channels. The coupled characteristics of the multi-frequency combination were transformed into multi-spectral images, and the image data were classified employing the convolutional neural networks (CNN) model. The experimental results showed that the multi-spectral image transform features based on MCMI are better in classification than other methods, and among the classification results of six band combinations, the best classification accuracy of Beta1–Beta2–Gamma combination is 98.3%. The MCMI characteristics on the Beta1–Beta2–Gamma band combination can be a biological marker for the evaluation of spatial cognition. The proposed feature extraction method based on MCMI provides a new perspective for spatial cognitive ability assessment and analysis.

Analysis of cognitive ability and adaptive behavior assessment tools used in an observational study of patients with mucopolysaccharidosis II

BackgroundMucopolysaccharidosis II (MPS II) is a rare lysosomal storage disease characterized by cognitive impairment in most patients. This post hoc analysis evaluated changes in cognitive function, adaptive behavior and functional outcomes in patients with neuronopathic MPS II over time. Fifty-five children with MPS II were enrolled in a 24-month observational study (NCT01822184). The Differential Ability Scales, second edition (DAS-II; early years battery for ages 2 years 6 months to 6 years 11 months, school age battery for ages 7 years to 17 years 11 months), Vineland Adaptive Behavior Scales, second edition (VABS-II) and the Hunter Syndrome-Functional Outcomes for Clinical Understanding Scale (HS-FOCUS) were performed at baseline and 3-month intervals over 2 years. A subgroup of 38 children with a DAS-II General Conceptual Ability (GCA) score of 55–85 (below average–very low abilities) at any time during the study were included in this analysis.ResultsMean (standard deviation [SD]) early years DAS-II GCA score decreased from 73.4 (15.7, n = 22) at baseline to 62.7 (34.9, n = 6) at month 24. For the six patients with early years GCA assessments at baseline and month 24, mean (SD) GCA scores decreased from 72.3 (21.3) at baseline to 62.7 (34.9) at month 24. School age GCA scores were stable over 2 years: mean (SD) 72.4 (11.8, n = 10) at baseline; 74.3 (12.3, n = 8) at month 24. Mean (SD) VABS-II Adaptive Behavior Composite (ABC) scores were stable throughout the study (baseline, 81.8 [11.8, n = 36]; month 24, 81.0 [10.2, n = 13]). Some associations between items and domains of HS-FOCUS (p < 0.05) and DAS-II GCA and VABS-II ABC scores were shown, but there was no clear pattern of changes in HS-FOCUS over 2 years.ConclusionsThe DAS-II measured changes in cognitive function over 2 years in younger patients with MPS II, whereas cognitive function in older patients remained stable. Further research is required to confirm the content validity of the DAS-II in different patient populations with MPS II. The VABS-II and HS-FOCUS were not sensitive tools for measuring behavioral and functional changes over 2 years. These findings may inform selection of appropriate cognitive and behavioral assessment tools for future studies.

Preliminary evidence for the Matrix Matching Test as a valid and reliable measure of general cognitive ability in adolescents

Introduction: In research, a simple measure of general cognitive ability is often required. One method is the Matrix Matching Test, a brief, free-to-use, language-free assessment of general cognitive ability or intelligence in adults, which taps both fluid and crystalized processes. We investigated its reliability and validity with adolescent participants. Method:The Matrix Matching Test was administered to 111 participants, aged 12 to 17 (46% female).Subsamples also completed two standard measures of cognitive ability: Vocabulary (crystalized) and Matrix Reasoning (fluid) tests from the Wechsler Intelligence Scale for Children IV (WISC-IV). Results: The Matrix Matching Test was found to have acceptable internal consistency and good retest reliability. Criterion validity was indicated by its ability to distinguish between psychosocially deprived participants living in foster care (n = 40) and controls, and by its positive correlation with grade point average. There were large positive correlations between the Matrix Matching Test and the standard measures of Vocabulary, and Matrix Reasoning, suggesting convergent validity. Conclusions: Our preliminary evidence suggests that The Matrix Matching Test is a reliable and valid measure of general cognitive ability for ages 12 to 17.

Chemical Exposure-Induced Developmental Neurotoxicity in Head-Regenerating Schmidtea mediterranea.

The growing number of commercially used chemicals that are under-evaluated for developmental neurotoxicity (DNT) combined with the difficulty in describing the etiology of exposure-related neurodevelopmental toxicity has created a reticent threat to human health. Current means of screening chemicals for DNT are limited to expensive, time-consuming, and labor-intensive traditional laboratory animal models. In this study, we hypothesize that exposed head-regenerating planarian flatworms can effectively and efficiently categorize DNT in known developmental neurotoxins (ethanol and bisphenol A [BPA]). Planarian flatworms are an established alternative animal model for neurodevelopmental studies and have remarkable regenerative abilities allowing neurodevelopment to be induced via head resection. Here, we observed changes in photophobic behavior and central nervous system (CNS) morphology to evaluate the impact of exposure to low concentrations of ethanol, BPA, and BPA industry alternatives bisphenol F, and bisguaiacol on neurodevelopment. Our studies show that exposure to 1% v/v ethanol during regeneration induces a recoverable 48-h delay in the development of proper CNS integrity, which aligns with behavioral assessments of cognitive ability. Exposure to BPA and its alternatives induced deviations to neurodevelopment in a range of severities, distinguished by suppressions, delays, or a combination of the 2. These results suggest that quick and inexpensive behavioral assessments are a viable surrogate for tedious and costly immunostaining studies, equipping more utility and resolution to the planarian model for neurodevelopmental toxicity in the future of mass chemical screening. These studies demonstrate that behavioral phenotypes observed following chemical exposure are classifiable and also temporally correlated to the anatomical development of the CNS in planaria. This will facilitate and accelerate toxicological screening assays with this alternative animal model.

Domain-general cognitive control and domain-specific language control in bilingual aphasia: A systematic quantitative literature review

For successful language production in a target language, bilingual individuals with aphasia must inhibit interference from the non-target language. It is currently unknown if successful inhibition of a non-target language involves general cognitive control (domain-general cognitive control) or whether it is control specific to linguistic mechanisms (domain-specific language control) during language production. The primary aim of this systematic quantitative literature review was to identify and synthesize available evidence, in relation to bilinguals with aphasia, for these two mechanisms. We conducted a literature search across five databases using a set of inclusion/exclusion criteria designed for the review. We extracted data from twenty studies reporting original research in bilinguals with aphasia. The results provided evidence for both domain-general cognitive control and domain-specific language control mechanisms, although most studies showed the involvement of domain-general cognitive control. Available neuroimaging data indicated that the neural regions involved in domain-general language control in bilinguals with aphasia were the anterior cingulate cortex, caudate nucleus, basal ganglia, and the frontal lobe. Theoretical implications for the bilingual inhibitory control model, clinical implications for assessment and treatment of cognitive control abilities in bilinguals with aphasia as well the need for future research are discussed.

Spreading the Wealth: Developing Assessments of Cognitive Abilities in Non-WEIRD Countries.

In this brief essay I reminisce on the ideas I encountered in Lev Vygotsky's lectures on pedology as an undergraduate student at Moscow State University in the USSR. Some of these ideas have been reliably stored in my professional memory and have influenced how my colleagues and I have approached the assessment of IQ (or general cognitive abilities) in countries other than the ones in which they were developed. Whereas the essay is autobiographical in nature, it attempts to make a generalizable point that spreading the wealth of existing knowledge, principles, and practice is as central to the progress of science as generating new knowledge.

Application of the Mini-Mental State Examination (MMSE) Scale in Cognitive Assessment of Elderly Patients in a General Ward

Objective: To analyze the application of the Mini-Mental State Examination (MMSE) scale in cognitive assessment of elderly patients in a general ward. Methods: Elderly patients who underwent nephrosurgery and thoracic surgery between July 2015 to June 2019 were eligible for the study. A total of 713 patients enrolled and data were collected for the assessment of cognitive status. We analyzed the relationship between cognitive impairment, degree of cognitive impairment, age, and gender. Result: In the 713 cases of cognitive ability assessment by the MMSE, there was cognitive impairment in 21 (4.04%) male patients, and 10 (5.18%) female patients. In addition, the analysis of the correlation between cognitive impairment and gender showed a P value of 0.51, which was not statistically significant. In the participants age research, the average age of the patients in the cognitive normal group was 72.30±6.50 years old, and the average age of the patients in the cognitive impairment group was 78.61±6.90 years old. Their p value was &lt;0.0001, which was statistically significant. Conclusion: There is a correlation between cognitive impairment and age. Therefore, the MMSE helps detect cognitive impairment and potential safety hazards in elderly patients. It is convenient for medical staff to take corresponding measures in time to ensure the safety of the patients.

The Way of Learning Preserved in The Structure of Individual Experience Shapes Task-Switching: Implications for Neuroscience and Education

Task switching is a behavioral phenomenon that serves as a tool for assessment of individual cognitive abilities that becomes especially essential in our multitasking milieu. Factors of task-switching include cognitive load and cognitive effort, mostly derived from task difficulty, as well as age and practice. The analysis of brain activity on the level of single neurons shows that the activations that contribute to task performance and switching differ with respect to the protocol of learning the alternated tasks. We argue that task switching is affected by the history of learning and in turn it changes the structure of individual experience. On this basis we outline perspectives of task switching studies in the fundamental field of long-term memory and applied field of education and therapy.

Adult Age Differences in the Effects of Chronic Mental Fatigue on Task-Related Fatigue, Appraisals, and Performance.

Engagement in potentially beneficial activities is assumed to be based partially on perceived costs and benefits. Mental fatigue may be one factor that affects perceived costs. We examined age differences in both chronic and situational mental fatigue, and their relation to task perceptions and engagement levels. Younger (M age = 32.6) and older (M age = 73.1) adults completed questionnaires measuring subjective mental fatigue, physical and mental health, and motivational states, along with several assessments of cognitive ability. In addition, assessments of effort expenditure (systolic blood pressure) and task difficulty were collected during performance of a cognitively demanding memory-scan task. Two components of chronic mental fatigue (CMF) relating to affect and motivation were identified. Although the structure of CMF did not vary with age, CMF was differentially predictive of engagement and appraisal levels across groups. As CMF-Affect levels increased, older adults' task-difficulty appraisals increased more than those of younger adults. In addition, CMF-Affect was positively associated with levels of engagement in the young, but negatively associated in the old as memory load increased. Older adults also exhibited higher levels of situational fatigue than did the young, as evidenced by increased levels of effort expenditure as both time on task and objective demands increased. However, little relationship existed between chronic and situational mental fatigue in either age group. These findings suggest that the affective aspect of CMF is particularly consequential in older adults, with both task appraisals and engagement levels being negatively affected when fatigue is high.

Psychophysiological characteristics of the features of the establishment of cognitive functions in senior pupils

Introduction. The harmonious development of cognitive processes is a prerequisite for students’ successful mastering of the educational program. The aim of the study is to give a psychophysiological characteristic of the peculiarities of the formation of cognitive functions in senior students. Materials and methods. The study of the functional state of the central nervous system (CNS) by the process of variational chronoreflexometry was carried out in 300 senior pupils of the traditional general education school; the assessment of cognitive abilities and intellectual level development was evaluated by using computer tests. Results. Pupils of the 9th and 11th grades were shown to have no significant differences in the CNS functional indices. In contrast, the CNS functional level was 1.6-1.7 times lower than the physiological norm. The nervous reaction’s stability was 1.3 -1.4 times, the level of functionality of the formed functional system was 1.3 times. The decrease in the level of CNS functioning of the studied adolescents was due to the consumption of reserve functional capabilities of the central nervous system and the body as a whole for the formation of cognitive functions, as evidenced by the development of verbal and non-verbal thinking in students from the 9th to the 11th grade, high speed of thinking processes, voluntary attention and its stability. It was proved that the development of thinking contributed to the formation of voluntary attention, an increase in its stability, and the degree of concentration, confirmed by the established correlation of moderate strength between the accuracy index and the level of formation of various types of thinking (r = 0,4). Conclusion. The established features of students’ intellectual development during a three-year study can be taken into account when organizing the educational process in traditional educational institutions to increase the level of cognitive development and academic performance of students.

Proactive Control Mediates the Relationship Between Working Memory and Math Ability in Early Childhood.

Based on the dual mechanisms of control (DMC) theory, there are two distinct mechanisms of cognitive control, proactive and reactive control. Importantly, accumulating evidence indicates that there is a developmental shift from predominantly using reactive control to proactive control during childhood, and the engagement of proactive control emerges as early as 5–7 years old. However, less is known about whether and how proactive control at this early age stage is associated with children’s other cognitive abilities such as working memory and math ability. To address this issue, the current study recruited 98 Chinese children under 5–7 years old. Among them, a total of 81 children (mean age = 6.29 years) contributed useable data for the assessments of cognitive control, working memory, and math ability. The results revealed that children at this age period predominantly employed a pattern of proactive control during an AX-Continuous Performance Task (AX-CPT). Moreover, the proactive control index estimated by this task was positively associated with both working memory and math performance. Further regression analysis showed that proactive control accounted for significant additional variance in predicting math performance after controlling for working memory. Most interestingly, mediation analysis showed that proactive control significantly mediated the association between working memory and math performance. This suggests that as working memory increases so does proactive control, which may in turn improve math ability in early childhood. Our findings may have important implications for educational practice.

The Relationship Between Different Aspects of Theory of Mind and Symptom Clusters in Psychotic Disorders: Deconstructing Theory of Mind Into Cognitive, Affective, and Hyper Theory of Mind.

Background: Several meta-analyses highlight pronounced problems in general Theory of Mind (ToM), the ability to infer other persons' mental states, in patients with psychosis in comparison to non-clinical controls. In addition, first studies suggest associations between Hyper-ToM, an exaggerated inference of mental states to others, and delusions. Research on different ToM subtypes (Cognitive ToM, Affective ToM, and Hyper-ToM) and symptom clusters of psychosis (positive, negative, and disorganized symptoms) have gathered conflicting findings. Thus, the present study examined group differences between patients with psychosis and non-clinical controls concerning Cognitive ToM/Affective ToM and Hyper-ToM. Further, the association between ToM subtypes and symptom clusters (positive, negative, and disorganized symptoms) were examined.Methods: Patients with psychotic disorders (n = 64, 1/3 with present delusions indicated by a minimum score of four in the PANSS P1 item) and non-clinical controls (n = 21) were examined with assessments of Cognitive ToM and Affective ToM abilities and Hyper-ToM errors using the Frith-Happé animations. Psychopathology was assessed using the Positive and Negative Syndrome Scale.Results: Patients with psychosis presented more pronounced problems in Cognitive and Affective ToM in comparison to non-clinical controls, whereas there were no group differences with regard to Hyper-ToM errors. Furthermore, deficits in Cognitive ToM were associated with general delusions, whereas problems in Affective ToM were associated with negative and disorganized symptoms. In addition, there was no association between Hyper-ToM errors and any symptoms when controlling for years of education.Conclusions: Our findings suggest that deficits in ToM subtypes might not be directly related to delusions and positive symptoms and are in line with more recently developed cognitive models of delusions. In addition, our results support the well-established finding of associations between ToM alterations and negative or disorganized symptoms. Our results shed light on the role of different dimensions of ToM in specific symptoms of psychosis.

Hand-Feeding Nursing Facility Residents with Dementia Competency Training Modules

<h3>Introduction</h3> Problem: In nursing homes around 70% of residents have some form of dementia and are at risk of malnourishment (Zimmerman et al., 2014). In this long-term care (LTC) unit, residents have varying degrees of cognitive impairment (CI) affecting their functional capabilities, including their capacity to feed themselves. The director of nursing (DON) identified that residents are vulnerable to decreased food and fluid intake, and this problem may reflect the limited feeding skills of direct care workers (DCWs). More than half of the staff in this LTC unit report that it is a challenge to assist a resident with dementia during mealtimes when they exhibit difficult feeding behaviors. The majority of staff report that one of the greatest challenges when assisting a resident with mealtimes is resistance to eating demonstrated by residents turning their head away or not opening their mouths. Only one staff member on this unit reports having additional training on feeding assistance, and only one staff member uses assistive hand-feeding techniques when assisting a resident with CI during mealtimes. Evidence supports staff training as in intervention, however no specific training has been implemented to improve DCW's feeding assistance. Purpose: The purpose of this quality improvement (QI) project is to implement and evaluate the evidence-based <i>Hand-Feeding Nursing Facility Residents with Dementia</i> training within a LTC setting, to ameliorate DCWs feeding assistance skills, enhance the mealtime experience, and improve residents' health outcomes. <h3>Methods</h3> The QI project was developed by project leaders with the help of content expert and creator of the evidence-based training program titled <i>Hand-Feeding Nursing Facility Residents with Dementia</i>. The project included nine DCWs that were chosen to participate by the DON and worked during a shift that required the provision of assisting residents with a meal. The participants completed a pre-training survey and baseline interview with project leaders to assess knowledge and use of assistive handfeeding techniques. The participants were provided online access to the training modules on topics of assessment of residents' functional and cognitive abilities, determining the most appropriate handfeeding technique, mealtime challenges associated with residents with CI, and strategies to manage feeding behaviors to promote meal intake. A train-the-trainer strategy was utilized, and the project champion was trained on the competency modules and how to perform the post-training skill checks. Participants completed the online competency modules, and the project champion completed the post-training skills checks. After the competency training modules were completed, participants completed the post-training survey and final interview with project leaders to report their utilization of learned assistive handfeeding skills and techniques, and improvement in residents' meal intake and feeding behaviors. <h3>Results</h3> Preliminary Results: Preliminary findings suggest that completion of the <i>Hand-Feeding Nursing Facility Residents with Dementia</i> competency training modules, improves DCW's utilization of assistive hand-feeding skills and techniques to better assist residents with dementia during mealtimes. <h3>Conclusions</h3> Preliminary Conclusions: The <i>Hand-Feeding Nursing Facility Residents with Dementia</i> competency training course enhanced DCWs' mealtime interactions with residents with dementia, and residents' nutritional status will be improved as a result of project implementation. <h3>Funding</h3> No funding was available.

Evaluation of Attention and Concentration Using Mobile Computing

The educational trend toward personalized learning requires the teacher to monitor the learning process continuously. This article presents mobile computing to administer a battery of cognitive tests based on a standard neuropsychological assessment of attention and concentration derived from Neuropsi ©. Currently, specialists perform this test by observing, measuring time, and taking notes of the process to obtain the final scores. Considering the use of this test as an assessment of students' cognitive abilities in a class, the time required for application and evaluation is a challenge itself. As for overcoming this difficulty, the process has been automated through the development of software. The goal is to provide the test to several users simultaneously on their own mobile devices. Then, it is evaluated both attention and concentration on the subject during the solution of the exercises. Variants of the exercises were provided to extent the Neuropsi options. All the collected information is stored on a server. Moreover, the system provides individual and group profiles to the evaluator, such as a teacher or instructor. Likewise, the provided compendium allows the specialist to identify changes in attention and concentration performance and supports their additional recommendations, as well as to go in deep in the research of the cognitive process providing an initial condition evaluation. This work proved that the concept raised by software specialists, designers, and psychologists is feasible into an interdisciplinary team.

Cross-level analysis of molecular and neurobehavioral function in a prospective series of patients with germline heterozygous PTEN mutations with and without autism

BackgroundPTEN is a well-established risk gene for autism spectrum disorder (ASD). Yet, little is known about how PTEN mutations and associated molecular processes influence neurobehavioral function in mutation carriers with (PTEN-ASD) and without ASD (PTEN no-ASD). The primary aim of the present study was to examine group differences in peripheral blood-derived PTEN pathway protein levels between PTEN-ASD, PTEN no-ASD, and idiopathic macrocephalic ASD patients (macro-ASD). Secondarily, associations between protein levels and neurobehavioral functions were examined in the full cohort.MethodsPatients were recruited at four tertiary medical centers. Peripheral blood-derived protein levels from canonical PTEN pathways (PI3K/AKT and MAPK/ERK) were analyzed using Western blot analyses blinded to genotype and ASD status. Neurobehavioral measures included standardized assessments of global cognitive ability and multiple neurobehavioral domains. Analysis of variance models examined group differences in demographic, neurobehavioral, and protein measures. Bivariate correlations, structural models, and statistical learning procedures estimated associations between molecular and neurobehavioral variables. To complement patient data, Western blots for downstream proteins were generated to evaluate canonical PTEN pathways in the PTEN-m3m4 mouse model.ResultsParticipants included 61 patients (25 PTEN-ASD, 16 PTEN no-ASD, and 20 macro-ASD). Decreased PTEN and S6 were observed in both PTEN mutation groups. Reductions in MnSOD and increases in P-S6 were observed in ASD groups. Elevated neural P-AKT/AKT and P-S6/S6 from PTEN murine models parallel our patient observations. Patient PTEN and AKT levels were independently associated with global cognitive ability, and p27 expression was associated with frontal sub-cortical functions. As a group, molecular measures added significant predictive value to several neurobehavioral domains over and above PTEN mutation status.LimitationsSample sizes were small, precluding within-group analyses. Protein and neurobehavioral data were limited to a single evaluation. A small number of patients were excluded with invalid protein data, and cognitively impaired patients had missing data on some assessments.ConclusionsSeveral canonical PTEN pathway molecules appear to influence the presence of ASD and modify neurobehavioral function in PTEN mutation patients. Protein assays of the PTEN pathway may be useful for predicting neurobehavioral outcomes in PTEN patients. Future longitudinal analyses are needed to replicate these findings and evaluate within-group relationships between protein and neurobehavioral measures.Trial registrationClinicalTrials.gov Identifier NCT02461446

Construction and validation of a game-based intelligence assessment in minecraft

Video games are a promising tool for the psychometric assessment of cognitive abilities. They can present novel task types and answer formats, they can record process data, and they can be highly motivating for test takers. This paper introduces the first game-based intelligence assessment implemented in Minecraft, an exceptionally popular video game with more than 200 m copies sold. A matrix-based pattern completion task (PC), a mental rotation task (MR) and a spatial construction task (SC) were implemented in the three-dimensional, immersive environment of the game. PC was intended as a measure of inductive reasoning, whereas MR and SC were measures of spatial ability. We tested 129 children aged 10–12 years old on the Minecraft-based tests as well as equivalent pen-and-paper tests. All three scales fit the Rasch model and were moderately reliable. Factorial validity was good with regard to the distinction between PC and SC, but no distinct factor was found for MR. Convergent validity was good as abilities measured with Minecraft and conventional tests were highly correlated at the latent level (r = 0.72). Subtest-level correlations were in the moderate range. Furthermore, we found that behavioral log-data collected from the game environment was highly predictive of performance in the Minecraft test and, to a lesser extent, also predicted scores in conventional tests. We identify a number of behavioral features associated with spatial reasoning ability, demonstrating the utility of analyzing granular behavioral data in addition to traditional response formats. Overall, our findings indicate that Minecraft is a suitable platform for game-based intelligence assessment and encourage future work aiming to explore game-based problem solving tasks that would not be feasible on paper or in conventional computer-based tests.