Difficult Items Research Articles

Direct and indirect effects of fluid intelligence on the retrieval practice effect.

In this study, participants (N = 144) first studied 40 word pairs, then restudied half of the word pairs and practiced retrieval with feedback on the other half. In separate sessions, they then completed cued-recall and fluid intelligence (gF) tests. Three main objectives were addressed. First, we sought to generalize two findings reported by M. Minear et al. (2018): During the final-test phase, the high gF group exhibited a greater retrieval practice effect for difficult items compared to easy items, while the opposite pattern was observed for the low gF group; and, during the practice phase, the advantage of the high gF group over the low gF group increased across cycles for difficult items but not for easy items. Overall, we successfully extended their results. Second, we investigated whether gF is related to the amount of new items recalled during the practice phase. Consistent positive relationships were found in Cycles 1-3 (rs between .30 and .43). Third, we tested and found an indirect effect of gF on the retrieval practice effect mediated by performance during the practice phase. One possibility is that learners with higher gF may be particularly skilled at generating effective mediators and at monitoring and replacing less effective ones after retrieval failures. We recommend the following research agenda: measure the production, shift, and retrieval of mediators; manipulate the number of retrieval practice opportunities; probe the retrieval practice effect with free-recall tests; and adopt procedures based on learning to a criterion. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Development of Qualified Items for Nursing Education Assessment: The Progress Testing Experience

Aimto analyze the psychometric characteristics of items in the nursing inter-institutional progress testing for the years 2019, 2021, 2022 and 2023. BackgroundProgress testing is a validated method for evaluating professional undergraduate education, aimed at identifying knowledge gain in a continuous and progressive manner, with potential benefits for nursing education. However, for its results to be useful, the evaluation items used in the test must have good psychometric performance. Designa cross-sectional study. Methodsa sample of 377 items (multiple-choice questions) was applied to 4,678 students in four years of progress testing. The difficulty and discrimination indexes were analyzed using descriptive statistics, ANOVA and simple linear regression. ResultsThe average difficulty index of the test items ranged between 0.39 and 0.46. The areas of child and adolescent health, women's health and adult health had the most difficult items, while the areas of management, mental health and public health had the least difficult items. Discrimination index ranged from 0.35 to 0.43. There was a difference between discrimination index between the years of application (p<0.001), with a significant increase in the discrimination index (p<0.001) in the trend analysis. Students in the final years showed lower levels of difficulty and discrimination when compared with students in the initial years, demonstrating that the test is easier and there is less dispersion of performance among students in the final years. ConclusionsThe items are not difficult and have good discrimination. A gradual annual increase in the discrimination index of the items was observed. This study provides useful information for the psychometric analysis and quality assurance of knowledge assessment items, both for the implementation of similar PT experiences and in the use of multiple-choice questions for other knowledge assessment purposes.

Note on the radical inflation in the estimates of error variance in measurement models

This note discusses the radical technical inflation in error variance and the related standard error of test scores from both conceptual and empirical viewpoints. This technical inflation arises as a direct consequence of the technical underestimation of item-score correlation by the product–moment coefficient of correlation (PMC), which is embedded in the traditional estimators of reliability such as coefficients alpha, theta, omega, or rho (maximal reliability). Specifically, in educational settings where compilations usually include both easy and difficult items, the estimate by PMC may substantially deviate from the true association between an item and the score. Consequently, the use of traditional estimators of reliability leads to technically inflated estimates of standard errors, as the error variance related to these traditional measurement models is significantly inflated, resulting in deflated reliability estimates. In educational testing, employing deflation-corrected standard errors, calculated using deflation-corrected reliability estimators, would provide a more accurate measure of the test score’s true precision.

Clinical Utility of Virtual Kitchen Errand Task for Children (VKET-C) as a Functional Cognition Evaluation for Children with Developmental Disabilities

Background/Objectives: This study evaluated the clinical utility of a virtual reality (VR)-based kitchen error task for children (VKET-C) to assess functional cognition in children. Methods: In total, 38 children aged 7–12 years were included, comprising 23 typically developing (TD) children and 15 children with developmental disabilities (DDs), including autism spectrum disorder, attention deficit hyperactivity disorder, and intellectual disability. While performing the VKET-C, performance errors were analyzed. The Stockings of Cambridge (SOC) and Spatial Working Memory (SWM) tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess cognitive function. The Brunner–Munzel test was performed to compare performance errors between the TD and DD groups, and correlations between performance errors and cognitive measures were analyzed. Results: Omission and commission errors were significantly different between the groups (p &lt; 0.001), with no significant difference in motor errors (p &gt; 0.05). Omission errors were correlated with the initial thinking time mean (ITMN) in all items of the SOC task and the between errors (BE) of the SWM task. Commission errors were correlated with the ITMN in the difficult items of the SOC task and the BE of the SWM task. Additionally, motor errors were significantly correlated with problems solved in minimum moves (PSMM) and ITMN in the difficult items of the SOC task and BE in the SWM task. Conclusions: The VKET-C shows promise as an effective tool for assessing executive function and working memory in children with DDs, offering an engaging and ecologically valid alternative to traditional methods.

응급구조학과 수업에서 빔(beam)을 이용한 동영상 교육과 QR code 동영상을 활용한 자가 학습의 자기효능감 비교 분석

Objectives The purpose of this study was to compare and analyze the impact of video practice education using beam technology and self-learning through QR code videos on the acquisition of emergency patient management skills in relation to self-efficacy. Methods The study was conducted from March 27, 2024, to March 31, 2024. It employed a randomized cross-pre-post-experimental design to assess the impact of emergency patient management skills on self-efficacy among 53 students enrolled in the Department of Paramedicine, using either beam technology or self-learning via QR code videos. Results The study found no significant difference in intravenous selection and insertion before training and during practical training using beams. However, there was a notable improvement in self-efficacy observed after viewing the QR code videos. Notably, participants who engaged in self-learning through QR code videos more than three times demonstrated the highest levels of self-efficacy, with a significant difference noted. Conclusions The findings suggest that learners enhanced their self-efficacy by repeatedly practicing difficult skill items through self-learning using QR code videos.

The Psychometric Assessment of GRIT using Rasch Measurement Model for Vernacular Students Setting

In facing a competitive global landscape and an uncertain future, fostering a national character rooted in grit emerges as a critical necessity. Grit stands out as a multifaceted trait encompassing perseverance of effort and consistency of interest over an extended period. The innovative and groundbreaking research that contributes new insights to the field by improving the validity and reliability on quality of items in assessing grit for vernacular setting among Tamil students who rarely explored. Hence, this study will focus on the setting of vernacular students consist of Tamil National Type Primary School (SJKT) in Negeri Sembilan. The study aimed to test whether grit measurement items have good psychometric properties in the context of SJKT students based on Rasch analysis. Two grit constructs have been applied in this study such as perseverance and interest. The survey with quantitative approach was applied. Cluster sampling technique was used to select a total of 93 SJKT students studying in Year 6 from two districts in Negeri Sembilan. The total of 11 from 12 items met the requirements of Rasch’s statistical modelling using WINSTEPS 3.68.2 software. This psychometrics properties also reports on the strength of items through graphical analysis such as Wright Map. Person reliability shows the reading of 0.78 and item reliability shows of 0.84. Meanwhile, person separation is at 1.88 and item separation at 2.32 proved that items and persons can be categorized by the difficulty and ability. Cronbach Alpha shows the reading of 0.89 for internal consistency evidence. An implication of this is the possibility to generate more difficult items for SJKT students to measure grit and expand the impact of grit measurement that only focus on psychology part, but also the psychometric field. It is recommended that future studies can be conducted to examine the suitability of items using few other new settings such as Sekolah Kebangsaan (SK), Sekolah Jenis Kebangsaan Cina (SJKC) and private primary schools in Negeri Sembilan with larger samples. Future study for these items could be used as a self and peers -assessment for the self-improvement purpose in grit.

Interpretability and Clinical Utility of the Pediatric Evaluation of Disability Inventory - Patient Reported Outcome (PEDI-PRO) Score Report

Aims Well-designed score reports can support therapists to accurately interpret assessments. We piloted a score report for the Pediatric Evaluation Disability Inventory-Patient Reported Outcome (PEDI-PRO) and evaluated: 1) To what extent can occupational and physical therapists (OT, PT) accurately interpret item-response theory (IRT)-based PEDI-PRO assessment results? 2) What is the perceived clinical utility of the pilot score report? Methods Exploratory, sequential mixed methods design. Focus groups with OT and PTs (n = 20) informed the development of the final score report; revisions were made in response to feedback. Next, OTs and PTs (n = 33) reviewed score reports from two fictional clients and answered survey questions about the interpretation of the PEDI-PRO results. Additional questions evaluated clinical utility. Results Focus groups: Visual cues supported score interpretation, but therapists requested additional explanations for advanced IRT measurement concepts. Survey: Therapists accurately interpreted foundational IRT concepts (e.g. identifying most/least difficult items, highest scores), but were less accurate when interpreting advanced concepts (e.g. fit, unexpected responses). Therapists anticipated sharing different components of the score report with family members, clinicians, and payers to support their clinical practice. Conclusions The pilot PEDI-PRO score report was highly endorsed by therapists, but therapists may need additional training to interpret advanced IRT concepts.

Can Adaptive Testing Improve Test-Taking Experience? A Case Study on Educational Survey Assessment

ABSTRACT Test-taking experience is a consequence of the interaction between students and assessment properties. We define a new notion, rapid-pacing behavior, to reflect two types of test-taking experience – disengagement and speededness. To identify rapid-pacing behavior, we extend existing methods to develop response-time thresholds for individual items based on empirical patterns of response time and response accuracy. An analysis procedure is proposed to compare the extent of rapid-pacing behavior across testing formats. We also present a case study using datasets from an educational survey assessment of mathematics. A large-scale randomized experiment was conducted involving two testing formats (linear and multistage) for U.S. 8th-grade students. Results suggest that using multistage testing instead of linear testing has differential impact on test-taking experience across performance levels. The lower performers appear more engaged when presented with items better targeted to their proficiency, whereas the higher performers experience more time pressure when presented with more difficult items.

How Learners’ Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments

Virtual reality (VR) applications are developing rapidly, becoming more and more affordable, and offer various advantages for learning contexts. Dynamic visualizations are generally suitable for depicting continuous processes (e.g., different movement patterns), and particularly dynamic virtual 3D-objects can provide different perspectives on the movements. The present study investigated through a low immersive (desktop “VR”, Study 1) and a high immersive virtual environment (immersive VR; Study 2) the effectiveness of different interaction formats to view 3D-objects from different perspectives. Participants controlled either the orientation of the 3D-objects (Study 1, mouse interaction; Study 2, hand interaction via VR controllers) or their viewpoint in relation to the 3D-objects (Study 1, camera position; Study 2, position of participants’ own body). Additionally, the moderating influence of learners’ visuospatial ability was addressed. Dependent variables were pictorial recognition (easy, medium, difficult), factual knowledge, presence, and motion sickness. Results showed that higher-visuospatial-ability learners outperformed lower-visuospatial-ability learners. In Study 1, higher-visuospatial-ability learners showed higher recognition performance (difficult items) by controlling the camera position, whereas lower-visuospatial-ability learners suffered from this interaction format. In Study 2, higher-visuospatial-ability learners achieved better recognition performance (easy items) by controlling the 3D-models, whereas lower-visuospatial-ability learners tended to profit from moving around the 3D-objects (medium items). The immersive VR yielded more presence and higher motion sickness. This study clearly shows that different interaction formats to view 3D-objects from multiple perspectives in Desktop-VR are not transferable on a one-to-one basis into immersive VR. The results and implications for the design of virtual learning environments are discussed.

Item analysis: the impact of distractor efficiency on the difficulty index and discrimination power of multiple-choice items

BackgroundDistractor efficiency (DE) of multiple-choice questions (MCQs) responses is a component of the psychometric analysis used by the examiners to evaluate the distractors’ credibility and functionality. This study was conducted to evaluate the impact of the DE on the difficulty and discrimination indices.MethodsThis cross-sectional study was conducted from April to June 2023. It utilizes the final exam of the Principles of Diseases Course with 45 s-year students. The exam consisted of 60 type A MCQs. Item analysis (IA) was generated to evaluate KR20, difficulty index (DIF), discrimination index (DIS), and distractor efficiency (DE). DIF was calculated as the percentage of examinees who scored the item correctly. DIS is an item’s ability to discriminate between higher and lower 27% of examinees. For DE, any distractor selected by less than 5% is considered nonfunctional, and items were classified according to the non-functional distractors. The correlation and significance of variance between DIF, DI, and DE were evaluated.ResultsThe total number of examinees was 45. The KR-20 of the exam was 0.91. The mean (M), and standard deviation (SD) of the DIF of the exam was 37.5(19.1), and the majority (69.5%) were of acceptable difficulty. The M (SD) of the DIS was 0.46 (0.22), which is excellent. Most items were excellent in discrimination (69.5%), only two were not discriminating (13.6%), and the rest were of acceptable power (16.9%). Items with excellent and good efficiency represent 37.3% each, while only 3.4% were of poor efficiency. The correlation between DE and DIF (p = 0.000, r= -0.548) indicates that items with efficient distractors (low number of NFD) are associated with those having a low difficulty index (difficult items) and vice versa. The correlation between DE and DIS is significantly negative (P = 0.0476, r=-0.259). In such a correlation, items with efficient distractors are associated with low-discriminating items.ConclusionsThere is a significant moderate negative correlation between DE and DIF (P = 0.00, r = -0.548) and a significant weak negative correlation between DE and DIS (P = 0.0476, r = -0.259). DIF has a non-significant negative correlation with DIS (P = 0.7124, r = -0.0492). DE impacts both DIF and DIS. Items with efficient distractors (low number of NFD) are associated with those having a low difficulty index (difficult items) and discriminating items. Improving the quality of DE will decrease the number of NFDs and result in items with acceptable levels of difficulty index and discrimination power.

The Impact of Insufficient Effort Responses on the Order of Category Thresholds in the Polytomous Rasch Model.

Insufficient effort responding (IER) refers to a lack of effort when answering survey or questionnaire items. Such items typically offer more than two ordered response categories, with Likert-type scales as the most prominent example. The underlying assumption is that the successive categories reflect increasing levels of the latent variable assessed. This research investigates how IER affects the intended category order of Likert-type scales, focusing on the category thresholds in the polytomous Rasch model. In a simulation study, we examined several IER patterns in datasets generated from the mixture model for IER (MMIER). The key findings were (a) random responding and overusing the non-extreme categories of a five-category scale were each associated with high frequencies of disordered category thresholds; (b) raising the IER rate from 5% to 10% led to a substantial increase in threshold disordering, particularly among easy and difficult items; (c) narrow distances between adjacent categories (0.5 logits) were associated with more frequent disordering, compared with wide distances (1.0 logits). Two real-data examples highlighted the efficiency and utility of the MMIER for detecting latent classes of respondents exhibiting different forms of IER. Under the MMIER, the frequency of disordered thresholds was reduced substantially in both examples. The discussion focuses on the practical implications of using the MMIER in survey research and points to directions for future research.

The equation for medical multiple-choice question testing time estimation.

Multiple-choice questions (MCQs) offer a suitable means to assess the cognitive domain of learners with a high degree of objectivity. The study's objective is to formulate an equation for determining the ideal timing for MCQ examinations, thereby inspiring the development of a model to estimate the duration of these examinations. The authors generated a specific computer program that integrated with the operating system of the examination. Technical-specific features included the ability to calculate the speed of students taking examinations with images or videos in the questions or options. This bespoke computer program was designed specifically for assessing individual students' MCQ test-taking pace and generating a proctor report in a computer-readable format. Subsequently, data derived from this program underwent regression analysis to determine the speed at which students completed MCQ examinations. The data were collected from a total of 1035 examinees, all of whom were non-native English speakers. The average reading rate was 62.38±20.4 words/min. It was found that the rate decreased significantly in difficult (50.65±6.9 words/min) items compared to easy (82.29±21.3 words/min) and intermediate (60.56±19.1 words/min) items (p<0.001), respectively. The linear regression analysis predicted option selection (words/min) as; 33.92+1.93(%tables/figures)+0.14(%recall)-0.37(%application), r2=0.45, p<0.001. It is not advisable to base the decision solely on reading time or time allocation. Examination administrators are advised to proactively plan ahead, with particular emphasis on establishing a well-defined taxonomy, as it constitutes a fundamental cornerstone in the utilization of the estimation equation.

How well do DSM-5 criteria measure alcohol use disorder in the general population of older Swedish adolescents? An item response theory analysis

BackgroundThis study assesses the psychometric properties of DSM-5 criteria of AUD in older Swedish adolescents using item response theory models, focusing specifically on the precision of the scale at the cut-offs for mild, moderate, and severe AUD. MethodsData from the second wave of Futura01 was used. Futura01 is a nationally representative cohort study of Swedish people born 2001 and data for the second wave was collected when participants were 17/18 years old. This study included only participants who had consumed alcohol during the past 12 months (n = 2648). AUD was measured with 11 binary items. A 2-parameter logistic item response theory model (2PL) estimated the items’ difficulty and discrimination parameters. Results31.8% of the participants met criteria for AUD. Among these, 75.6% had mild AUD, 18.3% had moderate, and 6.1% had severe AUD. A unidimensional AUD model had a good fit and 2PL models showed that the scale measured AUD over all three cut-offs for AUD severity. Although discrimination parameters ranged from moderate (1.24) to very high (2.38), the more commonly endorsed items discriminated less well than the more difficult items, as also reflected in less precision of the estimates at lower levels of AUD severity. The diagnostic uncertainty was pronounced at the cut-off for mild AUD. ConclusionDSM-5 criteria measure AUD with better precision at higher levels of AUD severity than at lower levels. As most older adolescents who fulfil an AUD diagnosis are in the mild category, notable uncertainties are involved when an AUD diagnosis is set in this group.

Pengembangan Instrumen Assesmen Literasi Sains Berbasis Kontekstual pada Materi Koloid

This research is a development research (Research and Development) with the objectives: (1) to assess the quality of the instrument in terms of content validity and empirical validity, (2) to determine the reliability of the developed instrument, and (3) to assess the practicality of the developed instrument. The product developed is a contextual science literacy assessment instrument on the topic of colloids. The developed contextual science literacy instrument is in the form of multiple-choice questions. The research was conducted using the 4D development model, which includes the stages of define, design, develop, and disseminate. The results of rational validation by two expert validators yielded 15 valid test items with an Aiken's index ≥ 0.75. The instrument was tested on 34 students from class XII MIPA 3 of SMAN 1 Gowa. The results of empirical validation using the point biserial formula at α=0.339 yielded 14 valid test items. The results of the reliability test using KR-20 showed that the instrument was categorized as reliable with a value of 0.831. The analysis of the item discrimination power showed that there were 2 very good items, 6 good items, 4 fair items, and 3 poor items. The distribution of the item difficulty level was 47% difficult items, 40% medium items, and 2% easy items. The practicality of the contextual science literacy assessment instrument on the topic of colloids was categorized as practical based on the positive results of the student questionnaire (85%) and the teacher questionnaire (95%).

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.

A Descriptive Study Using Rasch Analysis and Hypothesis Testing to Evaluate the Psychometric Properties of the UMOVE Mobility Screen Tested With Hospitalized Older Adults.

The purpose of this study was to test the reliability and validity of the UMOVE Mobility Screen in older adults living with dementia using a Rasch analysis and hypothesis testing. The UMOVE Mobility Screen (UMOVE) focuses on nine activities: following commands, muscle strength, and basic functional mobility tasks. Trained evaluators completed assessments on 244 patients, the majority of whom were female (62%), and White (71%). Based on Rasch Analysis, there was evidence of good item and person reliability (indexes > 0.80), good INFIT statistics, and only one item fitting the model based on OUTFIT statistics. Validity was supported based on hypothesis testing. There was no evidence of Differential Item Functioning between races and genders. Item mapping raised concerns about the spread of the items across the full spectrum of mobility assessed in the UMOVE Mobility Screen. Future testing should consider adding some easier and some more difficult items.

Measurement properties of the Body Awareness Scale Movement Quality (BAS MQ) in persons on the autism spectrum: A preliminary Rasch analysis

BackgroundPersons on the autism spectrum exhibit poorer body awareness than neurotypical persons. Since movement quality may be regarded as an expression of body awareness, assessment of movement quality is important. Sound assessments of measurement properties are essential if reliable decisions about body awareness interventions for persons on the autism spectrum are to be made, but there is insufficient research. ObjectiveTo assess measurement properties of the Body Awareness Scale Movement Quality (BAS MQ) in an autism and a neurotypical reference group. MethodsPersons on the autism spectrum (n=108) and neurotypical references (n=32) were included. All were assessed with BAS MQ. Data were analyzed according to the Rasch model. ResultsBAS MQ was found to have acceptable unidimensionality, supported by the fit statistics. The hierarchical ordering showed that coordination ability was the most difficult, followed by stability and relating. Response category functioning worked as intended for 19 out of 23 items. There were few difficult items, which decreased targeting. Reliability measures were good. BAS MQ discriminated between the autism and the reference groups, with the autism group exhibiting poorer movement quality, reflecting clinical observations and previous research. ConclusionsBAS MQ was found to have acceptable measurement properties, though suffering from problems with targeting item difficulty to person ability for persons on the autism spectrum. The BAS MQ may, along with experienced movement quality, contribute to clinically relevant information of persons on the autism spectrum, although we encourage refinements and further analyses to improve its measurement properties.

Prey selection by black-footed ferrets (Mustela nigripes): implications for intersexual resource partitioning and conservation

Abstract Intraspecific resource partitioning may play a critical role in how predators optimize prey selection. The Black-footed Ferret (Mustela nigripes; henceforth, ferret) is a highly specialized predator of prairie dogs (Cynomys spp.; henceforth, PDs). Adult ferrets are sexually dimorphic and PDs are of similar size making them a difficult prey item. PD young are born 6 to 8 weeks prior to births of ferrets, producing a crop of smaller prey items during a period when energetic needs of female ferrets are highest. We asked whether relatively small female ferrets select small PDs as prey. We examined survival rates from early to late summer for large and small black-tailed PDs (Cynomys ludovicianus) in Montana and South Dakota as a function of their distance to adult male and female ferrets using capture–mark–recapture of PDs and simultaneous summer monitoring of ferret locations. Survival of small PDs (&amp;lt;600 g) was low when a female ferret was nearby, but distance to nearest female ferret did not affect survival of large PDs. Distance to the nearest male ferret did not influence survival regardless of PD size. Reduced competition from males for a critical food resource needed by females rearing young would benefit fitness of both sexes. If female ferrets depend on young PDs during their reproductive period, existing habitat models may substantially overestimate ferret carrying capacity.

Comparing two picture naming tasks in Primary Progressive Aphasia: insights from behavioural and neural results

AbstractBackgroundPicture naming tests are widely used to evaluate language impairments, especially in Primary Progressive Aphasia (PPA). The available instruments differ for type of stimuli and their psycholinguistic properties, known to affect the performance. We aim to identify the most appropriate naming test to be used on PPA, based on clinical and research demands.MethodWe investigated the behavioural characteristics (proportion of correct responses, error type) and the neural correlates of CaGi (Catricalà et al., 2013) and SAND (Catricalà et al., 2017) naming tests, administered to 84 healthy controls and 52 PPA (15 semantic, svPPA; 20 logopenic, lv‐PPA; 7 non fluent, nfv‐PPA; 10 mixed PPA), the latter also undergoing an FDG‐PET scan. We analyzed the ability of the tests in distinguishing PPA versus controls and between PPA variants, considering the psycholinguistic variables affecting the performance. We explored the brain metabolic correlates of the behavioural performance.ResultSAND, differently from CaGi, had response time limit and less frequent and later acquired items. A greater difficulty to name SAND items compared to CaGi ones was found. While semantic errors predominated in CaGi, both anomic and semantic errors were equally frequent in SAND. Both tests distinguished PPA from controls, but SAND outperformed CaGi in discriminating among PPA variants. FDG‐PET imaging revealed a shared metabolic involvement of the temporal areas, including the anterior fusiform gyrus, the temporal pole, and extending to the posterior fusiform gyrus in sv‐PPA, associated with lexico‐semantic processing.ConclusionA naming test with response time limits and more difficult items (as SAND) better highlights subtle distinctions between PPA variants, improving the diagnosis. Conversely, a naming test devoid of response time limits (as CaGi), may be more suited for an in‐depth characterization of the impairment and for guiding rehabilitation.

66 Association of Executive Functions and Instrumental Activities of Daily Living in Parkinson’s Disease

Objective:Executive function (EF) abilities tend to decline with age, and disproportionately so for people with neurodegenerative disorders such as Parkinson’s Disease (PD), where EF deficits are commonly seen in the early stages of the disease. Due to their nature, EF are essential for performing tasks of daily life, particularly for the more complex instrumental activities of daily living (IADL), and deficits can impair the ability to execute IADL in PD participants. The aim of this study was to examine how EF impairments relate to IADL deficits in both healthy elderly controls and PD participants.Participants and Methods:Seventy-four participants with idiopathic PD and 66 elderly controls were recruited. All participants were non-demented. A comprehensive neuropsychological assessment was administered including the following measures of EF: Hayling Sentence Completion, Brixton Spatial Anticipation, Trail Making Test A and B, Stroop Color-Word Test, Symbol Span (Wechsler Memory Scale-III), Digit Span (Wechsler Adult Intelligence Scale-III), F-A-S test, and Semantic Fluency (Animals and Actions). Z scores were calculated from respective test manuals. Independence was measured using the 8-item Lawton IADL Scale where items are coded from 0 (dependent) to 1 (independent) and the total score ranges from 0 to 8. Motor impairments were assessed using Part III of the Movement Disorder Society Unified Parkinson’s Disease Rating Scale. Regression models were run with each cognitive measure as the dependent variable, with group (control vs. PD), age, sex, education, and motor severity as predictors, to examine the effect of group on each cognitive variable. Correlations were then run between the total IADL score, demographic variables, and cognitive variables for each participant group separately to identify the relationship between IADL and EF measures.Results:PD participants were predominantly males (n=51, 68.9%), with an average age of 70.64±6.03 and 15.22±2.78 education years. Controls were predominantly female (n=34, 51.5%) and had an average age of 71.19±7.75 and 15.85±2.82 education years. Regarding IADL function, all participants were relatively independent in their IADLs (PD: 7.72±0.69, range 4-8, Controls: 7.98±0.13, range 7-8). The most difficult IADL items for PD participants were shopping (8.2% dependent) and food preparation (12.2% dependent). When correcting for age, education, sex, and motor severity, only the Stroop Interference z-score was significant for participant group (b=0.44, t=2.14, p=0.034), where controls had slightly lower scores (-0.33±0.77) than PD participants (-0.31±0.91). Correlations in controls were significant between IADL total score and Hayling trials 1 (r=0.35, p=0.005) and 2 (r=0.33, p=0.008), and semantic fluency actions trial (r=0.34, p=0.006). In PD participants, IADL total score was only correlated with semantic fluency (animals trial, r=0.26, p=0.028).Conclusions:There were only weak associations between EF abilities and IADL in both healthy controls and PD participants, suggesting that impairments in EF do not necessarily translate into worse ability to execute IADL in PD. More correlations were found in the control group, which may be confounded by the inclusion (in both groups) of participants who already had cognitive impairment. This highlights a further need to examine whether EF impairments in people with PD influence IADL functioning above and beyond normal aging and whether specific deficits have more real-life consequences not attainable through IADL questionnaires.