AQT-D. A Quick Test of Cognitive Speed. AQT-D is designed for dementia screening.

Size: px
Start display at page:

Download "AQT-D. A Quick Test of Cognitive Speed. AQT-D is designed for dementia screening."

Transcription

1 AQT-D A Quick Test of Cognitive Speed AQT-D is designed for dementia screening.

2 A General Introduction to AQT AQT 1 is an objective, reliable and standardized screening test designed to measure cognitive speed through: ability to name familiar visual stimuli automatically (colors and forms). ability to shift rapidly between these stimuli during naming. ability to retrieve information rapidly from short-term memory and engage working memory. The test format is not offensive for the patient. If a patient does not speak English fluently, testing can be performed in the patient s native or dominant language (with an interpreter or translator). Green-red color blindness does not present a problem as the color green is not used as a stimulus. AQT results are not influenced by education, age or gender. AQT can detect early aberration of brain functions involved in rapidly processing familiar visual information. Because brain damage (including early dementia) often lead to cognitive difficulties and mental slowness, performance in the pathological range on AQT is a significant indication of a need for further investigation of the patient. Preparation for Testing Administer the test in a quiet room with adequate illumination. Place the patient in front of you on either side of a table to obtain an optimal test situation. The patient should sit comfortably at the table. If the patient wears glasses, make sure that they are used. Record the total naming time from beginning to end. It is best to use a digital stopwatch to allow for accurate recording of elapsed time.

3 Trials (untimed) Test Page 1 Trial 1 Color Ask the patient to name only the colors (not the shape). The colors are: blue yellow, black and red (no nuances are allowed). If you feel the patient has not understood the task, repeat the trials. Trial 2 Form Ask the patient to name only the shape of each stimulus (not the color). The forms are: line, square, triangle, circle. The patient is allowed to use his or her chosen word for the forms (e,g., the patient may use "round instead of "circle, but it must be consistent as the test is not a primary memory test). Trial 3 Color & Form Ask the patient to name first the color and then the form, in that order, of each stimulus. Color and form must be named in order with the color named first and the shape last (e.g., red circle, yellow square).

4 Test (timed) Test Page 2 Color (normal upper limit: 35 sec.) Ask the patient to name the colors as fast and accurate as possible (e.g., blue, yellow ). The patient should be asked to name the color from left to right and top to bottom, as in reading. Start the stopwatch the moment the patient begins to talk. Stop the watch when the patient has named the last color. Note the number of errors the patient made during the test. Record the number of errors on the record form next to the time used. Make sure that both the total time and number errors are recorded. Test Page 3 Form (normal upper limit: 35 sec.) Ask the patient to name the forms as fast and accurate as possible (e.g., line, square, ). The patient must read the shape names line by line from left to right and top to bottom. Start timing when the patient starts naming. Stop timing after the patient has named the last shape. Note the number of errors the patient made during the test. Record the number of errors on the record form next to the time used. Make sure that both the total time and number errors are recorded. Test Page 4 Color & Form (normal upper limit: 70 sec.) Ask the patient to name the color-form combination as fast and accurate as possible (color first and then the form). The patient should name the stimuli line by line from left to right and top to bottom. Start time when the patient begin naming. Stop timing after the patient has named the last stimulus. It is important that the patient name the color first and then the form, in this order. Do not interrupt the patient if the form is named before the color. Note the number of naming errors made during the test. This is most easily recorded by placing a check mark on the record form for each error during testing. Record the total naming time and number of errors on the record form. You do not need to record if the patient consistently uses a different name for one of the forms (e.g., round for circle). Consistent use of a substitute word is not consider a naming error.

5 What is measured with AQT? AQT measures perceptual (i.e., reaction + response time) and cognitive speed (i.e., perceptual speed + cognitive overhead from demands on attention, working memory and set-shifting). A slowing of naming speed (increase in time used) is considered to reflect an aberration of the brain s ability to quickly identify, process, and name familiar visual stimuli. In this characteristic, AQT differs from other tests which measure ability to deal with cognitive content as, for example, by the MMSE (Mini-Mental State Examination). The temporal-parietal regions of the brain, bilaterally, are especially engaged during the performance of AQT. Patients with brain lesions in these regions (e.g., in Alzheimer s disease) have difficulty engaging these areas of the brain. This results in significantly longer naming times on the AQT. Extended naming times on AQT can also result from other conditions (such as dementias other than Alzheimer s). For these reasons, AQT is not a test intended for differential diagnosis. Extended naming times are indicative that something is wrong and that the patient needs further evaluation. How well can AQT differentiate brain dysfunction from normal performance? Figure 1: shows the distribution of naming times for 116 patients with Alzheimer s and 66 normally aging controls (above age 60 yrs.). Note that all the normally aging controls use less than 70 seconds for color-form naming. Table 1: shows how well AQT (i.e., for color-form combinations) differentiate patients with Alzheimer s from the healthy controls.

6 Figure Percentiles Plot Split By: DEMENS Row exclusion: REN RAN 0204.svd Color-Form = Alzheimer (AD) = healthy controls Color- Form (sec.) 230 m r220 o210 F -200 r190 o l 180 o170 C AD NORM Pathological sec Healthy Percentile Distribution (percentages) Table 1: Number correctly classified abnormal: 91 % Number correctly identified healthy: 99.9 % (above 80% = satisfactory. above 90% = excellent)

7 Questions Question What do I do if the patient ask a question during testing? How do I know testing is reliable? Who should be tested? Should we only test for Alzheimer s Disease? Should AQT be given at any specific time? Answer Say: Continue. If the interruption during testing lasts too long, repeat testing. It is good to perform quality control. If you divide the color-form time by the sum of the color time and form time, the ratio should be less or equal to 1.7. Example: 70 sec (color-form) 35 (color) + 35 (form) = 1.0 You may also re-administer the color-form naming test immediately to determine consistency as there is no evidence of learning or habituation. The test can be giving to any person with suspected cognitive reduction. Criterionreferencing for other populations (e.g., Spanish, Arabic) have been conducted. The cut-off of 70 sec. holds for everyone, who has attained literacy. It is best to give the test when the patient functions best during the day.

8 Questions Continued. If I want to administer both the MMSE and AQT, which do I give first? What do I do if the patient makes consistent errors, such as naming form before color? What do I do if the patient persists to call the blue form a green form? If the MMSE is 15 points or below, can I then administer AQT? How often can I repeat AQT? What results do I get for mild cognitive impairments (MCI)? Can AQT measure treatment effects? Answers Give AQT first. It does not tire the patient. Do not correct. The main issue is to obtain a time measure. You may re-administer color-form naming with a strong reminder to name the color before the form. Note that naming form before color is appropriate for Spanish. If the patient is consistent it is acceptable. The two test measure different abilities. Try giving AQT to the patient, since even severely involved patients can perform at least the color and the form naming tests. As many times as you need, as there is no learning effect. About one half have slowed naming times between 65 and 70 sec. Redo the test after 6-12 months to catch any disease progression. Yes; cognitive improvement is shown by faster naming times on AQT.

9 Validation Functional studies of the brain during AQT testing have established that the posterior cortex normally is involved when naming colors, forms, and color-form combinations (illustrated in Figure 3 below). The frontal lobes are normally subordinately involved (normally have less involvement) during testing with AQT. Patients with Alzheimer s disease show relatively early that they have difficulties with activation of the posterior cortex areas particularly the temporal-parietal areas. Instead, these patients show compensatory activation of the frontal lobes during AQT color-form testing. What happens in the brain during color-form naming? Figure 3 Increased Blood Flow Decreased Blood Flow Normal responses Alzheimer s disease When a healthy person names colorform combinations the posterior brain regions (red) are engaged, while the frontal areas (green) are not involved. Patients with Alzheimer s disease show relatively early redu posterior brain regions (green). As a result, color-form nami perform on the AQT color-form test patients instead engage The results reported above are from a study of 66 healthy elderly persons and 116 patients with Alzheimer s disease. 2

10 The functional brain imaging procedure used in the above study of the cortex is based on 3, 4, 5 the combined activity of the brain s circulatory system and neural activity. By obtaining a measure of regional blood flow during testing a corresponding measure is obtained of the neural activity. During color-form naming studies of normally healthy individuals, increased blood flow can be observed in bilateral posterior temporal-parietal and occipital areas (illustrated at left in Figure 3) while frontal and frontal-temporal areas are not engaged. 6, 7 These observations of normal functions are supported by other studies which show a clear engagement of the posterior areas for recognizing faces. 8 In addition, the lateral areas in the posterior cortex are reported to be active during visual and spatial 9, 10 attention. In particular, the upper and lower parietal areas are engaged when attention must be shifted with changes in spatial localization, as well as when attention must be focused on different dimensions or characteristics of the target. 11 A reduced frontal activity is hypothesized to result from repeated exposures which normally lead to fast stimulus-response learning. 12 Patients with Alzheimer s disease typically exhibit reduced temporal-parietal activity which is directly related to increased AQT color-form naming times. Some conclude that mental slowness in patients with Alzheimer s disease results from generally reduced attention with increased age, 13, 14 while others conclude that mental slowness likely is related to dementias. 15 A mental slowing is observed in normal aging but the slowdown is within standardized AQT limits. 16 AQT is not primarily a memory test, even though performance demands that colors and forms are registered in visual short-term memory. Short-term visual memory capacity has been shown to be limited to from three to four stimuli, and the visual registration occurs in 16, 17 the posterior regions. As AQT uses four different stimuli for the respective colors and forms, we can assume that visual short-term memory is not normally overburdened by the test demands. References 1. Wiig EH, Nielsen NP, Minthon L, Warkentin S. Alzheimer s Quick Test: Assessment of parietal function. San Antonio, TX: Harcourt Assessment, Warkentin S. Cortical blood flow during AQT testing in cognitively normal and Alzheimer s patients. Malmö: University Hospital MAS Working Paper, Ingvar DH, Risberg J. Increase of regional cerebral blood flow during mental effort in normals and in patients with focal brain disorders. Experimental Brain Research, 1967; 3: Raichle ME. Behind the scenes of functional brain imaging: a historical and physiological perspective. Proceedings of the National Academy of Sciences, 1998; 95:

11 5. Harrison RV, Harel N, Panescar J, Mount RJ. Blood Capillary Distribution Correlates with Hemodynamic-based Functional Imaging in Cerebral Cortex. Cerebral Cortex, 2002; 12: Wiig EH, Nielsen NP, Minthon L, McPeek D, Said K, Warkentin S. Parietal lobe activation in rapid, automatized naming by adults. Perceptual and Motor Skills, 2002, 94, Wiig EH, Nielsen NP, Minthon L, Warkentin S. Parietal lobe activation during rapid, automatized naming. Poster presented at 8.th International Conference on Alzheimer s Disease and Related Disorders, Stockholm, July, Stewart L, Meyer B-U, Frith U, Rothwell JR. Left Posterior BA37 is Involved in Object Recognition: a TMS study. Neuropsychologia, 2001; 39: Bisley JW, Goldberg ME. Neuronal Activity in the Lateral Intraparietal Area and Spatial Attention. Science, 2003; 299: Behrmann M, Geng JJ, Shomstein S. Parietal Cortex and Attention. Current Opinion in Neurobiology, 2004; 14: Yantis S, Schwarzbach J, Serences JT, Carlson RL, Steinmetz MA, Pekar JJ, Courtney SM. Transient neural activity in human parietal cortex during spatial attention shifts. Nat Neurosci 2002, 5: Dobbins IG, Schnyer DM, Verfaellie M, Schachter DL. Cortical Activity Reductions during Repetition Priming can Result from Rapid Response Learning. Nature, 2004; 428: Perry RJ, Hodges JR. Attention and Executive Deficits in Alzheimer s Disease. A Critical Review. Brain, 1999; 122: Salthouse TA. Aging and Measures of Processing Speed. Biological Psychology, 2000; 54: Baddeley AD, Baddeley HA, Bucks RS, Wilcock GK. Attentional control in Alzheimer s disease. Brain, 2001; 124: Jacobson JM, Nielsen NP, Minthon L, Warkentin SW, Wiig EH. Multiple Rapid Automatic Naming Measures of Cognition: Normal Performance and Effects of Aging. Perceptual and Motor Skills, 2004, 98, Todd JJ, Marois R. Capacity Limit of Visual Short-term Memory in Human Posterior Parietal Cortex. Nature, 2004; 428: Vogel EK och Machizawa MG. Neural activity predicts individual differences in visual working memory capacity. Nature, 2004; 428:

Cortical Visual Impairment An introduction

Cortical Visual Impairment An introduction Cortical Visual Impairment An introduction This is a general introduction to Cortical Visual Impairment intended for families and support workers who may live with or support children and adults with learning

More information

2 Neurons. 4 The Brain: Cortex

2 Neurons. 4 The Brain: Cortex 1 Neuroscience 2 Neurons output integration axon cell body, membrane potential Frontal planning control auditory episodes soma motor Temporal Parietal action language objects space vision Occipital inputs

More information

Montreal Cognitive Assessment (MoCA) Debbie Froese, B.M.R.-O.T., B.A. Christine Knight, Ph.D.,R.Psych.

Montreal Cognitive Assessment (MoCA) Debbie Froese, B.M.R.-O.T., B.A. Christine Knight, Ph.D.,R.Psych. Montreal Cognitive Assessment (MoCA) Debbie Froese, B.M.R.-O.T., B.A. Christine Knight, Ph.D.,R.Psych. Community Geriatric Mental Health Model of Continuum of Cognition with Aging Normal Mild cognitive

More information

WMS III to WMS IV: Rationale for Change

WMS III to WMS IV: Rationale for Change Pearson Clinical Assessment 19500 Bulverde Rd San Antonio, TX, 28759 Telephone: 800 627 7271 www.pearsonassessments.com WMS III to WMS IV: Rationale for Change Since the publication of the Wechsler Memory

More information

CORTICAL VISUAL IMPAIRMENT

CORTICAL VISUAL IMPAIRMENT Idaho Project for Children and Youth with Deaf-Blindness Fact Sheet CORTICAL VISUAL IMPAIRMENT Definition: Cortical Visual Impairment (CVI) is a temporary or permanent visual impairment caused by the disturbance

More information

The Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4;

The Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4; The Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4) A Review Teresa Paslawski University of Saskatchewan Canadian Journal of School Psychology Volume 20 Number 1/2 December 2005 129-134

More information

PERSPECTIVE. How Top-Down is Visual Perception?

PERSPECTIVE. How Top-Down is Visual Perception? PERSPECTIVE How Top-Down is Visual Perception? featuring new data (VSS Poster): Attentional Cycles in Detecting Simple Events within Complex Displays Sunday PM Poster #36.301, VSS 2014 Thomas Sanocki,

More information

Cognitive Rehabilitation for Executive Dysfunction in Parkinson s Disease

Cognitive Rehabilitation for Executive Dysfunction in Parkinson s Disease Calleo, J., Burrows, C., Levin, H., Marsh, L., Lai, E., York, M. (2012). Cognitive rehabilitation for executive dysfunction in Parkinson s disease: application and current directions., vol. 2012, Article

More information

Overview. Neuropsychological Assessment in Stroke. Why a Neuropsychologist. How to make a referral. Referral Questions 11/6/2013

Overview. Neuropsychological Assessment in Stroke. Why a Neuropsychologist. How to make a referral. Referral Questions 11/6/2013 Overview Neuropsychological Assessment in Stroke Brandon Ally, PhD Department of Neurology What is Neuropsychology Stroke Specific Neuropsychology Neuropsychological Domains Case Study What is Neuropsychology?

More information

2016 Programs & Information

2016 Programs & Information Mayo Alzheimer s Disease Research Clinic Education Center 2016 Programs & Information BROCHURE TITLE FLUSH RIGHT for Persons & Families impacted by Mild Cognitive Impairment Alzheimer s Disease Dementia

More information

PSYC PSYCHOLOGY. 2011-2012 Calendar Proof

PSYC PSYCHOLOGY. 2011-2012 Calendar Proof PSYC PSYCHOLOGY PSYC1003 is a prerequisite for PSYC1004 and PSYC1004 is a prerequisite for all remaining Psychology courses. Note: See beginning of Section F for abbreviations, course numbers and coding.

More information

CRITERIA FOR AD DEMENTIA June 11, 2010

CRITERIA FOR AD DEMENTIA June 11, 2010 CRITERIA F AD DEMENTIA June 11, 2010 Alzheimer s Disease Dementia Workgroup Guy McKhann, Johns Hopkins University (Chair) Bradley Hyman, Massachusetts General Hospital Clifford Jack, Mayo Clinic Rochester

More information

PRIMING OF POP-OUT AND CONSCIOUS PERCEPTION

PRIMING OF POP-OUT AND CONSCIOUS PERCEPTION PRIMING OF POP-OUT AND CONSCIOUS PERCEPTION Peremen Ziv and Lamy Dominique Department of Psychology, Tel-Aviv University zivperem@post.tau.ac.il domi@freud.tau.ac.il Abstract Research has demonstrated

More information

Montreal Cognitive Assessment (MoCA) Administration and Scoring Instructions

Montreal Cognitive Assessment (MoCA) Administration and Scoring Instructions Montreal Cognitive Assessment (MoCA) Administration and Scoring Instructions The Montreal Cognitive Assessment (MoCA) was designed as a rapid screening instrument for mild cognitive dysfunction. It assesses

More information

Early Childhood Measurement and Evaluation Tool Review

Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those

More information

Obtaining Knowledge. Lecture 7 Methods of Scientific Observation and Analysis in Behavioral Psychology and Neuropsychology.

Obtaining Knowledge. Lecture 7 Methods of Scientific Observation and Analysis in Behavioral Psychology and Neuropsychology. Lecture 7 Methods of Scientific Observation and Analysis in Behavioral Psychology and Neuropsychology 1.Obtaining Knowledge 1. Correlation 2. Causation 2.Hypothesis Generation & Measures 3.Looking into

More information

Color Vision Defects - Color Blindness

Color Vision Defects - Color Blindness Color Vision Defects - Color Blindness Introduction A color vision defect causes a person to see colors differently than most people. Color vision defects are sometimes called color blindness. There are

More information

Last name: State/ Province: Home telephone number:

Last name: State/ Province: Home telephone number: 60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

Frequently Asked Questions

Frequently Asked Questions Frequently Asked Questions Business Office: 598 Airport Boulevard Suite 1400 Morrisville NC 27560 Contact: support@cognitrax.com Phone: 888.750.6941 Fax: 888.650.6795 www.cognitrax.com Diseases of the

More information

Tune Up Your Memory. Overview of course. A Few Statistics 2/3/2015

Tune Up Your Memory. Overview of course. A Few Statistics 2/3/2015 Tune Up Your Memory Michelle Swantek Certified Geriatric Wellness Instructor MorningStar Senior Living Boise Overview of course How Memory Works How the Brain Works Use It or Lose It Nutrition and Exercise

More information

Is there a Distinct Phenotype to Memory Loss in Alzheimer's Disease?

Is there a Distinct Phenotype to Memory Loss in Alzheimer's Disease? Is there a Distinct Phenotype to Memory Loss in Alzheimer's Disease? David A. Wolk, M.D. Assistant Director Penn Memory Center Assistant Professor of Neurology University of Pennsylvania 5 Million Clinical

More information

FUNCTIONAL EEG ANALYZE IN AUTISM. Dr. Plamen Dimitrov

FUNCTIONAL EEG ANALYZE IN AUTISM. Dr. Plamen Dimitrov FUNCTIONAL EEG ANALYZE IN AUTISM Dr. Plamen Dimitrov Preamble Autism or Autistic Spectrum Disorders (ASD) is a mental developmental disorder, manifested in the early childhood and is characterized by qualitative

More information

Three Day Agenda. Day 1: Brain Basics Day 2: Prediction Day 3: Postponement & Preparation

Three Day Agenda. Day 1: Brain Basics Day 2: Prediction Day 3: Postponement & Preparation Three Day Agenda Day 1: Brain Basics Day 2: Prediction Day 3: Postponement & Preparation I. Types of memory A. Declarative B. Nondeclarative Class Agenda II. Postponement A. Exercise B. Socially active

More information

Bedside cognitive examination beyond the MMSE. Dr Richard Perry Dept of Neurosciences Imperial College

Bedside cognitive examination beyond the MMSE. Dr Richard Perry Dept of Neurosciences Imperial College Bedside cognitive examination beyond the MMSE Dr Richard Perry Dept of Neurosciences Imperial College Overview Initial observations Cognitive rating scales Assessing cognitive domains Memory Language Visuospatial

More information

Fall 2013 to present Assistant Professor, Department of Psychological and Brain Sciences, Johns Hopkins University

Fall 2013 to present Assistant Professor, Department of Psychological and Brain Sciences, Johns Hopkins University M A R I N A B E D N Y Johns Hopkins University Department of Psychological and Brain Sciences 3400 N. Charles Street, Ames Hall Baltimore, MD 21218 mbedny@mit.edu ACADEMIC POSITIONS Fall 2013 to present

More information

Interpretive Report of WMS IV Testing

Interpretive Report of WMS IV Testing Interpretive Report of WMS IV Testing Examinee and Testing Information Examinee Name Date of Report 7/1/2009 Examinee ID 12345 Years of Education 11 Date of Birth 3/24/1988 Home Language English Gender

More information

Behavioural and Cognitive Neuroscience

Behavioural and Cognitive Neuroscience PSYC 3014 Behavioural and Cognitive Neuroscience Unit of Study Code: Coordinator: Other Lecturing Staff: PSYC3014 Dr Laura Corbit Office: Room 243 Top South Badhma Phone: Phone: 9351 7074 E-mail: laura.corbit@sydney.edu.au

More information

Using Neuroscience to Understand the Role of Direct Mail

Using Neuroscience to Understand the Role of Direct Mail Millward Brown: Case Study Using Neuroscience to Understand the Role of Direct Mail Business Challenge Virtual media has experienced explosive growth in recent years, while physical media, such as print

More information

THE RUFF 2 AND 7 SELECTIVE ATTENTION TEST: A NEUROPSYCHOLOGICAL APPLICATION 1

THE RUFF 2 AND 7 SELECTIVE ATTENTION TEST: A NEUROPSYCHOLOGICAL APPLICATION 1 Perceptual and MotorSkills, 1992, 75, 1311-1319. Perceptual and Motor Skills 1992 THE RUFF 2 AND 7 SELECTIVE ATTENTION TEST: A NEUROPSYCHOLOGICAL APPLICATION 1 RONALD M. RUFF, HENDRlK NIEMANN, CHARLES

More information

Epilepsy and Neuropsychology Dr. Sare Akdag, RPsych

Epilepsy and Neuropsychology Dr. Sare Akdag, RPsych Epilepsy and Neuropsychology Dr. Sare Akdag, RPsych Most people living with epilepsy do not experience serious problems with their thinking. However, there are aspects of thinking that can be affected

More information

How are Parts of the Brain Related to Brain Function?

How are Parts of the Brain Related to Brain Function? How are Parts of the Brain Related to Brain Function? Scientists have found That the basic anatomical components of brain function are related to brain size and shape. The brain is composed of two hemispheres.

More information

Cerebral Palsy and Visual Impairment

Cerebral Palsy and Visual Impairment CP Factsheet Cerebral Palsy and Visual Impairment Although cerebral palsy mainly causes difficulty with movement, other conditions may also occur. This is because other parts of the brain may also be affected

More information

Memory Development and Frontal Lobe Insult

Memory Development and Frontal Lobe Insult University Press Scholarship Online You are looking at 1-10 of 11 items for: keywords : traumatic brain injury Memory Development and Frontal Lobe Insult Gerri Hanten and Harvey S. Levin in Origins and

More information

Therapy software for enhancing numerical cognition

Therapy software for enhancing numerical cognition Therapy software for enhancing numerical cognition T. Käser 1, K. Kucian 2,3, M. Ringwald 5, G. Baschera 1, M. von Aster 3,4, M. Gross 1 1 Computer Graphics Laboratory, ETH Zurich, Zurich, Switzerland

More information

Cognitive Neuroscience. Questions. Multiple Methods. Electrophysiology. Multiple Methods. Approaches to Thinking about the Mind

Cognitive Neuroscience. Questions. Multiple Methods. Electrophysiology. Multiple Methods. Approaches to Thinking about the Mind Cognitive Neuroscience Approaches to Thinking about the Mind Cognitive Neuroscience Evolutionary Approach Sept 20-22, 2004 Interdisciplinary approach Rapidly changing How does the brain enable cognition?

More information

MATHEMATICS: REPEATING AND GROWING PATTERNS First Grade. Kelsey McMahan. Winter 2012 Creative Learning Experiences

MATHEMATICS: REPEATING AND GROWING PATTERNS First Grade. Kelsey McMahan. Winter 2012 Creative Learning Experiences MATHEMATICS: REPEATING AND GROWING PATTERNS Kelsey McMahan Winter 2012 Creative Learning Experiences Without the arts, education is ineffective. Students learn more and remember it longer when they are

More information

Learning Disabilities: 101

Learning Disabilities: 101 Learning Disabilities: 101 Website: www.ldayr.org E-mail: info@ldayr.org 905-844-7933 x 23 By: Kelli Cote, Principal, Parent, LDAYR Director Shelley Henderson, Parent and LDAYR Director April 9, 2014 Learning

More information

Memory Rehabilitation in Early Dementia. Diana Golvers Clinical Psychologist Central Dementia Service

Memory Rehabilitation in Early Dementia. Diana Golvers Clinical Psychologist Central Dementia Service Memory Rehabilitation in Early Dementia Diana Golvers Clinical Psychologist Central Dementia Service Loss of Memory in AD Memory impairment earliest manifestation of AD and other dementias Major impact

More information

Introduction to Neuropsychological Assessment

Introduction to Neuropsychological Assessment Definitions and Learning Objectives Introduction to Neuropsychological Assessment Alan Sunderland Reader in Clinical Neuropsychology Neuropsychological assessment seeks to define cognitive disability in

More information

Female Child s date of birth: Last name: State/ Province: Home telephone number:

Female Child s date of birth: Last name: State/ Province: Home telephone number: 60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

ANXIETY & COGNITIVE IMPAIRMENT

ANXIETY & COGNITIVE IMPAIRMENT ANXIETY & COGNITIVE IMPAIRMENT Dr. Sherri Hayden, Ph.D., R. Psych. Neuropsychologist, UBC Hospital Clinic for Alzheimer Disease & Related Disorders Clinical Assistant Professor, UBC Department of Medicine,

More information

Written Example for Research Question: How is caffeine consumption associated with memory?

Written Example for Research Question: How is caffeine consumption associated with memory? Guide to Writing Your Primary Research Paper Your Research Report should be divided into sections with these headings: Abstract, Introduction, Methods, Results, Discussion, and References. Introduction:

More information

Last name: State/ Province: Home telephone number:

Last name: State/ Province: Home telephone number: 54 Ages & Stages Questionnaires 51 months 0 days through 56 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

More information

How to identify, approach and assist employees with young onset dementia: A guide for employers

How to identify, approach and assist employees with young onset dementia: A guide for employers How to identify, approach and assist employees with young onset dementia: A guide for employers What is dementia? Dementia involves the decline of cognitive functions. Young Onset Dementia, also known

More information

10 warning signs of alzheimer s disease

10 warning signs of alzheimer s disease 10 warning signs of alzheimer s disease the compassion to care, the leadership to conquer Your memory often changes as you grow older. But memory loss that disrupts daily life is not a typical part of

More information

Communication Strategies for Primary Progressive Aphasia & FTD s:

Communication Strategies for Primary Progressive Aphasia & FTD s: Communication Strategies for Primary Progressive Aphasia & FTD s: Maura English Silverman, MS, CCC/SLP Triangle Aphasia Project FTD Conference July 12, 2011 summary Individuals with cognitive and communication

More information

Integrated Visual and Auditory (IVA) Continuous Performance Test

Integrated Visual and Auditory (IVA) Continuous Performance Test DISCLAIMER The information contained within this document does not constitute medical advice or diagnosis and is intended for education and information purposes only. It was current at the time of publication

More information

Functions of the Brain

Functions of the Brain Objectives 0 Participants will be able to identify 4 characteristics of a healthy brain. 0 Participants will be able to state the functions of the brain. 0 Participants will be able to identify 3 types

More information

Part 1 Cognition and the Occupational Therapy Process

Part 1 Cognition and the Occupational Therapy Process Part 1 Cognition and the Occupational Therapy Process Part 1 delineates and describes the practice of occupational therapy in relation to the needs of people with cognitive impairments. It consists of

More information

CURRENT POSITION Brown University, Providence, RI Postdoctoral Research Associate

CURRENT POSITION Brown University, Providence, RI Postdoctoral Research Associate ERIKA M. NYHUS Brown University, Cognitive, Linguistic, and Psychological Sciences, Providence, RI 02912 720-352- 3411 Erika_Nyhus@brown.edu CURRENT POSITION Brown University, Providence, RI Postdoctoral

More information

CLINICAL DETECTION OF INTELLECTUAL DETERIORATION ASSOCIATED WITH BRAIN DAMAGE. DAN0 A. LELI University of Alabama in Birmingham SUSAN B.

CLINICAL DETECTION OF INTELLECTUAL DETERIORATION ASSOCIATED WITH BRAIN DAMAGE. DAN0 A. LELI University of Alabama in Birmingham SUSAN B. CLINICAL DETECTION OF INTELLECTUAL DETERIORATION ASSOCIATED WITH BRAIN DAMAGE DAN0 A. LELI University of Alabama in Birmingham SUSAN B. FILSKOV University of South Florida Leli and Filskov (1979) reported

More information

APA National Standards for High School Psychology Curricula

APA National Standards for High School Psychology Curricula APA National Standards for High School Psychology Curricula http://www.apa.org/ed/natlstandards.html I. METHODS DOMAIN Standard Area IA: Introduction and Research Methods CONTENT STANDARD IA-1: Contemporary

More information

The Role of Neuropsychological Testing in Guiding Decision- Making Related to Dementia

The Role of Neuropsychological Testing in Guiding Decision- Making Related to Dementia The Role of Neuropsychological Testing in Guiding Decision- Making Related to Dementia By Scott Knight, Director, SLR Diagnostics & Assessments, a division of Sibley & Associates Inc., and Konstantine

More information

WBU PowerPoint Guidelines

WBU PowerPoint Guidelines WBU PowerPoint Guidelines Guidelines on how to make the use of PowerPoint and other visual presentations accessible to audience members who have a vision or print impairment Published by the World Blind

More information

BIOLOGY STUDY PACKET THE BRAIN

BIOLOGY STUDY PACKET THE BRAIN BIOLOGY STUDY PACKET THE BRAIN SC.912.L.14.26 AA Spring 2012 The intent of this packet is to supplement regular classroom instruction, not to replace it. This also supposes that the students have access

More information

Montreal Cognitive Assessment (MoCA) Version 2. Administration and Scoring Instructions

Montreal Cognitive Assessment (MoCA) Version 2. Administration and Scoring Instructions Montreal Cognitive Assessment (MoCA) Version 2 Administration and Scoring Instructions The Montreal Cognitive Assessment (MoCA) was designed as a rapid screening instrument for mild cognitive dysfunction.

More information

Montreal Cognitive Assessment (MoCA) as Screening tool for cognitive impairment in mtbi.

Montreal Cognitive Assessment (MoCA) as Screening tool for cognitive impairment in mtbi. Montreal Cognitive Assessment (MoCA) as Screening tool for cognitive impairment in mtbi. Suresh Kumar, M.D. AUTHOR Director of: Neurology & Headaches Center Inc. Neurocognitve &TBI Rehabilitation Center

More information

Appropriate Use of CPT Coding in Treatment of Persons with Memory Impairment

Appropriate Use of CPT Coding in Treatment of Persons with Memory Impairment Appropriate Use of CPT Coding in Treatment of Persons with Memory Impairment Cameron J. Camp, Ph.D. Director of Research and Development Center for Applied Research in Dementia Cameron@CEN4ard.com www.cen4ard.com

More information

2012 Psychology GA 1: Written examination 1

2012 Psychology GA 1: Written examination 1 2012 Psychology GA 1: Written examination 1 GENERAL COMMENTS This examination was the final Unit 3 June examination for the VCE Psychology Study Design. From 2013, a single examination covering both Units

More information

CLINICAL NEUROPHYSIOLOGY

CLINICAL NEUROPHYSIOLOGY CLINICAL NEUROPHYSIOLOGY Barry S. Oken, MD, Carter D. Wray MD Objectives: 1. Know the role of EMG/NCS in evaluating nerve and muscle function 2. Recognize common EEG findings and their significance 3.

More information

Encyclopedia of School Psychology Neuropsychological Assessment

Encyclopedia of School Psychology Neuropsychological Assessment Encyclopedia of School Psychology Neuropsychological Assessment Contributors: Cynthia A. Riccio & Kelly Pizzitola Jarratt Edited by: Steven W. Lee Book Title: Encyclopedia of School Psychology Chapter

More information

Psychology (PSYC) Department of Psychology Faculty of Arts and Social Sciences

Psychology (PSYC) Department of Psychology Faculty of Arts and Social Sciences Psychology (PSYC) Department of Psychology Faculty of Arts and Social Sciences PSYC 1001 [0.5 credit] Introduction to Psychology I A survey of topics associated with psychology's role as a natural science,

More information

Playing an Action Video Game Reduces Gender Differences in Spatial Cognition Jing Feng, Ian Spence, and Jay Pratt

Playing an Action Video Game Reduces Gender Differences in Spatial Cognition Jing Feng, Ian Spence, and Jay Pratt PSYCHOLOGICAL SCIENCE Research Report Playing an Action Video Game Reduces Gender Differences in Spatial Cognition Jing Feng, Ian Spence, and Jay Pratt University of Toronto, Toronto, Ontario, Canada (BWUS.PDF

More information

Phonics. High Frequency Words P.008. Objective The student will read high frequency words.

Phonics. High Frequency Words P.008. Objective The student will read high frequency words. P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a

More information

The Binding Problem Solutions to the spatial binding problem

The Binding Problem Solutions to the spatial binding problem The Binding Problem Objects have different features such as color, shape, sound, and smell. Some, such as color and sound, are represented separately from the instant they hit our sensory receptors. Other

More information

Chapter 7: Memory. Memory

Chapter 7: Memory. Memory Chapter 7: Memory Case Study: H.M. and His Missing Memories Section 1: Memory Classifications and Processes Section 2: Three Stages of Memory Section 3: Forgetting and Memory Improvement Experiment: Applying

More information

Research. Investigation of Optical Illusions on the Aspects of Gender and Age. Dr. Ivo Dinov Department of Statistics/ Neuroscience

Research. Investigation of Optical Illusions on the Aspects of Gender and Age. Dr. Ivo Dinov Department of Statistics/ Neuroscience RESEARCH Research Ka Chai Lo Dr. Ivo Dinov Department of Statistics/ Neuroscience Investigation of Optical Illusions on the Aspects of Gender and Age Optical illusions can reveal the remarkable vulnerabilities

More information

Alzheimer s disease. What is Alzheimer s disease?

Alzheimer s disease. What is Alzheimer s disease? Alzheimer s disease What is Alzheimer s disease? What we know about dementia and Alzheimer s disease Alzheimer s disease is the most common of a large group of disorders known as dementias. It is an irreversible

More information

The Effects of Moderate Aerobic Exercise on Memory Retention and Recall

The Effects of Moderate Aerobic Exercise on Memory Retention and Recall The Effects of Moderate Aerobic Exercise on Memory Retention and Recall Lab 603 Group 1 Kailey Fritz, Emily Drakas, Naureen Rashid, Terry Schmitt, Graham King Medical Sciences Center University of Wisconsin-Madison

More information

Chapter 5. The Sensual and Perceptual Theories of Visual Communication

Chapter 5. The Sensual and Perceptual Theories of Visual Communication Chapter 5. The Sensual and Perceptual Theories of Visual Communication Sensual Theories of Visual Communication Gestalt & Constructivism Gestalt=form or shape Max Wertheimer (1910) the whole is different

More information

Age-Related Changes and the Attention Network Task: An Examination of Alerting, Orienting and, Executive Function

Age-Related Changes and the Attention Network Task: An Examination of Alerting, Orienting and, Executive Function LOGO Age-Related Changes and the Attention Network Task: An Examination of Alerting, Orienting and, Executive Function JANINE M. JENINGS, DALE DAGENBACH, CHRISTINE M. ENGLE AND LAURA J. FUNKE Reporter:

More information

Modul A: Physiologische Grundlagen des Verhaltens Module A: Physiological Bases of Behavior (8 Credit Points)

Modul A: Physiologische Grundlagen des Verhaltens Module A: Physiological Bases of Behavior (8 Credit Points) Bachelor of Science in Psychology Abbreviated Module Descriptions Modul A: Physiologische Grundlagen des Verhaltens Module A: Physiological Bases of Behavior (8 Credit Department of Experimental Psychology

More information

3. The neuron has many branch-like extensions called that receive input from other neurons. a. glia b. dendrites c. axons d.

3. The neuron has many branch-like extensions called that receive input from other neurons. a. glia b. dendrites c. axons d. Chapter Test 1. A cell that receives information and transmits it to other cells via an electrochemical process is called a(n) a. neuron b. hormone c. glia d. endorphin Answer: A difficulty: 1 factual

More information

INSTRUCTOR NOTES: Introduction slide. The program may be taught in a group setting or self taught.

INSTRUCTOR NOTES: Introduction slide. The program may be taught in a group setting or self taught. Introduction slide. The program may be taught in a group setting or self taught. 1 Enabling objectives define the specific knowledge, skills, and/or abilities to be demonstrated, compared, listed, described,

More information

MEDICAL POLICY SUBJECT: COGNITIVE REHABILITATION. POLICY NUMBER: 8.01.19 CATEGORY: Therapy/Rehabilitation

MEDICAL POLICY SUBJECT: COGNITIVE REHABILITATION. POLICY NUMBER: 8.01.19 CATEGORY: Therapy/Rehabilitation MEDICAL POLICY SUBJECT: COGNITIVE REHABILITATION PAGE: 1 OF: 5 If the member's subscriber contract excludes coverage for a specific service it is not covered under that contract. In such cases, medical

More information

Chapter 4: Eligibility Categories

Chapter 4: Eligibility Categories 23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.

More information

Practice Test for Special Education EC-12

Practice Test for Special Education EC-12 Practice Test for Special Education EC-12 1. The Individualized Educational Program (IEP) includes: A. Written evaluation B. Assessment tests C. Interviews 2. Learning disabilities include: A. Cerebral

More information

Bachelor of Science in Psychology Module Descriptions

Bachelor of Science in Psychology Module Descriptions Bachelor of Science in Psychology Module Descriptions Modul A: Physiologische Grundlagen des Verhaltens Module A: Physiological Bases of Behavior Structure and functions of neurons, synapses, and neurotransmitter

More information

Traumatic Brain Injury and Incarceration. Objectives. Traumatic Brain Injury. Which came first, the injury or the behavior?

Traumatic Brain Injury and Incarceration. Objectives. Traumatic Brain Injury. Which came first, the injury or the behavior? Traumatic Brain Injury and Incarceration Which came first, the injury or the behavior? Barbara Burchell Curtis RN, MSN Objectives Upon completion of discussion, participants should be able to Describe

More information

EEG of Newborn and Infants. Ki Joong Kim MD PhD Pediatric Neurology Seoul National University Children s Hospital Seoul, Korea

EEG of Newborn and Infants. Ki Joong Kim MD PhD Pediatric Neurology Seoul National University Children s Hospital Seoul, Korea EEG of Newborn and Infants Ki Joong Kim MD PhD Pediatric Neurology Seoul National University Children s Hospital Seoul, Korea Maturation of EEG Maturation of EEG patterns parallels brain development Anatomical

More information

Math Magic Gloria Hoffner BA, ADC, AC-BC, CDP Guitarwithgloria@yahoo.com Guitarwithgloria.com 610-209-0964 Author of Science for Seniors and Brain

Math Magic Gloria Hoffner BA, ADC, AC-BC, CDP Guitarwithgloria@yahoo.com Guitarwithgloria.com 610-209-0964 Author of Science for Seniors and Brain Math Magic Gloria Hoffner BA, ADC, AC-BC, CDP Guitarwithgloria@yahoo.com Guitarwithgloria.com 610-209-0964 Author of Science for Seniors and Brain Boosting Games Why add Math Games to your activity programs?

More information

SPECIFIC LEARNING DISABILITIES (SLD)

SPECIFIC LEARNING DISABILITIES (SLD) Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder

More information

The Continuous Performance Test (CPT) as an Assessment of. Voluntary Attention in Preschool Children at High Risk for Learning.

The Continuous Performance Test (CPT) as an Assessment of. Voluntary Attention in Preschool Children at High Risk for Learning. ISCRAT Congress Amsterdam 2002 Symposium June 18, 2002 The Continuous Performance Test (CPT) as an Assessment of Voluntary Attention in Preschool Children at High Risk for Learning Disabilities Akira Midorikawa

More information

Functional neuroimaging. Imaging brain function in real time (not just the structure of the brain).

Functional neuroimaging. Imaging brain function in real time (not just the structure of the brain). Functional neuroimaging Imaging brain function in real time (not just the structure of the brain). The brain is bloody & electric Blood increase in neuronal activity increase in metabolic demand for glucose

More information

How to test ocular movements in PSP Jan Kassubek

How to test ocular movements in PSP Jan Kassubek How to test ocular movements in PSP Jan Kassubek Universitätsklinik für Neurologie, Ulm Bedside Screening: PSP initially slowing of vertical saccades slowing of downward saccades is considered the hallmark

More information

Psychology. Kansas Course Code # 04254

Psychology. Kansas Course Code # 04254 High School Psychology Kansas Course Code # 04254 The American Psychological Association defines Psychology as the study of the mind and behavior. The discipline embraces all aspects of the human experience

More information

An Introduction to ERP Studies of Attention

An Introduction to ERP Studies of Attention An Introduction to ERP Studies of Attention Logan Trujillo, Ph.D. Post-Doctoral Fellow University of Texas at Austin Cognitive Science Course, Fall 2008 What is Attention? Everyone knows what attention

More information

DRIVER REHABILITATION OVERVIEW

DRIVER REHABILITATION OVERVIEW DRIVER REHABILITATION OVERVIEW What is included in a Driving Evaluation? The purpose of the evaluation is to determine if the individual s medical condition, medications, functional limitations and/ or

More information

Bayesian probability theory

Bayesian probability theory Bayesian probability theory Bruno A. Olshausen arch 1, 2004 Abstract Bayesian probability theory provides a mathematical framework for peforming inference, or reasoning, using probability. The foundations

More information

P R E S S U R E P O I N T S S E R I E S : Measuring your blood pressure at home

P R E S S U R E P O I N T S S E R I E S : Measuring your blood pressure at home P R E S S U R E P O I N T S S E R I E S : NO.5 Measuring your blood pressure at home B L O O D P R E S S U R E A S S O C I AT I O N Pressure Points series Pressure Points is a series of booklets produced

More information

The Thirteen Special Education Classifications. Part 200 Regulations of the Commissioner of Education, Section 4401(1)

The Thirteen Special Education Classifications. Part 200 Regulations of the Commissioner of Education, Section 4401(1) The Thirteen Special Education Classifications Part 200 Regulations of the Commissioner of Education, Section 4401(1) Student With a Disability: A student as defined in section 4401(1), who has not attained

More information

Prediction of the MoCA and the MMSE in Out-patients with the risks of cognitive impairment

Prediction of the MoCA and the MMSE in Out-patients with the risks of cognitive impairment Prediction of the MoCA and the MMSE in Out-patients with the risks of cognitive impairment Teresa Leung Therapist Prince of Wales Hospital 7 th May, 2012 Outline of Presentation Introduction Study Objectives,

More information

Article. Borderline Personality Disorder, Impulsivity, and the Orbitofrontal Cortex

Article. Borderline Personality Disorder, Impulsivity, and the Orbitofrontal Cortex Article Borderline Personality Disorder, Impulsivity, and the Orbitofrontal Cortex Heather A. Berlin, D.Phil., M.P.H. Edmund T. Rolls, D.Phil., D.Sc. Susan D. Iversen, Ph.D., Sc.D. Objective: Orbitofrontal

More information

Eye Tracking Instructions

Eye Tracking Instructions Eye Tracking Instructions [1] Check to make sure that the eye tracker is properly connected and plugged in. Plug in the eye tracker power adaptor (the green light should be on. Make sure that the yellow

More information

Using Mental Imagery to Improve Memory in Patients With Alzheimer Disease. Trouble Generating or Remembering the Mind s Eye?

Using Mental Imagery to Improve Memory in Patients With Alzheimer Disease. Trouble Generating or Remembering the Mind s Eye? ORIGINAL ARTICLE Using Mental Imagery to Improve Memory in Patients With Alzheimer Disease Trouble Generating or Remembering the Mind s Eye? Erin P. Hussey, EdM,* John G. Smolinsky, PhD,w Irene Piryatinsky,

More information

Vocabulary & General Concepts of Brain Organization

Vocabulary & General Concepts of Brain Organization Vocabulary & General Concepts of Brain Organization Jeanette J. Norden, Ph.D. Professor Emerita Vanderbilt University School of Medicine Course Outline Lecture 1: Vocabulary & General Concepts of Brain

More information

Brain Function, Spell Reading, and Sweep-Sweep-Spell by Abigail Marshall, March 2005

Brain Function, Spell Reading, and Sweep-Sweep-Spell by Abigail Marshall, March 2005 Brain Function, Spell Reading, and Sweep-Sweep-Spell by Abigail Marshall, March 2005 This is not phonics or a phonetic process; it is simply letter and word recognition. Ronald D. Davis T wo of the most

More information

Pennsylvania State University University Park, PA 16802

Pennsylvania State University University Park, PA 16802 Name: Department: Address: Current Position: Telephone: Email: CURRICULUM VITA Jeffrey M. Love, PhD. Psychology 620 Moore Building Pennsylvania State University University Park, PA 16802 Fixed Term Lecturer

More information

Miriam Jocelyn Rodriguez, PhD

Miriam Jocelyn Rodriguez, PhD Miriam Jocelyn Rodriguez, PhD EDUCATION Nova Southeastern University, Fort Lauderdale, FL PhD Clinical Psychology 8/08-10/13 Neuropsychology Concentration American Psychological Association, accredited

More information

10 warning signs of Alzheimer s disease

10 warning signs of Alzheimer s disease 10 warning signs of Alzheimer s disease Memory loss that disrupts daily life Challenges in planning or solving problems Difficulty completing familiar tasks Confusion with time or place Trouble understanding

More information