Differences In Test Performance Research Articles

The validity of studying healthy aging with cognitive tests measuring different constructs

A clinically useful characterization of the cognitive aging process requires the development of valid and robust behavioral tests, with an emphasis on explaining and understanding typical inter-individual variability in cognition. Here, using a dataset that includes behavioral scores collected with the National Institute of Health Toolbox Cognition Battery (NIHTB-CB) and other auxiliary tests, we examined (1) the differences between young and old adults across different cognitive domains, (2) the strength of across-subject correlations in behavioral test scores, (3) the consistency of low-dimensional behavioral representations across age using factor analysis, and (4) the accuracy of behavioral scores in predicting participants’ age. Our results revealed that (1) elderly females had better verbal episodic memory scores than elderly males, (2) across-subject correlations between behavioral tests varied with age group, (3) although a three-factor model explained the behavioral data in both age groups, some tasks loaded to different factors between the two groups, and (4) age-performance relationship (i.e. a regression model linking age to cognitive scores) in one group cannot be extrapolated to predict age in the other group, indicating an inconsistency in age-performance relationships across groups. These findings suggest that executive function tests might tap into different cognitive processes in different age groups, which might ultimately suggest that a statistically significant between-group difference in test performance might not always reflect differences in the same underlying cognitive processes. Overall, this study calls for more caution when interpreting age-related differences and similarities between age groups with different cognitive abilities even when the same tests are used.

The FinSwed study: Using verbal NEPSY-II subtests with a cultural minority group

While it has been established that cultural differences in test performance are common, few studies have compared groups from different countries that speak the same language. The aim of this study was to investigate the generalizability of selected linguistic and verbal memory subtests from the Swedish NEPSY-II to the Finland-Swedish minority group. The participants were 275 Swedish-speaking children from Finland aged 5–16-years. The performance was compared to the U.S. norms used in the test. The Finland-Swedish children scored around scaled score 12 and significantly higher than the normative mean on the subtests Comprehension of Instructions, Phonological Processing, Word Generation Semantic, List Memory, and Sentence Repetition, whereas no significant differences to the norms emerged for the subtests Word Generation Initial Letter, Narrative Memory, and Word List Interference. There was a significant age effect for two subtests, with scaled scores increasing with age. Lower parental education and male sex were associated with lower test scores on some subtests, whereas bilingualism was not. The findings were viewed in relation to previous comparison studies involving the NEPSY-II/NEPSY. The differences were suggested to relate to cultural, educational, and test-related differences between Finland, Sweden, and the U.S. The results add to the clinical utility of the NEPSY-II.

Age-Related Listening Performance Changes Across Adulthood.

This study compares auditory processing performance across different decades of adulthood, including young adults and middle-aged individuals with normal hearing and no spontaneous auditory complaints. We assessed 80 participants with normal hearing, at least 10 years of education, and normal global cognition. The participants completed various auditory tests, including speech-in-noise, dichotic digits, duration, pitch pattern sequence, gap in noise, and masking level difference. In addition, we conducted working memory assessments and administered a questionnaire on self-perceived hearing difficulties. Our findings revealed significant differences in auditory test performance across different age groups, except for the masking level difference. The youngest group outperformed all other age groups in the speech-in-noise test, while differences in dichotic listening and temporal resolution emerged from the age of 40 and in temporal ordering from the age of 50. Moreover, higher education levels and better working memory test scores were associated with better auditory performance as individuals aged. However, the influence of these factors varied across different auditory tests. It is interesting that we observed increased self-reported hearing difficulties with age, even in participants without spontaneous auditory complaints. Our study highlights significant variations in auditory test performance, with noticeable changes occurring from age 30 and becoming more pronounced from age 40 onward. As individuals grow older, they tend to perceive more hearing difficulties. Furthermore, the impact of age on auditory processing performance is influenced by factors such as education and working memory.

Suspected Pseudobulbar Affect in Neurodegenerative Disease.

To investigate the association between suspected pseudobulbar affect (PBA), clinical diagnosis, cognitive testing, and self-reported mood in older adults presenting for evaluation of dementia. Patients presenting to an outpatient memory disorders clinic (N=311). We used traditional and novel network modeling approaches to examine associations between neuropsychological (NP) tests, patient and clinician rating scales, and the Center for Neurological Study-Lability Scale (CNS-LS) among patients with suspected AD (n=133) and other neurocognitive diagnosis (n=178). We then examined differences in test performance between patients with and without suspected PBA (CNS-LS cut-off of ≥ 13), while accounting for demographic and psychiatric covariates with propensity score matching. Group differences were assessed with Bayesian models. Prevalence of suspected PBA in AD was slightly less than half (44.4%) and at a similar rate in other dementias (e.g., 46.9% in CVD and 45.5% in LBD). In network models, the CNS-LS was associated with higher anxiety and better word list recall. After accounting for covariates, AD patients with suspected PBA performed better on word list recall βM=0.40, 95% CI [0.15, 0.66], and committed fewer false positive errors on recognition βM=-1.51, 95% CI [-2.34, -0.59] than AD patients without suspected PBA. There were no differences in patients with any other diagnostic impression, nor group differences on other NP measures. Patients with suspected PBA and AD diagnosis had better memory recall and recognition than those without suspected PBA, suggesting that impaired emotional regulation may be an early sign of AD in patients with less prominent memory decline. Better understanding PBA in neurodegenerative diseases, including prevalence and comorbidity with psychiatric conditions, could help with early identification, education, and initiation of treatment.

The S in STEM: gender differences in science anxiety and its relations with science test performance-related variables

BackgroundSTEM education has experienced significant growth due to its pivotal role in innovation and economic development. While cognitive factors like prior knowledge are known predictors of STEM success, non-cognitive factors, including attitudes and demographics, also play vital roles. However, there is a notable scarcity of research focusing on the "S" in STEM—science—compared to extensive studies in fields like mathematics. This study aims to address this gap by exploring gender differences in science test performance and related attitudes, providing insights into this under-researched aspect of STEM education.ResultsThe effective sample comprised 1839 Estonian 12th-grade students who took a computer-assisted science test. The test consisted of tasks combining chemistry, physics, biology, and geography, and a post-test survey was also administered. Across the total sample, the results showed that test performance positively correlated with test-taking duration, effort, and test importance. Test performance was negatively correlated with perceived test difficulty. Interestingly, while general science anxiety was not associated with test performance, subject-specific anxiety, especially chemistry anxiety had a negative association with test performance. While there were no gender differences in test performance, female students scored consistently higher on all science anxiety measures, compared to male students. Furthermore, female students assessed the science test to be more difficult, and they also took more time to complete the test. The correlations in gender subsamples mirrored those observed in the total sample.ConclusionsThe association between science test performance and test-related variables is nuanced: students might not necessarily have a “general” STEM anxiety but it may be associated with a specific subject. Moreover, the findings imply that although there are no gender differences in test performance, girls have a greater anxiety when it comes to natural sciences subjects. These findings indicate the need for investigating the origin of such anxieties, which do not seem to stem from aptitude.

A - 71 Cross-Cultural Comparison of Cognitive Performance between Americans and Cameroonians while Controlling for Age and Education

Abstract Objective The development of cognitive abilities varies based on social and cultural factors. Given the expansion of neuropsychological measures internationally, an accurate understanding of performance across different countries is necessary to understand the appropriateness of different cognitive tests. To expand the existing knowledge base, this study explores the differences in cognitive test performance between Cameroonian and American adults. Methods The Cameroonian sample, 250 adults ages 22–72 (mean age = 42.91 [SD = 13.76], 52% male, mean education = 13.54 [SD = 4.58]) resided in Yaoundé, Cameroon. Participants were tested at a district center. Deidentified data from a community mental health center’s archival database comprised the American sample. A one-factor between MANCOVA examined differences in performance on selected measures between Americans and Cameroonians after controlling for age and education. Results Age and education statistically significantly affected scores on all selected subtests except for WMS-IV Logical Memory I. Additional analyses revealed that performance still differed between conditions while controlling for age (F (6, 749) = 33.87, p < 0.001; Wilk’s ∧ = 0.787, partial ŋ2 = 0.21), and education (F (6, 749) = 18.95, p < 0.001; Wilk’s ∧ = 0.868, partial ŋ2 = 0.13) for WAIS-IV Digit span, WAIS-IV Symbol search, WAIS-IV Coding, Stroop color word, and WMS Logical Memory I & II subtests. Conclusion Age and education are important predictors of performance on cognitive tests. The importance of appropriately norming new assessments and re-norming older assessments is underscored when those variables are controlled for and differences in performance are maintained between the two conditions. Current findings indicate that cultural differences and their effect on cognitive development explain performance beyond age and education level.

Transducer Variability in Speech-in-Noise Testing: Considerations Related to Stimulus Bandwidth.

Clinical audiologists typically assume that headphones and insert phones will produce comparable results when they are used to conduct speech-in-noise or other audiological tests; however, this may not always be the case. Here, we show that there are significant differences in the scores that previous studies have reported for headphone and insert-phone transducers on the Words-in-Noise (WIN) Test, and discuss the possibility that the variations in high-frequency output that are allowable under the speech source specifications of American National Standards Institute S3.6 might be contributing to transducer-dependent differences in performance for the WIN and other tests that are presented through the auxiliary input channels of clinical audiometers. A literature review was conducted to identify articles that reported WIN Test results for both listeners with normal hearing and with hearing impairment and specified the type of transducer (insert or TDH-50) used for the data collection. Among the 19 included studies, participants with normal hearing using inserts exhibited systematically worse WIN Test scores compared to those using TDH-50 headphones, while participants with hearing loss showed comparable average scores across transducer types. The results highlight the importance of considering transducer type when interpreting WIN Test outcomes, particularly when comparing to normative scores obtained from individuals with normal hearing. Although further research is needed to elucidate the underlying mechanisms driving differences in test performance across transducer types, these findings underscore the need for standardized test administration protocols and careful documentation of transducer type when administering speech-in-noise tests for clinical or research applications.

Effects of adaptive scaffolding on performance, cognitive load and engagement in game-based learning: a randomized controlled trial

BackgroundWhile game-based learning has demonstrated positive outcomes for some learners, its efficacy remains variable. Adaptive scaffolding may improve performance and self-regulation during training by optimizing cognitive load. Informed by cognitive load theory, this study investigates whether adaptive scaffolding based on interaction trace data influences learning performance, self-regulation, cognitive load, test performance, and engagement in a medical emergency game.MethodsSixty-two medical students from three Dutch universities played six game scenarios. They received either adaptive or nonadaptive scaffolding in a randomized double-blinded matched pairs yoked control design. During gameplay, we measured learning performance (accuracy, speed, systematicity), self-regulation (self-monitoring, help-seeking), and cognitive load. Test performance was assessed in a live scenario assessment at 2- and 6–12-week intervals. Engagement was measured after completing all game scenarios.ResultsSurprisingly, the results unveiled no discernible differences between the groups experiencing adaptive and nonadaptive scaffolding. This finding is attributed to the unexpected alignment between the nonadaptive scaffolding and the needs of the participants in 64.9% of the scenarios, resulting in coincidentally tailored scaffolding. Exploratory analyses suggest that, compared to nontailored scaffolding, tailored scaffolding improved speed, reduced self-regulation, and lowered cognitive load. No differences in test performance or engagement were found.DiscussionOur results suggest adaptive scaffolding may enhance learning by optimizing cognitive load. These findings underscore the potential of adaptive scaffolding within GBL environments, cultivating a more tailored and effective learning experience. To leverage this potential effectively, researchers, educators, and developers are recommended to collaborate from the outset of designing adaptive GBL or computer-based simulation experiences. This collaborative approach facilitates the establishment of reliable performance indicators and enables the design of suitable, preferably real-time, scaffolding interventions. Future research should confirm the effects of adaptive scaffolding on self-regulation and learning, taking care to avoid unintended tailored scaffolding in the research design.Trial registrationThis study was preregistered with the Center for Open Science prior to data collection. The registry may be found at https://osf.io/7ztws/.

Factors that indicate performance on the MoCA 7.3 in healthy adults over 50 years old

Human aging is a physiological, progressive, heterogeneous global process that causes a decline of all body systems, functions, and organs. Throughout this process, cognitive function suffers an incremental decline with broad interindividual variability.The first objective of this study was to examine the differences in the performance on the MoCA test (v. 7.3) per gender and the relationship between the performance and the variables age, years of schooling, and depressive symptoms .The second objective was to identify factors that may influence the global performance on the MoCA test (v. 7.3) and of the domains orientation, language, memory, attention/calculation, visuospatial and executive function, abstraction, and identification.A cross-sectional study was carried out in which five hundred seventy-three (573) cognitively healthy adults ≥ 50 years old were included in the study. A sociodemographic questionnaire, the GDS-15 questionnaire to assess depression symptoms and the Spanish version of the MoCA Test (v 7.3) were administered. The evaluations were carried out between the months of January and June 2022. Differences in the MoCA test performance per gender was assessed with Student’s t-test for independent samples. The bivariate Pearson correlation was applied to examine the relationship between total scoring of the MoCA test performance and the variables age, years of schooling, and depressive symptoms. Different linear multiple regression analyses were performed to determine variables that could influence the MoCA test performance.We found gender-related MoCA Test performance differences. An association between age, years of schooling, and severity of depressive symptoms was observed. Age, years of schooling, and severity of depressive symptoms influence the MoCA Test performance, while gender does not.

Analyzing the efficacy of comprehensive testing: a comprehensive evaluation

This study aimed to examine the variations in comprehensive exam results in the English department at Qassim University in Saudi Arabia across six semesters, focusing on average score, range, and standard deviation, as well as overall student achievements. Additionally, it sought to assess the performance levels of male and female students in comprehensive tests and determine how they differ over the past six semesters. The research design utilized both analytical and descriptive approaches, with quantitative analysis of the data using frequency statistics such as mean, standard deviation, and range. The data consisted of scores from six consecutive exit exams. The findings reveal that male students scored slightly higher on average than female students, with minimal difference (p = 0.07). Moreover, male scores exhibited more variability and spread, indicating varying performance levels. These results suggest the need for further investigation into the factors that contribute to gender-based differences in test performance. Furthermore, longitudinal studies tracking individual student performance over multiple semesters could offer a more in-depth understanding of academic progress and the efficacy of comprehensive exam practices.

The effects of language proficiency and awareness of time limit in animated vs. text-based situational judgment tests

BackgroundSituational Judgment Tests (SJTs) are commonly used in medical school admissions. However, it has been consistently found that native speakers tend to score higher on SJTs than non-native speakers, which can be particularly problematic in the admission context due to the potential risk of limited fairness. Besides type of SJT, awareness of time limit may play a role in subgroup differences in the context of cognitive load theory. This study examined the influence of SJT type and awareness of time limit against the background of language proficiency in a quasi high-stakes setting.MethodsParticipants (N = 875), applicants and students in healthcare-related study programs, completed an online study that involved two SJTs: one with a text-based stimulus and response format (HAM-SJT) and another with a video-animated stimulus and media-supported response format (Social Shapes Test, SST). They were randomly assigned to a test condition in which they were either informed about a time limit or not. In a multilevel model analysis, we examined the main effects and interactions of the predictors (test type, language proficiency and awareness of time limit) on test performance (overall, response percentage).ResultsThere were significant main effects on overall test performance for language proficiency in favor of native speakers and for awareness of time limit in favor of being aware of the time limit. Furthermore, an interaction between language proficiency and test type was found, indicating that subgroup differences are smaller for the animated SJT than for the text-based SJT. No interaction effects on overall test performance were found that included awareness of time limit.ConclusionA SJT with video-animated stimuli and a media-supported response format can reduce subgroup differences in overall test performance between native and non-native speakers in a quasi high-stakes setting. Awareness of time limit is equally important for high and low performance, regardless of language proficiency or test type.

An exploratory criterion validation of three meaning-recall vocabulary test item formats

In an upcoming coverage-comprehension study, we plan to assess learners’ meaning-recall knowledge of words as they occur in the study’s reading passage. As several meaning-recall test formats exist, the purpose of this small-scale study (N = 10) was to determine which of three formats was most similar to a criterion interview regarding mean score and the consistency of correct/incorrect classifications (match rate, k = 30). In Test 1, the prompt consisted of only the target item, and a written translation of its meaning was elicited. In Test 2, the prompt was a short sentence containing the highlighted target item, and again a written translation of only the target item was requested. In Test 3, the prompt was the same sentence as in Test 2, but the target item was unhighlighted, and participants translated the entire sentence. In the criterion interview, knowledge of the target items in the same prompt sentences as in Tests 2-3 was ascertained. The results indicated that the Test 3 format produced a mean score and match rate most similar to the interview. Test 2 also performed well. The paper discusses several factors explaining differences in test performance that were explored during the interview.

The influence of early life socio-environmental factors on executive performance in a healthy adult sample.

Attempts have been made (with research efforts encouraged) to deconstruct the "race" concept into language, cultural, and life experience variables that can help explain performance differences found between ethnic groups (Romero et al., 2009). The extant empirical literature reveals that early environmental factors and life experiences (e.g., socioeconomic status) are related to cognitive test performance in adulthood (Byrd et al., 2006). This study examined the explanatory value of early life childhood resources in the relationship between ethnicity and neuropsychological test performance in adulthood. Neurologically and psychologically healthy African American (n = 40), Caucasian (n = 14), and Hispanic (n = 107) college students ranging from 19-38 years of age. On average, participants had completed around 13 years of education, indicating that the majority were in the early stages of their undergraduate studies and mostly consisted of females (72%). Each participant completed a comprehensive neuropsychological battery that included tests of executive function and an extensive background questionnaire. A one-way analysis of variance (ANOVA) revealed that the CA group was significantly older (F (2, 160) = 18.38, p = .045) compared to the AA and H groups, but the groups did not differ in terms of number of years of educations or gender. Also, an ANOVA revealed significant group test performance differences on the Stroop-C [F (2, 160) = 1.53, p = .047], but not on the TMT-B and COWAT. Furthermore, a Tukey post hoc revealed that there were no significant differences in test performance on Stroop-C between the groups. Hierarchical multiple regression analyses revealed that group performance differences on executive function tests were medium or non-existent and only partially explained by years of education and early life financial resources. The results are discussed in light of the existing literature, study strengths and limitations, as well as directions for future research. This research can aid in pinpointing variables crucial for interpreting differences in neuropsychological assessments among diverse populations, holding potential implications for intervention research and policy settings. It is particularly relevant in the context of the continuously evolving social, political, and economic landscapes of societies.

An Exploratory Criterion Validation of Three Meaning-Recall Vocabulary Test Item Formats

In an upcoming coverage-comprehension study, we plan to assess learners’ meaning-recall knowledge of words as they occur in the study’s reading passage. As several meaning-recall test formats exist, the purpose of this small-scale study (N = 10) was to determine which of three formats was most similar to a criterion interview regarding mean score and the consistency of correct/incorrect classifications (match rate, k = 30).In Test 1, the prompt consisted of only the target item, and a written translation of its meaning was elicited. In Test 2, the prompt was a short sentence in which a target item was highlighted, and a written translation of only that target item was requested. In Test 3, the prompt was the same sentence as in Test 2, but the target item was unhighlighted, and participants were requested to translate the entire sentence. Finally, in the criterion interview, participants were asked to demonstrate their understanding of the target items in the same prompt sentences as in Tests 2–3. The results indicated that Test 3 produced a mean score and match rate most similar to the interview, followed by Test 2, with Test 1 being the least similar. The paper discusses several factors explaining differences in test performance that were explored during the interview

DISPARITIES IN MOCA AND MMSE SCORES AMONG DIVERSE OLDER ADULTS: A CASE ANALYSIS OF CREOLE-SPEAKING PARTICIPANTS

Abstract Almost 11% of older adults in the US have Alzheimer’s or related dementia. Most studies suggest that those who are Black or Hispanic are at higher risk. A culturally diverse sample, including Haitian older adults, was recruited from South Florida communities to participate in a longitudinal study, “In-Vehicle Sensors to Detect Change in Cognition of Older Drivers.” An extensive cognitive battery was administered for comparison with driving behaviors. No validated translations in Creole were available, so three Haitian-born examiners translated and back-translated test items into Creole. Two additional bilingual examiners verified the results. An analysis of variance (ANCOVA) comparing Haitian participants (N=12) and European Americans (N=135) on the MoCA controlling for age and education indicated the European American group scored higher (M = 25.78, SD = 2.57) than the Haitian Group (M =24.17, SD = 3.01), a significant difference in test performance, F (1, 124) = 6.11, P= .015. Results on four subscales of the MoCA evidenced significantly higher scores for the European American group: Visual EX Total, F (1, 124) = 22.52, p < .001; Serial-7, F (1, 124) = 12.09, p <.001; Attention Total, F (1, 124) = 5.10, p <.001; Letter Score F (1, 124) = 13.09, p <.001. No differences in language, abstract, delayed recall, or orientation were found. These preliminary results suggest cultural influences may account for differences in test performance. Further investigation with a larger sample of Haitian older adults is needed to explain differences in performance on this widely used test.

Assessment of Return to Sport After ACL Reconstruction With Soft Tissue Autograft in Adolescent Athletes: Quadriceps Versus Hamstring Tendon.

Quadriceps tendon soft tissue autograft represents an increasingly popular graft option for anterior cruciate ligament reconstruction (ACLR), particularly for adolescents, some of whom have an open physis, precluding use of graft options with bone plugs. The purpose of this study was to quantify return-to-sport performance assessments in adolescents at 6 months after ACLR with all-soft tissue quadriceps tendon autograft (ACLR-Q) versus hamstring tendon autograft (ACLR-HS). It was hypothesized that ACLR-Q would be associated with improved hamstring strength and hamstring-to-quadriceps (HS:Q) ratios compared with ACLR-HS, albeit with decreased quadriceps strength. Cross-sectional study; Level of evidence, 3. Included were patients aged 12 to 19 years who underwent primary ACLR by a single surgeon and who completed a return-to-sport performance assessment between 5 and 9 months postoperatively. The performance assessment included manual muscle strength tests (hamstring, quadriceps, hip abductor and adductor), dynamic balance test (Y-balance), and functional hop tests (single hop, triple hop, crossover hop, 6-m timed hop). Data were converted to limb symmetry indices, and limb symmetry index deficits were compared between the ACLR-Q and ACLR-HS cohorts using the Student t test or Wilcoxon-Mann-Whitney test. An initial cohort of 90 ACLR-Q patients was compared with 54 ACLR-HS patients, with no significant differences in patient characteristics. Differences in meniscal repair rates, however, prompted use of propensity score matching on age, sex, body mass index, meniscectomy, and meniscal repair to produce comparable subcohorts. The matching resulted in 67 ACLR-Q and 52 ACLR-HS patients. Hamstring strength deficits were significantly greater in ACLR-HS versus ACLR-Q patients (-40.5% vs -5.7%; P < .001). Quadriceps strength deficits were significantly greater in ACLR-Q versus ACLR-HS patients (-12.8% vs -0.4%; P < .001). ACLR-Q patients had a significantly greater HS:Q ratio on the operative knee (P < .001) and significantly higher Y-balance composite score deficits (-2.9% vs -0.4%; P = .01) than ACLR-HS patients. There were no significant differences in hop test performance between groups. Adolescent athletes who underwent ACLR-Q showed significantly greater quadriceps strength deficits but significantly smaller hamstring strength deficits than those who underwent ACLR-HS, leading to more favorable HS:Q ratios in ACLR-Q patients at 6 months postoperatively.

52 Differences in Neuropsychological Test Performance and Symptom Data in Schizophrenia with Co-Occurring Cannabis Use

Objective:Long-term exposure to the psychoactive ingredient in cannabis, delta-9-tetrahydrocanabinol (THC), has been consistently raised as a notable risk factor for schizophrenia. Additionally, cannabis is frequently used as a coping mechanism for individuals diagnosed with schizophrenia. Cannabis use in schizophrenia has been associated with greater severity of psychotic symptoms, non-compliance with medication, and increased relapse rates. Neuropsychological changes have also been implicated in long-term cannabis use and the course of illness of schizophrenia. However, the impact of co-occurring cannabis use in individuals with schizophrenia on cognitive functioning is less thoroughly explored. The purpose of this meta-analysis was to examine whether neuropsychological test performance and symptoms in schizophrenia differ as a function of THC use status. A second aim of this study was to examine whether symptom severity moderates the relationship between THC use and cognitive test performance among people with schizophrenia.Participants and Methods:Peer-reviewed articles comparing schizophrenia with and without cannabis use disorder (SZ SUD+; SZ SUD-) were selected from three scholarly databases; Ovid, Google Scholar, and PubMed. The following search terms were applied to yield studies for inclusion: neuropsychology, cognition, cognitive, THC, cannabis, marijuana, and schizophrenia. 11 articles containing data on psychotic symptoms and neurocognition, with SZ SUD+ and SZ SUD- groups, were included in the final analyses. Six domains of neurocognition were identified across included articles (Processing Speed, Attention, Working Memory, Verbal Learning Memory, and Reasoning and Problem Solving). Positive and negative symptom data was derived from eligible studies consisting of the Positive and Negative Syndrome Scale (PANSS), the Scale for the Assessment of Positive Symptoms (SAPS), the Scale for the Assessment of Negative Symptoms (SANS), Self-Evaluation of Negative Symptoms (SNS), Brief Psychiatric Rating Scale (BPRS), and Structured Clinical Interview for DSM Disorders (SCID) scores. Meta analysis and meta-regression was conducted using R.Results:No statistically significant differences were observed between SZ SUD+ and SZ SUD-across the cognitive domains of Processing Speed, Attention, Working Memory, Verbal Learning Memory, and Reasoning and Problem Solving. Positive symptom severity was found to moderate the relationship between THC use and processing speed, but not negative symptoms. Positive and negative symptom severity did not significantly moderate the relationship between THC use and the other cognitive domains.Conclusions:Positive symptoms moderated the relationship between cannabis use and processing speed among people with schizophrenia. The reasons for this are unclear, and require further exploration. Additional investigation is warranted to better understand the impact of THC use on other tests of neuropsychological performance and symptoms in schizophrenia.

Symposium 02: Current Directions in Women’s Neuropsychology Research

Summary Abstract:A longstanding trend of underrepresentation of women in pre-clinical and clinical research limits our understanding of women’s issues across several scientific fields, including neuropsychology and related disciplines. Highlighting this trend is the fact that only 2-6% of studies across major neuroscience journals over the last decade were conducted exclusively in women/females. This pattern of research limits our understanding of how women’s unique physiological, hormonal, psychiatric, and psychosocial presentations contribute to their brain health. Inclusion efforts aimed at increasing the study of more diverse populations have resulted in a nascent understanding of sex differences across several neuropsychological conditions, with implications for identification, prevention, and intervention efforts unique to women.In this seminar, we highlight current efforts by neuropsychologists to expand research of women in order to enhance our understanding and clinical care of this population. Of note, we use the standardized term “women” to describe a biological category (females) and/or a self-identified gender trait, which varies depending on the scope of the research and data availability. We highlight five lines of women’s-focused research spanning epilepsy/seizure disorders, traumatic brain injury (TBI), Alzheimer’s Disease (AD), and neurotoxicant exposure. In Dr. Sullivan-Baca’s presentation, ongoing lines of research into the clinical presentations of women with epilepsy are discussed. Findings highlight substantial psychiatric burden and unique medical factors to consider in women within this population. Dr. Jak’s presentation expands on concussion outcomes in women using the national FITBIR database and highlights a sex difference in postconcussive outcomes, with increased cognitive and somatic symptoms in women compared to men. Dr. Rapport and colleagues focus on the experience of menopause after TBI and discuss validation of a menopause symptom survey for TBI survivors. Dr. Sundermann’s presentation covers findings on women’s unique preclinical Alzheimer’s Disease trajectories. Dr. Krengel focuses on health trajectories for women Veterans exposed to neurotoxicants during the Gulf War and underlines sex differences in neuropsychological test performance. Through these presentations, our goal is both to inform and to inspire. Overall, we seek to orient members of our field to current directions in women’s research so they can better understand how women are differentially affected by neurological conditions. Clinically, we hope this knowledge will encourage neuropsychologists to understand how their women patients’ unique experiences of sex and gender contribute to their brain health. For researchers, we hope that attending this symposium will encourage pursuit of women’s-focused lines of inquiry. Furthermore, we hope to inspire training institutions to integrate this type of research more systematically into graduate student didactics and training, particularly for those students in neuropsychology-focused training.

The Effects of Adolescents' Participation in Video Games on Cognitive Function and Motor Control Skills.

There is still a lack of understanding of the productive areas of video game participation. Therefore, in order to observe positive effects and changes in game participation, this study examines the effects of game participation on the cognitive function and motor skills from 130 adolescents. To evaluate the participants' test performance, a cognitive function and motor control skill test program consisting of 10 tests were used (Trail Making, Corsi block, Tower of London, shooting game tasks, etc.). Differences in test performances between groups were verified using one-way ANOVA and an independent t-test. The results were as follows: first, there was no difference between groups according to the frequency of game participation in every test performance. Second, the results of this study showed statistically significant differences between groups according to the play time of game participation in several test performances (Key-mapping: p = 0.40; score of Grid Shot: p = 0.01, 0.07; score of Sphere Track: p = 0.12, 0.21; accuracy of Sphere Track: p = 0.12, 0.16). Also, all the effects' size results were confirmed as medium (Cohen's f > 0.20 and <0.40). Third, high school students only showed statistically significant higher results in a Multi-tasking test performance than middle school students, and the results of the effect size were confirmed to be middle and large (Multi-tasking1: p = 0.00, Cohen's d = 0.830; Multi-tasking2: p = 0.05, Cohen's d = 0.501). The results of this study imply the need to regard game participation as a behavior that can contribute to adolescents' cognitive psychological health.

A - 69 Examining Differences in Neuropsychological Test Performance Based on Deployment Era and Years Served in United States Veterans.

To determine the influence of years of military service and deployment era on neurocognitive performance. Archival data included 316 veterans (89.6% male; 94.3% White) seen for neuropsychological evaluation at the Portland VA (M/SD: age = 55.54/14.39; education = 13.32/2.44). Participants were administered a comprehensive neuropsychological battery. Two-way between-subjects analyses of variance (ANOVAs) examined the effects of years of service and deployment era on test performance. Bonferroni post-hoc tests compared differences between groups when a significant main effect was observed. Significant main effects were found for deployment era on TOMM Retention trial (F(4, 20) = 4.39, p = 0.04), WAIS-IV Block Design (F(5, 244) = 2.45, p = 0.04), WMS-IV Logical Memory I (F(5, 230) = 3.79, p < 0.01), Trail Making Test Part A (F(5, 242) = 3.54, p < 0.01), Trail Making Test Part B (F(5, 227) = 3.38, p < 0.01) and Grooved Pegboard for nondominant hand (F(4, 86) = 3.22, p < 0.05). Significant main effects were also observed for years of service for Trail Making Test Part A (F(4, 242) = 2.81, p < 0.05) and DKEFS Color-Word Trial 2 (F(4, 77) = 2.67, p < 0.05). A significant interaction was found between deployment era and years served on the BVMT-R total recall score (F(15, 213) = 1.92, p < 0.05). Post-hoc analyses did not reveal significant variance accounted for on neuropsychological tests. While there were significant differences between multiple measures, deployment era and years of service do not impact veteran's cognitive performance.