Differences In Test Performance Research Articles

The Association of Self-Reported Sleep Duration, Difficulty Sleeping, and Snoring With Cognitive Function in Older Women

We examined the association of sleep duration, snoring, and difficulty sleeping with cognitive function in a cohort of community-dwelling women. Women (n = 1844), aged 70 to 81 years at initial cognitive interview in 2000, are members of the Nurses' Health Study cohort. Women completed six tests of cognitive function encompassing general cognition, verbal memory, category fluency, and attention. We repeated the assessment 2 years later. We used linear regression models to obtain multivariate-adjusted mean differences in initial test performance, and in cognitive decline over time, across categories of sleep duration (< or =5,6,7,8,9+ hours/night), frequency of snoring (never, occasionally, regularly), and sleep difficulties (rarely/never, occasionally, regularly). In analyses of initial test performance, women sleeping < or =5 hours/night scored worse than women sleeping 7 hours/night (mean difference on global score combining all cognitive tests = 0.15 standard units, 95% CI: -0.28, -0.02). Women who regularly had difficulty falling or staying asleep scored 0.11 units lower on the global score (95% CI: -0.22, 0.01) compared with those who rarely had difficulty sleeping. These differences were equivalent to the mean differences in score observed between participants who were 4 to 5 years apart in age. We found no associations with snoring or with any of the sleep variables and cognitive decline over 2 years. Associations between sleep patterns and initial cognitive function may be clinically relevant given that diminished cognition is a risk factor for dementia. However, the lack of an association with prospective cognitive decline warrants further investigation.

Prevalence of human immunodeficiency virus–associated cognitive impairment in a group of Hispanic women at risk for neurological impairment

Human immunodeficiency virus (HIV)-associated cognitive impairment, a significant cause of morbidity, affects up to 30% of HIV-infected people. Its prevalence doubled as patients began to live longer after the introduction of highly active retroviral therapy. Women are now one of the fastest growing groups with acquired immunodeficiency syndrome (AIDS) in the United States and Puerto Rico, but relatively little is known about the prevalence and characteristics of cognitive dysfunction in HIV-infected women. In this study the authors investigated its prevalence in a group of HIV-1-seropositive Hispanic women in Puerto Rico. Forty-nine women with a nadir CD4 cell count of < or = 500 cells/mm3 were enrolled. Cognitive impairment was defined according to the American Academy of Neurology criteria for HIV dementia as modified to identify an "asymptomatic cognitively impaired" group. Observed prevalence was compared with prevalence in other populations in United States, Europe, and Australia. Differences in clinical markers and neuropsychological test performance among the cohort stratified by cognitive impairment were tested. Cognitive impairment was observed in 77.6% (38/49) of cases; asymptomatic cognitive impairment in 32.7% (16/49); minor cognitive motor disorders in 16.3% (8/49); and HIV-associated dementia (HAD) in 28.6% (14/49). Cognitive impairment did not correlate with age, CD4 cell count, viral load, or treatment modality. The cross-sectional prevalence of HIV-associated cognitive impairment was 77.6% (28.6% for HAD). These findings should enhance awareness of the prevalence of HIV-associated cognitive impairment, both clinically apparent and "asymptomatic," in Hispanic women and lead to improvements in areas such as education and compliance and to reevaluation of treatment interventions.

Stereotype Threat and Group Differences in Test Performance: A Question of Measurement Invariance.

Studies into the effects of stereotype threat (ST) on test performance have shed new light on race and sex differences in achievement and intelligence test scores. In this article, the authors relate ST theory to the psychometric concept of measurement invariance and show that ST effects may be viewed as a source of measurement bias. As such, ST effects are detectable by means of multi-group confirmatory factor analysis. This enables research into the generalizability of ST effects to real-life or high-stakes testing. The modeling approach is described in detail and applied to 3 experiments in which the amount of ST for minorities and women was manipulated. Results indicate that ST results in measurement bias of intelligence and mathematics tests.

Neuropsychological impairment in racial/ethnic minorities with HIV infection and low literacy levels: effects of education and reading level in participant characterization.

Educational attainment is an important factor in the interpretation of cognitive test scores but years of education are not necessarily synonymous with educational quality among racial/ethnic minority populations. This study investigated the comparability of educational attainment with reading level and examined whether discrepancies in education and reading level accounted for differences in neuropsychological test performance between HIV+ racial/ethnic minority and nonminority participants. Study participants (N=200) were derived from the Manhattan HIV Brain Bank (MHBB) where 50% of the cohort had < or =8th grade reading level but only 5% had < or =8 years of education. Significantly lower reading ability and education was found among African Americans and Hispanics, and these participants were more likely to have discrepant reading and education levels compared to non-Hispanic Whites. Discrepancy in reading and education level was associated with worse neuropsychological performance while racial/ethnic minority status was not. As years of schooling overestimated racial/ethnic minority participants' educational quality, standard norms based on education may inflate impairment rates among racial/ethnic minorities. Identifying appropriate normative standards is and will continue to be important in the detection of cognitive impairment in racial/ethnic minorities with HIV.

The Reliability and Validity of a Field Hockey Skill Test

High test retest reliability is essential in tests used for both scientific research and to monitor athletic performance. Thirty-nine (20 male and 19 female) well-trained university field hockey players volunteered to participate in the study. The reliability of the in house designed test was determined by repeating the test (3 - 14 days later) following full familiarisation. The validity was assessed by comparing coaches ranks of players with ranked performance on the skill test. The mean difference and confidence limits in overall skill test performance was 0.0 +/- 1.0 % and the standard error (confidence limits) was 2.1 % (1.7 to 2.8 %). The mean difference and confidence limits for the "decision making" time was 0.0 +/- 1.0 % and the standard error (confidence limits) was 4.5 % (3.6 to 6.2 %). The validity correlation (Pearson) was r = 0.83 and r = 0.73 for female players and r = 0.61 and r = 0.70 for male players for overall time and "decision making" time respectively. We conclude that the field hockey skill test is a reliable measure of skill performance and that it is valid as a predictor of coach-assessed hockey performance, but the validity is greater for female players.

Effect of traumatic subarachnoid haemorrhage on neuropsychological profiles and vocational outcome following moderate or severe traumatic brain injury

Objective: Traumatic subarachnoid haemorrhage (tSAH) frequently occurs in moderate or severe traumatic brain injury (TBI) and is related to worse outcome at time of discharge from the acute hospitalization. The current study compared neuropsychological impairment and vocational outcome at 1-year post-injury in patients with and without tSAH.Design: Acute injury, neuroradiological, neuropsychological and vocational data were collected for 100 patients admitted for neurorehabilitation following TBI.Results: Patients with tSAH had significantly worse vocational outcome than patients without tSAH. On neuropsychological measures, patients with tSAH generally performed worse than patients without tSAH across most neurocognitive domains. However, differences in neuropsychological test performance between patients with and without tSAH reached statistical significance on measures of visuospatial processing, verbal reasoning and mood only.Conclusion: The presence of tSAH appears to be associated with worse vocational outcome in survivors of moderate or severe TBI. As such, the presence of tSAH appears to have predictive value with respect to outcome following TBI.

DIFFERENTIAL PERFORMANCE OF ALZHEIMER'S AND VASCULAR DEMENTIA PATIENTS ON A BRIEF BATTERY OF NEUROPSYCHOLOGICAL TESTS

The purpose of this article was to examine the differences in neuropsychological test performance between groups with Alzheimer's and vascular dementia. Patients included in this study were those diagnosed with Alzheimer's Disease (AD) or Vascular Dementia (VAD) through a series of neuroradiological tests that included at a minimum a CT or MRI scan and a SPECT scan. Of the 113 AD patients, the average age was 80.08 (SD = 5.91) years and average education was 12.85 (SD = 2.88). Of the 109 VAD patients, average age was 78.67 (SD = 5.35) and average education was 13.10 (SD = 2.65). Tests included selected subtests of the WAIS-R, Word Fluency, Rey Figure, Boston Naming Test, Math, Reading, and subtests from the WMS-R. Five tests showed significant differences in favor of the VAD group: Information, Similarities, Picture Completion, WRAT Mathematics, and the Boston Naming Test. Both groups did well on Reading, while both did poorly on the Rey and Word Fluency. Although both groups did poorly on memory measures, the VAD patients showed better performance. Overall, the two groups did not differ significantly on the more complex tests, but did differ on more basic tests and all the memory tests. This pattern of similar score on complex tests and different scores on basic tests demonstrates the theory that both types of dementia affected higher, more complex skills. Differences between the groups were only apparent when basic skills were compared and were not reflected in more complex and neuropsychologically “sensitive” tests.

Testing psychodynamic psychotherapy skills among psychiatric residents: the psychodynamic psychotherapy competency test.

Training in psychodynamic psychotherapy remains a core requirement of psychiatric residency training programs, yet no standard measures of competency exist to document residents' knowledge and skills in this area. To address this issue, the authors developed a written test of applied knowledge of psychodynamic psychotherapy technique and theory, the Psychodynamic Psychotherapy Competency Test. Their goal in this article was to evaluate the validity of this test. The test was given to a group of 36 psychoanalytic experts and 206 residents in their second, third, and fourth psychiatric postgraduate years from 10 programs located in different parts of the United States. Program directors provided information on the number of hours of psychodynamic didactic teaching, supervision, and resident-conducted psychodynamic psychotherapy and rated the psychodynamic psychotherapy skills of residents in their fourth postgraduate year on the basis of cumulative supervisor reports. There were significant differences in test performance between residents and faculty experts and between residents in their second and fourth postgraduate years: more advanced residents and experts had progressively better scores. The mean scores of fourth-year residents in different programs differed significantly, but the scores of second-year residents did not. Higher test scores were positively associated with both number of hours of resident-conducted psychotherapy and number of hours of supervision. Among fourth-year residents, test scores correlated significantly with program director evaluations. This initial study supports the validity of the Psychodynamic Psychotherapy Competency Test as well as the feasibility of testing psychotherapy skills in a standardized fashion.

The relationship between plasma viral load and neuropsychological functioning in HIV-1 infection

Plasma viral load is helpful in monitoring systemic HIV infection but the relationship between plasma viral load and CNS functioning remains unclear. Equivocal results have been reported on the relationship between plasma viral load and cognitive functioning. The present study tested cognitive functions with a standardized neuropsychological battery consisting of 28 test scores. Participants ( N=140) were grouped into undetectable (<400 copies), low (401–10,000 copies), or moderate (10,001–100,000 copies) viral load groups. Statistical analyses (MANOVA and MANCOVA) revealed no differences in neuropsychological test performance between the viral load groups. Fairly healthy patients with moderate plasma viral loads do not appear to show increased neuropsychological dysfunction. CSF viral load may be more helpful in evaluating cognitive correlates of HIV encephalitis.

Methylphenidate Does Not Improve Cognitive Function in Healthy Sleep-Deprived Young Adults

Background Abuse of methylphenidate, a treatment of attention-deficit/hyperactivity disorder, is reported to be increasing among students for the purpose of improving cognition. Methods A single capsule, containing methylphenidate (20 mg) or placebo, was administered to healthy young adults orally following 24 hours of sleep deprivation. Measurements included percent change in score from sleep-deprived baseline on four standardized tests of cognitive function: Hopkins Verbal Learning, Digit Span, Modified Stroop, and Trail Making tests. Measurements also included percent changes in blood pressure and heart rate from sleep-deprived baseline and plasma methylphenidate concentration. Results Differences in cognitive test performance were not observed between intervention groups. In subjects receiving methylphenidate, mean percent changes from baseline for systolic blood pressure and heart rate were increased relative to placebo between 90 and 210 minutes following capsule administration (maximum increases of 9.45% and 11.03%, respectively). The timing of peak differences in physiologic measures did not correlate with peak serum methylphenidate concentrations. Exit questionnaire ratings of “capsule effect” and perceived performance on the postcapsule administration of the most challenging cognitive test were both higher ( p = .044 and p = .009, respectively) for the methylphenidate group than for the placebo group. Conclusions: Cognitive improvement among sleep-deprived young adults was not observed following methylphenidate administration. Benefits perceived by abusers may relate to increased confidence and sense of well-being, as well as to sympathetic nervous system stimulation. Moreover, methylphenidate administration results in physiologic effects that could be harmful to certain individuals.

The Applicant Attribution‐Reaction Theory (AART): An Integrative Theory of Applicant Attributional Processing

This article proposes a new theory called the Applicant Attribution‐Reaction Theory (AART) to better understand attributional processes in the formation of applicant reactions. The theory proposes that applicants' affective, behavioral, and cognitive reactions, such as fairness, test perceptions, test performance, and motivation, are fundamentally driven by an attributional process. A key implication of the theory is that perceptions such as fairness and test attitudes carry little explanatory power; instead they are consequences of attributional processing. We provide a brief review of dominant applicant reactions frameworks, review the social psychological literature on attributions, and present the theory. We then contrast the theory to existing conceptualizations, and finally describe its potential for better understanding several key topics in applicant reactions, including the justice judgment process, test performance, and racial subgroup differences. The theory has the potential to integrate many diverse perspectives on applicant reactions, and provides numerous directions for future research and practice.

On interpreting stereotype threat as accounting for African American-White differences on cognitive tests.

C. M. Steele and J. Aronson (1995) showed that making race salient when taking a difficult test affected the performance of high-ability African American students, a phenomenon they termed stereotype threat. The authors document that this research is widely misinterpreted in both popular and scholarly publications as showing that eliminating stereotype threat eliminates the African American-White difference in test performance. In fact, scores were statistically adjusted for differences in students' prior SAT performance, and thus, Steele and Aronson's findings actually showed that absent stereotype threat, the two groups differ to the degree that would be expected based on differences in prior SAT scores. The authors caution against interpreting the Steele and Aronson experiment as evidence that stereotype threat is the primary cause of African American-White differences in test performance.

Gender differences in memory test performance among children and adolescents

Gender differences among children and adolescents were examined on 14 separate measures of short-term memory. A nationally stratified sample of 1,279 children and adolescents, 637 males and 642 females, ranging in age between 5 and 19 years, were assessed on the 14 subtests of the Test of Memory and Learning (TOMAL). Factor structure of the TOMAL was determined to be invariant as a function of gender. Using age-corrected deviation scaled scores calculated at 1-year intervals, results of a one-way multivariate analysis of variance (MANOVA) revealed only two significant differences in absolute scores across gender on the 14 memory subtests. A profile of normal variations in patterns of memory test performance across gender revealing relative strengths for females on verbal tasks and males on spatial tasks is presented for clinical use and future normative comparisons.

Neuropsychological impairment in fibromyalgia: Relation to depression, fatigue, and pain

Objective: The present study assessed the relationship of depression, pain, and fatigue to subjective cognitive complaints and objective impairment in patients with fibromyalgia (FM), patients with other chronic pain disorders, and healthy controls. Method: Neuropsychological assessment was conducted on 28 FM patients, 27 chronic pain patients, and 21 healthy controls. Five FM patients and five chronic pain patients were excluded due to poor effort on cognitive tasks. Assessment included measures of depression, pain, fatigue, subjective cognitive complaints, memory, executive functioning, intellect, attention, and psychomotor speed. Analysis of covariance was used to assess group differences in cognitive complaints and cognitive test performance, after controlling for depression, pain, and fatigue. Hierarchical regression was used to assess whether objective test performance was related to subjective cognitive complaints, after controlling for depression, pain, and fatigue. Results: FM patients had more memory complaints and reported more fatigue, pain, and depression than other groups. Groups were not different in cognitive performance, after controlling for fatigue, pain, and depression; depression was related to memory performance and fatigue was related to psychomotor speed. Neuropsychological test results did not add significantly to the variance accounted for in subjective cognitive complaints, after accounting for depression, pain, and fatigue. Conclusion: Psychological factors, particularly effort, depression, and fatigue, are important in understanding both subjective cognitive complaints and objective cognitive impairment in FM and other chronic pain disorders.

A 6-Year Study of Cognition and Spatial Function in the Demented and Non-Demented Elderly: The Sydney Older Persons Study

Background: Spatial function has been suggested to be disproportionately worse in people with dementia with Lewy bodies (DLB) than other dementia groups, and poor performance on the Mini-Mental State Examination pentagon copying (PC) task has been proposed as adequate for assessing this. We aimed to establish the prevalence of poor PC in the non-demented elderly; determine the validity of the use of PC as a spatial function test, and determine if poor PC is more common in DLB than non-DLB dementias. Methods: In a population-based sample of 299 participants, 126 were rated as being cognitively normal (clinical rating scale [CDR] = 0), 95 mildly cognitively impaired (CDR = 0.5), and 78 met criteria for dementia, 19 of whom met criteria for probable DLB (pDLB) and 25 with none of the core features of DLB (non-DLB). The accuracy of PC performance was determined across CDR groups, and the relationship of PC to performance on a broad range of cognitive tests was evaluated. The dementia groups were compared cross-sectionally to determine differences in PC and other cognitive test performance, as well as 3 and 6 years earlier to determine cognitive differences at initial stages of cognitive decline. Results: Poor PC was common in the non-demented elderly (39% CDR = 0; 43% CDR = 0.5). In this non-demented group, PC was selectively related to tests of spatial function. Poor PC was not significantly different in the pDLB and non-DLB groups at any assessment time, however it became more prevalent as dementia severity increased. Memory function and verbal fluency were more impaired in the pDLB group in the early stages of the disorder. Comment: PC appears to be a good measure of spatial function in the elderly. However, in contrast to other findings of poor spatial skills in DLB when dementia is in the mild to moderate stages, poor PC performance has not been shown to be a good early marker of DLB and its clinical correlates are yet to be determined.

Children at Risk for Developing Reading Difficulties

This article reports two different experiments as part of a longitudinal study. The first experiment examines the long-term efficacy of two brief remedial procedures (a Meaning-Based procedure versus a cognitive remediation program, the PASS Reading Enhancement Program [PREP]) focusing on the differences in phonological and cognitive test performance of 40 children who needed remediation for poor word decoding in Grade 1. The second study reports the outcomes of an intensified version of the PREP program that emphasizes strengthening the cognitive processes underlying reading in a remaining group of 24 difficult-to-remediate Grade 2 students. Follow-up data are also reported for this group. The results of the first study indicated that the PREP group improved significantly more in pseudo-word reading compared to the meaning-based group right after remediation in Grade 1. These differences, however, were somewhat reduced when re-testing occurred in Grade 2 and may be due to the influence of classroom instruction. Indeed, when both groups were compared to the norming sample, they appeared to continue to develop at an accelerated rate. As for the results of the second study, which focused on the longitudinal development of those 24 children who exhibited a history of chronic low reading performance, it was shown that PREP remediation kept producing significant gains, especially in word-decoding, a finding consistent with the theoretical framework of PREP.

Relating Test-Taking Attitudes and Skills and Stereotype Threat Effects to the Racial Gap in Cognitive Ability Test Performance

This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the test provided the hypothetical employer diagnostic information about their reasoning abilities and limitations; they were also asked to report their racial status prior to taking the test. Significant race differences favoring Whites were found for mathematical and logical performance, holding ability constant. A metacognitive strategy, regulation of cognition, partially mediated race effects on mathematical and verbal performance. Contrary to previous findings, no traditional significant ST effects were found; however, a 3-way interaction revealed that proficiency in test-taking strategies mitigated the Black-White mathematical score gap to a greater extent for those in the ST condition.

Gender differences in memory test performance among children and adolescents

Gender differences among children and adolescents were examined on 14 separate measures of short-term memory. A nationally stratified sample of 1,279 children and adolescents, 637 males and 642 females, ranging in age between 5 and 19 years, were assessed on the 14 subtests of the Test of Memory and Learning (TOMAL). Factor structure of the TOMAL was determined to be invariant as a function of gender. Using age-corrected deviation scaled scores calculated at 1-year intervals, results of a one-way multivariate analysis of variance (MANOVA) revealed only two significant differences in absolute scores across gender on the 14 memory subtests. A profile of normal variations in patterns of memory test performance across gender revealing relative strengths for females on verbal tasks and males on spatial tasks is presented for clinical use and future normative comparisons.

Do age-group differences on mental tests imitate racial differences?

Previous studies have shown that the pattern of mean differences on various mental tests (and other psychometric features) between black (B) and white (W) children all of the same age is imitated by comparing racially homogeneous groups composed of all W or all B children that differ in chronological age (CA). When the younger/older CA ratio is between 0.80 and 0.90, raw score differences approximate the B–W mental age (MA) ratio of same-age B and W children on IQ tests. The typical W–B IQ difference is 10–20 points. The imitation of actual same-age W–B mean differences by different age groups of W (or B) has been observed in a number of psychometric characteristics besides total raw scores. Does the same “imitation” phenomenon occur for Spearman's hypothesis? This hypothesis states that the standardized mean W–B differences on various tests are directly related to the magnitudes of the tests' g loadings? In a battery of 17 diverse tests, the actual W–B comparisons strongly bear out Spearman's hypothesis. The comparisons of different age groups (of the same race) resemble the Spearman effect, but also clearly differ, as the least g-loaded tests show larger age-group differences than the corresponding differences between the age-matched W and B groups. The findings support Spearman's hypothesis that the W–B difference in test performance is predominantly a g difference rather than a unitary developmental difference affecting all factors in test performance.

The Effects of Demographic Variables and Stereotype Threat on Black/White Differences in Cognitive Ability Test Performance

The present study examined whether a set of demographic variables and stereotype threat could explain African-American/White mean differences in cognitive ability test performance. African Americans and Whites were found to significantly differ in stereotype threat and educational attainment of participants' fathers (i.e., father education). In moderate support of our study hypothesis, stereotype threat and father education partially mediated race differences in cognitive ability test scores. Implications for study findings are discussed, and limitations of the study are noted.