Assessment Of Cognitive Abilities Research Articles

Online Assessment of Cognitive Functioning: A Reliable Alternative to Laboratory Testing?

As the population ages, risks for cognitive decline threaten independence and quality of life for older adults. Classically, psychological assessment tools to evaluate cognitive functioning are administered in face-to-face laboratory sessions, which is time- and resource-consuming. With the aim of reducing such costs, the present study set out to develop and validate two new online tools, allowing a rapid assessment of general cognitive abilities and of prospective memory. We collected data from 250 participants equally spread across the adult lifespan (aged 18 – 86). Results suggest that performance assessed via these newly developed online tools is comparable to performance in face-to-face laboratory settings. Our findings thereby indicate that these online tools can reliably measure cognitive functioning across the lifespan at a reduced cost, which may help detect individuals at risk of developing age-related cognitive disorders.

Age and Cognitive Ability Predict Perceived Demands of Specific Emotion Regulation Strategies

Certain emotion regulation (ER) strategies are often considered to be more or less demanding of cognitive resources. However, age-related differences in the perceptions of these demands are not yet understood. Older adults might perceive greater demands for certain strategies due to differences in cognitive ability and motivation to maintain emotional well-being. In the present study, we examined age and cognitive ability as predictors of perceived effort required to use ER strategies that span all families of the process model. A diverse sample of community participants (age 22-83) completed assessments of cognitive ability and perceived demands associated with ten ER strategies. Overall, response-focused strategies were rated as highest in demands whereas situation selection and savoring were perceived as least demanding. Older adults reported higher demands associated with situation selection, distraction, and detached reappraisal (but not positive reappraisal) compared with younger adults. Cognitive ability was not associated with perceived demands for ER strategies traditionally viewed as cognitively demanding (e.g., suppression). Rather, higher cognitive ability only predicted lower perceived demands for strategies often considered low in demand: situation selection and savoring. Perceived ER success was not consistently associated with age or cognitive demands. Results suggest that older adults view some, but not all, ER strategies as more demanding than younger adults do. The role of cognitive ability in age-related changes in ER may be more complex than previously expected. Notably, the lack of findings with perceived ER success suggest effort requirements associated with ER may not impede ability to successfully regulate across adulthood.

Severity of Cognitive Impairment Moderates the Effect of Depression on Motivation

Motivation to engage in cognitive activities is a critical feature of cognitive health, especially for older adults. A growing body of literature demonstrates that personal resources such as mental health contribute to older adults’ motivation. However, little is known about factors that contribute to motivation for cognitive engagement in older adults already experiencing significant decline, a population for whom engagement may be uniquely consequential. In the present study, older adults (age 61-85) with cognitive impairment (Short Blessed scores of 7+) and/or dementia diagnoses completed a series of assessments of cognitive ability, well-being, and motivation to engage in cognitively demanding activities as a part of a larger project. Linear regression analyses revealed that cognitive ability moderated the effect of depression on motivation to engage in cognitively demanding activities. For those with relatively mild levels of cognitive impairment, depression was associated with lower levels motivation, whereas depression was unrelated to motivation for those with more severe cognitive impairment. Notably, results were unchanged when controlling for physical health, suggesting that depression has unique effects on motivation for these individuals. Results contribute to a growing body of literature demonstrating that mental health is particularly consequential for individuals in earlier stages of cognitive decline. We suggest that interventions targeting mental health in individuals beginning to experience cognitive decline may be effective in increasing motivation to engage in activities that are beneficial for cognitive health and that such interventions may be most effective when implemented at the earliest stages of dementia.

Analysis of statistical dependencies between intellectual characteristics and gaming ability, measured with the aid of a computer game

The aim of this paper is testing a computer game as an alternative tool for the assessment of intelligence and creativity of school children. The relevance of the research task is determined by the growing interest in practical psychology in the use of computer games as a special diagnostic tool in educational process. There are two original factor models that have been developed and the structural equation modeling of measured parameters has been carried out. The relationships between game dynamic and final individual results in the computer game, on the one hand, and psychometric intelligence and divergent creativity, on the other, are presented. Weak correlation between the above-mentioned and individually measured intellectual and creativity characteristics of the participants with the computer game results was discovered. Consideration of these characteristics in the form of a common latent factor makes it possible to identify the corresponding dependencies only in some cases when there is a dividing the sample into groups according to their ability level. Particularly, the dynamics of game scoring allows to refer participants to the target group with a certain level of abilities (high intelligence and creativity versus low intelligence and creativity), and it is the high level of psychological traits that determines effectiveness in the game behavior, but not vice versa. The qualitative ratios of the two groups of subsets of participants were revealed: weak, medium and strong players and players with three different levels of psychological abilities. The prospects for the further use of computer games for assessment of cognitive abilities in the measurement of combination of psychological abilities are discussed.

Short forms of the Wechsler adult scales: a systematic review

Introduction. Since the appearance of the first WAIS scale, there has been a widespread attempt by researchers in the assessment of cognitive abilities to find short forms that facilitate the clinical practice of professionals in those situations where conditions, either because of the time available or the clinical characteristics of patients, do not necessitate the use of an extensive tool. Objective. To carry out a systematic review of the short forms of up to four subtests extracted from the WAIS-III and WAIS-IV scales. Method. Search for information in the PsycINFO database and systematic review of the information following the PRISMA guidelines. Results. Of the 47 studies found, 36 were selected for full-text revision, of which 13 were finally included in this review: 6 of the WAIS-III and 7 of the WAIS-IV. Different forms achieved good results in the quality criteria established in a variety of samples. Discussion and conclusion. There are several forms that are useful for estimating the IQ, according to the samples and the quality criteria used.

Biofabricated zinc oxide nanoparticles impair cognitive function via modulating oxidative stress and acetylcholinesterase level in mice

Current work was designed to explore the effect of ZnO nanoparticles (ZnONP) biofabricated by using Trianthema portulacastrum (TP) leaves extract on mice brain hippocampus. ZnO nanoparticles of TP leaves (ZnOTP) were synthesized by co-precipitation method and further characterized by using various techniques such as UV-Vis spectrophotometer, Field Emission Scanning Electron Microscopy (FESEM), Fourier Transform Infrared (FTIR), and Energy Dispersive X-ray (EDX). ZnOTP were evaluated for in vitro antioxidant activity, in vivo behavior models (for assessment of cognitive ability), acetylcholinesterase (AChE) activity along with other neurotransmitters content determination, estimation of various oxidative stress parameters and analysis of zinc content in the brain as well as plasma. Histopathological evaluation of the brain hippocampus of each group was performed to corroborate the statistical results. Spherical ZnOTP of 10 to 20 nm size embedded with different phytoconstituents of TP was confirmed. Results of our study revealed a significant memory deficit in mice treated with ZnOTP. Neuronal degeneration was also observed via a significant increase in AChE activity and oxidative stress levels in the brain of mice administered with ZnOTP. Exposure of ZnOTP was also found responsible for modulation of neurotransmission in hippocampus area. Further, ZnOTP disturbed the zinc homeostasis in hippocampus via elevation of zinc content in brain as well as plasma. Histopathology of hippocampus supported the damaging impact of ZnOTP by an increase in vacuolated cytoplasm and focal gliosis in groups treated with ZnOTP. Results demonstrated the neurotoxic effect of ZnOTP on brain hippocampus via cognitive impairment by alteration of neurotransmitter level, zinc content and oxidative stress.

The influence of DHA supplementation during pregnancy on language development across childhood: Follow-up of a randomised controlled trial

Numerous randomised controlled trials have explored the effect of docosahexaenoic acid (DHA) supplementation in early life on neurodevelopment, with some suggested positive effects on language. Australian women with a singleton pregnancy <21 weeks’ gestation were randomised to receive 800 mg DHA/day or a placebo until birth. A sample of 726 children (all n=96 born preterm, random sample of n=630 born at term) were invited to undergo assessments of language, academic, and language-based cognitive abilities at 1.5, four and seven years of age. No group differences were detected for any group comparison. Exploratory analyses for sex by treatment interactions revealed a possible adverse effect of DHA supplementation on the language of females at 1.5 years but no effects on outcomes at four or seven years. Taken as a whole, evidence of an effect of prenatal DHA supplementation on language abilities across childhood is negligible and could be a chance finding.

Assessment of spatial reasoning in blind individuals using a haptic version of the Kohs Block Design Test

• Early blind individuals show difficulties in manipulating haptic spatial configurations. • Late blind and sighted individuals report efficient spatial reasoning capabilities. • Performance in spatial reasoning task is not related to duration of blindness. • Adapted neuropsychological tests are efficient tools to assess the cognitive functioning of blind people. Past research investigating the spatial abilities of visually impaired people, provided conflicting results. There is thus an urgent need to develop standardized tests for the evaluation of spatial cognition when vision is absent or disrupted. To this aim, we developed a haptic version of the Kohs Block Design Test and investigated the spatial non-verbal reasoning of early blind, late blind and sighted individuals. Participants reproduced 3D printed haptic configurations by assembling blocks with different textures, within a time limit. Results showed that early blind individuals reproduced fewer haptic designs than the other two groups correctly. Instead, the assembling time of the correct responses was similar among all groups. Moreover, blindness duration (in years) did not seem to affect the correctness of the performance: no significant correlation between the two variables was observed for early and late blind participants. Since only early blind individuals display difficulties in mentally representing the haptic configurations and manipulating multiple spatial information, we conclude that early visual deprivation may affect spatial reasoning capabilities. The present study adds new insights on the role of visual experience in the development of spatial skills and represents a first step in the adaptation of standardized tests for the assessment of spatial cognitive abilities in visually impaired people.

'Employ Your Mind': a pilot evaluation of a programme to help people with serious mental illness obtain and retain employment.

Cognitive impairments contribute to difficulty in obtaining employment for people with severe mental illnesses (SMIs). We describe a pilot evaluation of a programme, Employ Your Mind (EYM), which integrates cognitive remediation therapy (CRT) with vocational rehabilitation. Sixty participants with SMIs enrolled in EYM, a 6-month programme that combines CRT exercises, individual project work and group reflection sessions about social interaction and cognitive functioning. Participants completed assessments of cognitive function (Audio Recorded Cognitive Screen, Wechsler Digit Span Task), psychosocial function (Work and Social Adjustment Scale, General Self-Efficacy Scale) and abilities related to work (Dialogue about Working Ability, Self-Assessment of Thinking Skills) at baseline and postprogramme. Paired t-tests were used to compare assessments of participants who completed the programme between the two time points. The programme was completed by 22 individuals. These individuals demonstrated significant improvement in cognitive function, social and work-related function, and subjective thinking ability after completing the EYM programme. The EYM programme is effective in improving cognition, impairments related to work and social function, and subjective thinking skills for some individuals with SMIs. Future evaluation of the programme should focus on enhanced retention and assessment of employment outcomes.

A-208 The Effect of Language on Invalid Baselines in ImPACT

Abstract Objective The Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) is a computerized assessment of cognitive abilities used for management of sport-concussion that has been translated into 22 languages. Research suggests that language of administration may affect ImPACT performance in bilingual individuals. This study examined the rate of invalid baselines in bilingual/monolingual athletes and in different languages of administrations to explore any potential language biases in ImPACT’s validity index. Methods Participants included 47,677 athletes (Mage = 15.11; 57.37% male) from across Nevada who completed a baseline assessment. There were 90 different languages reported among 10,798 bilingual athletes (22.65%). Chi-square analyses were conducted to examine group differences in rate of invalid baselines by language (monolingual/bilingual) and administration language. Results Overall, 6.2% of athletes produced invalid baselines. There were no significant differences in the rate of invalid baselines in self-reported monolingual (6.1%) and bilingual athletes (6.4%; p &amp;gt; .05). There were 12 different languages of administration; however, due to small sample sizes of some administration languages, further analyses were only conducted with English and Spanish administrations. There were no significant differences in invalid baselines in English (6.2%) and Spanish administrations (7.3%; p &amp;gt; .05). Additionally, among the bilingual Spanish/English speakers, there were no significant differences in invalid baselines in English (6.4%) and Spanish administrations (6.5%; p &amp;gt; .05). Conclusion The current study demonstrates that rates of invalid baselines do not differ based on monolingualism/bilingualism or administration language. This is promising given the high demand for baseline testing, an increase in athletes’ diverse language abilities, and various available languages of ImPACT administration.

Construction and confirmatory factor analysis of the core cognitive ability index system of ship C2 system operators.

BackgroundCognitive ability refers to the ability to receive, process, store, and extract information. It is the most important psychological condition for people to successfully complete activities. Previous studies have shown that the design of the human-computer interface of the command and control system cannot exceed the cognitive ability of the operator of the command and control system, and it must match the cognitive ability of the operator in order to reduce the mental load intensity, and improve the accuracy, timeliness and work efficiency. However, previous researchers in the field of cognitive science have not put forward a core index system that can represent the cognitive ability of ship command and control system operators and the importance of each index, and there are few achievements that can be used for reference.ObjectiveTo explore the core index system of cognitive ability that affecting the cognitive process of command and control system operators, and to verify the index system.MethodsBased on the classic O*NET questionnaire, two indexes of O*NET were revised, three indexes of response ability were added, and then a questionnaire on the importance evaluation of cognitive abilities index was formed. The questionnaire includes 24 indexes in six aspects: verbal abilities, idea generation and reasoning abilities, quantitative abilities, visual perception abilities, mnemonic and attentive abilities, and response abilities. The cognitive ability importance evaluation data of 202 people from different positions in the ship command and control system were collected. These data reflect the overall level of cognitive ability of operators in the whole ship command and control field.ResultsThe data analysis results show that: firstly, the most important cognitive abilities affecting command and control system operators were visual perception abilities, mnemonic and attentive abilities, and response abilities. Secondly, the results of confirmatory factor analysis show that CMIN/DF, GFI, CFI, TLI, RMSEA, RMR and other indicators used in the model test all meet the requirements. The model has a good fitting degree, and the overall index extraction method is feasible. Thirdly, the independence T test results show that for beginners and experienced experts, there is a significant difference in the important evaluation of mnemonic and attentive abilities, while there is no significant difference in the important evaluation of response and visual perception abilities. Fourthly, the results of Bi-group confirmatory factor analysis experiment show that the structural model has good stability and factor invariance.ConclusionsThrough the research of this paper, the index system which can express the core cognitive ability of the commander of command and control system is successfully constructed, and the index system has been fully verified by mathematics. The 3 abilities and 10 indexes in the index system are closely related to the work tasks of operators, which also reflects the correctness of our construction results to a certain extent. According to the results of data analysis, there are differences between assistant commanders and professional commanders in the evaluation of the importance of some indexes, which reflects the importance of working age and experience to the promotion of position skills. The results of this research are of great significance for the subsequent acquisition of cognitive ability data and assessment of post cognitive ability of command and control system operators.

The State of Cognitive Assessment Training in School Psychology: an Analysis of Syllabi

The assessment of cognitive abilities has been the dominant activity performed by school psychologists since the implementation of the field. As such, the teaching of this skill to future psychologists is arguably the most important function of graduate education. Consequently, understanding graduate programs instruction in this area is extremely important. Given the fact that the last comprehensive survey of what is being taught in the cognitive assessment course in school psychology was approximately 20 years ago and the fact that laws governing the practice of psychology have changed (i.e., elimination of the discrepancy model mandate), there exists a need to understand current assessment teaching practices in the field of school psychology. As such, the purpose of this study was to understand the current state of the mandatory cognitive assessment course in school psychology programs. Results from our analysis of syllabi from APA- and NASP-accredited programs indicated that several aspects of training remain consistent with two-decade-old practices even in the face of changing legal options and practitioners’ assessment preferences. More specifically, the most commonly taught instrument was the Wechsler scale with the Sattler and Flanagan texts being the most prolific. This indicates that graduate training practices have remained relatively stable. Implications are discussed in terms of current and future practices in the training and education of psychologists.

Characterization and Prediction of Anxiety in Adolescents with Autism Spectrum Disorder: A Longitudinal Study.

Anxiety is one of the most common comorbidities in youth with autism spectrum disorder (ASD). The current study's aims were: To examine the frequency of elevated anxiety symptoms in adolescents diagnosed with ASD in toddlerhood; To explore the impact of comorbid anxiety in adolescents on clinical presentation; To evaluate variables in toddlerhood that associate with anxiety symptom severity in adolescence. The study included 61 adolescents (mean age = 13:8y) diagnosed with ASD in toddlerhood (T1). Participants underwent a comprehensive assessment of cognitive ability, adaptive skills and autism severity at T1 and again as adolescents (T2), and an evaluation of anxiety symptoms at T2. For the first aim, the most prevalent anxiety subtypes noted in adolescence were separation (39.3%), social (27.9%) and generalized anxiety (18.0%). For the second aim, cognitive ability, autism severity and adaptive skills in adolescents with and without elevated anxiety symptoms scores of any type did not differ significantly. For the third aim, younger age at adolescence was associated with more severe separation and generalized anxiety symptoms. Higher cognitive ability and adaptive skills in toddlerhood were associated with elevated generalized anxiety symptoms in adolescence. Lower adaptive behaviors and repetitive behaviors (RRBs) correlated with elevated social anxiety symptoms. Lower cognitive abilities and more severe RRBs in toddlerhood predicted separation anxiety in adolescence. The study sheds light on early characteristics in ASD that associate with anxiety symptom severity in adolescence. The type of elevated anxiety symptoms presented in adolescence associated with the level of cognitive ability, adaptive skills and RRBs in toddlerhood.

The Contribution of Cognitive and Noncognitive Skills to Intergenerational Social Mobility

We investigated intergenerational educational and occupational mobility in a sample of 2,594 adult offspring and 2,530 of their parents. Participants completed assessments of general cognitive ability and five noncognitive factors related to social achievement; 88% were also genotyped, allowing computation of educational-attainment polygenic scores. Most offspring were socially mobile. Offspring who scored at least 1 standard deviation higher than their parents on both cognitive and noncognitive measures rarely moved down and frequently moved up. Polygenic scores were also associated with social mobility. Inheritance of a favorable subset of parent alleles was associated with moving up, and inheritance of an unfavorable subset was associated with moving down. Parents’ education did not moderate the association of offspring’s skill with mobility, suggesting that low-skilled offspring from advantaged homes were not protected from downward mobility. These data suggest that cognitive and noncognitive skills as well as genetic factors contribute to the reordering of social standing that takes place across generations.

Defining clusters of young autistic and typically developing children based on loudness-dependent auditory electrophysiological responses

BackgroundAutistic individuals exhibit atypical patterns of sensory processing that are known to be related to quality of life, but which are also highly heterogeneous. Previous investigations of this heterogeneity have ordinarily used questionnaires and have rarely investigated sensory processing in typical development (TD) alongside autism spectrum development (ASD).MethodsThe present study used hierarchical clustering in a large sample to identify subgroups of young autistic and typically developing children based on the normalized global field power (GFP) of their event-related potentials (ERPs) to auditory stimuli of four different loudness intensities (50, 60, 70, 80 dB SPL): that is, based on an index of the relative strengths of their neural responses across these loudness conditions.ResultsFour clusters of participants were defined. Normalized GFP responses to sounds of different intensities differed strongly across clusters. There was considerable overlap in cluster assignments of autistic and typically developing participants, but autistic participants were more likely to display a pattern of relatively linear increases in response strength accompanied by a disproportionately strong response to 70 dB stimuli. Autistic participants displaying this pattern trended towards obtaining higher scores on assessments of cognitive abilities. There was also a trend for typically developing participants to disproportionately fall into a cluster characterized by disproportionately/nonlinearly strong 60 dB responses. Greater auditory distractibility was reported among autistic participants in a cluster characterized by disproportionately strong responses to the loudest (80 dB) sounds, and furthermore, relatively strong responses to loud sounds were correlated with auditory distractibility. This appears to provide evidence of coinciding behavioral and neural sensory atypicalities.LimitationsReplication may be needed to verify exploratory results. This analysis does not address variability related to classical ERP latencies and topographies. The sensory questionnaire employed was not specifically designed for use in autism. Hearing acuity was not measured. Variability in sensory responses unrelated to loudness is not addressed, leaving room for additional research.ConclusionsTaken together, these data demonstrate the broader benefits of using electrophysiology to explore individual differences. They illuminate different neural response patterns and suggest relationships between sensory neural responses and sensory behaviors, cognitive abilities, and autism diagnostic status.

Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?

Bilingual exposure (BE) and socioeconomic status (SES) are associated with children’s development, but their specific and unique effects are still unclear. This study analyzed the influence of these environmental factors on a set of cognitive and linguistic abilities in preschoolers to disentangle their effects. One hundred-eleven Italian-speaking preschool children (mean age = 61 months; SD = 6.8) growing in a monolingual or multilingual context completed an assessment of cognitive (theory of mind, inhibition, attention shifting and working memory) and linguistic abilities (vocabulary, grammar, narrative comprehension, lexical access). The results of hierarchical regressions with predictors variation in BE (both Length and Daily exposure) and SES on each ability, shown a specific contribution of variation in SES, after controlling for BE, in vocabulary, grammar, and working memory (WM), and a specific contribution of variation in BE, over and above effect of SES, in vocabulary, narrative comprehension and WM. In addition, we found an interaction between these factors in predicting the performance of the theory of mind task (ToM). To conclude, variations in BE and SES are related independently to individual differences in linguistic and cognitive skills of children in preschool.

The Development of Local Wisdom-Based Physics Cognitive Ability Assessment Instrument for Senior High School Students

Today's young generation hardly recognizes the values of local wisdom around them. That is because of their lack of curiosity towards wisdom itself and the lack of means to learn it. Therefore, local wisdom needs to be integrated with learning particularly in high schools, especially in Klaten Regency. This study aims to develop an instrument of cognitive ability assessment based on local wisdom and find out its validity and reliability. The development of the assessment instrument refers to the instrument development model by Oriondo and Dallo-Antonio which is divided into 4 stages: designing the instrument, determining the validity of the instrument, testing the instrument, and determining the reliability of the instrument. The instrument was validated by educational evaluation experts, physicists, physics education experts, and practitioners. The content validity of the instrument was analyzed using the V-Aiken formula. The instrument consisted of 50 valid items based on expert judgment with an average coefficient of V-Aiken&gt;0.78. Researchers tested 480 students and then analyzed the results of the trials using the Microsoft Excel, Quest, Parscale to determine their validity and reliability. The analysis showed that 50 items were fit with the Partial Credit Model (PCM). The reliability results showed 0.82.

The bilingual [dis]advantage

ABSTRACTMost assessments of cognitive abilities are language bound (e.g., directions presented orally or written), even when not assessing linguistic ability. Understanding the relationship between bilingual language acquisition and outcomes on tests of cognitive abilities is critical, given the reliance on intelligence assessment for learning disability accommodations and intellectual disability diagnoses. Research has been mixed regarding the presence of a bilingual advantage or disadvantage on cognitive performance. Thus, the purpose of this review is to examine differences between several types of language users (i.e., early/late, simultaneous/sequential, English dominant / Spanish dominant/balanced), focusing on the relation between level of language acquisition and use and implications for outcomes on tests of cognitive abilities. To conduct the systematic review, guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used (Liberati et al., 2009). Fifty-two articles met eligibility criteria and are included in this review. Results from the systematic review suggest that bilinguals perform differently than monolinguals in several domains and may be considered neurologically unlike monolinguals. The paper concludes by advocating for the need for appropriate assessment instruments and norms specific for bilingual speakers, as currently available measures cannot reliably and accurately differentiate monolinguals with a language impairment from typically developing bilinguals.

Korean Traditional Medicine in Treating Patients with Mild Cognitive Impairment: A Multicenter Prospective Observational Case Series.

In Korea, patients with mild cognitive impairment can choose to receive treatment of Korean medicine, and Korean medicine hospitals provide specialized medical care for the prevention and management of cognitive disorders. The aim of the study is to explore the role of Korean medicine therapy for patients with mild cognitive impairment in a real clinical setting. Fifteen patients with amnestic mild cognitive impairment were enrolled in this prospective observational study in three Korean medicine hospitals. Korean medicine treatments were delivered by experienced professionals and not restricted to standardized treatment. Outcome measures were prospectively planned to examine the Korean-Montreal Cognitive Assessment (K-MoCA), Korean-Mini Mental State Examination (K-MMSE), and other detailed neuropsychological assessment at the baseline and after 12 and 24 weeks of treatment. Korean medicine treatment for MCI treatment in the real-world clinical setting included herbal medicine and acupuncture. The most frequently used herbs in herbal decoctions were Acori Graminei Rhizoma, Polygalae Radix, and Poria Sclerotium Cum Pini Radix. The herbal medicine formulae used in this study were classified into three categories: tonifying Qi (33.3%), tonifying kidney (46.7%), and calming liver (20%) formulae. In the cognitive ability assessment, the K-MoCA score significantly improved after treatment (mean difference 2.6; 95% CI: 1.3 to 3.9, p=0.001). The K-MMSE score slightly increased after treatment; however, the improvement was not statistically significant (mean difference 0.8; 95% CI: −0.5 to 2.0, p=0.195). In detailed neuropsychological assessment, the cognitive domains of executive functions and memory after the treatment were distinctively improved. In this prospective observational case series, we could see the real clinical environments of treating patients with mild cognitive impairment in Korean medicine hospitals. Patients treated with Korean medicine showed improved results in the neuropsychological assessment after 12 and 24 weeks.

Karakteristike čitanja i pravopisa kod dece sa disgrafičnim rukopisom

The aim of this study was to analyze the characteristics of reading and the orthographic level of handwriting in children with dysgraphic handwriting and children with typical development in the early grades of primary school. The research sample consisted of 94 children in the 3rd and 4th grades of primary school. The Handwriting Dysgraphia Assessment Test was used to assess the level of handwriting dysgraphia, while the analysis of the orhographic level of handwriting involved the assessment of the frequency and type of orthographic errors. The Three-Dimensional Reading Test was used in the second stage of research. Findings show the overall prevalence of handwriting dysgraphia in 13.8% of children, and a greater prevalence in boys (69.1%) relative to girls (30.9%). In the group of children with dysgraphic handwriting, 53.8% were categorized as having "graphomotor dysgraphia", while 46.2% were categorized as having "language dysgraphia". The study results suggest that there are no statistically significant differences between 3rd and 4th grade students in the application of orthographic rules to all writing tasks (t=1,33; df=11; p=0,17). Children with dysgraphic handwriting achieved poorer results on all writing tasks relative to children with typical development. A comparison of results of children with dysgraphic handwriting and children with typical development did not reveal statistically significant differences in reading speed tasks (t=1,10; df=18; p=0,32), number of mistakes (t=0,73; df=21; p=0,46), and reading comprehension (t=0,66; df=14; p=0,51). Increasing awareness of aspects of writing and reading where difficulties may occur, but also of aspects that represent children's developmental strengths, along with an effective assessment of language and cognitive abilities, would significantly improve the quality of the teaching process.