This document discusses psychological tests and their use in clinical practice. It defines psychological tests as standardized scientific tools used to assess various psychological constructs. For a measure to be considered a valid psychological test, it must demonstrate reliability, validity, and norms. The document then describes different types of psychological tests, including objective, projective, individual and group tests. It provides examples of specific tests used to evaluate areas like intelligence, memory, perception and executive functions.
The document provides information on neuropsychological tests, including:
- Psychological tests must be reliable, valid, and have norms to be considered tests.
- Tests are used to assess intelligence, aptitude, achievement, personality traits, and more.
- Objective tests use standardized questions while projective tests allow subjective responses.
- Tests can be individual, group-based, or use batteries of assessments.
- Examples of tests described include the Bender Gestalt Test for perception, Wisconsin Card Sorting Test for executive functions, and others.
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
Neuropsychological assessment examines cognitive functioning through performance-based testing to determine the effects of brain injury or illness. It assesses areas like memory, intelligence, language, and executive function. The goals are diagnosis of any cognitive problems, understanding the nature and impact of any issues, and measuring change over time such as after treatment. Tests evaluate multiple areas to identify patterns that can indicate neurological disorders. The process involves taking a medical history, interviews, and standardized testing which are compared to norms.
Dr. Harneet presented on neuropsychological assessment in severe mental illness. Neuropsychological assessment comprehensively evaluates cognitive, psychological, emotional, and behavioral functioning through detailed interviews and standardized testing to identify strengths and weaknesses. It can aid in diagnosis, distinguish psychiatric and neurological symptoms, inform treatment planning, and assess rehabilitation potential. Cognitive deficits are a core feature of schizophrenia and include impairments in attention, memory, intelligence, and executive functions. Neuropsychological assessment is important for understanding the cognitive impact of severe mental illnesses like schizophrenia.
The Halstead-Reitan Neuropsychological Battery and Luria-Nebraska Neuropsychological Battery are comprehensive test batteries used to evaluate cognitive abilities and detect brain impairment. The Halstead-Reitan Battery contains 10 tests assessing various functions including category learning, tactile skills, rhythm, motor speed and more. The Luria-Nebraska Battery contains 269 test items across 11 clinical scales and is based on Luria's neuropsychological methods. Both batteries provide profiles of impaired areas to help locate brain lesions and measure recovery.
1. Clinical neuropsychological testing involves assessing intelligence, personality, and neurocognitive abilities through objective and projective tests.
2. Common intelligence tests include the WAIS, which measures verbal and performance skills, and intelligence is quantified as an IQ score.
3. Personality is often assessed through self-report measures like the MMPI or projective tests like the Rorschach inkblots and TAT cards which analyze responses.
4. Neuropsychological tests evaluate specific cognitive domains like memory, attention, language, and visual-spatial skills which can localize brain dysfunction when impaired. Test results must be interpreted carefully and discussed therapeutically with the patient.
The Luria-Nebraska Neuropsychological Battery is designed to evaluate learning, experiences, and cognitive skills in individuals with brain impairments. It is based on the theories and diagnostic procedures of Russian neuropsychologist A.R. Luria. The battery consists of 269 items organized into 11 scales that assess areas like speech, reading, arithmetic, memory, intelligence, motor skills, rhythm, vision, and touch. Scores are given on a 0 to 2 point scale, with higher scores indicating worse performance. The battery helps identify the likelihood and extent of brain damage by comparing an individual's scores in each scale to critical levels for their age and education.
The document provides information on neuropsychological tests, including:
- Psychological tests must be reliable, valid, and have norms to be considered tests.
- Tests are used to assess intelligence, aptitude, achievement, personality traits, and more.
- Objective tests use standardized questions while projective tests allow subjective responses.
- Tests can be individual, group-based, or use batteries of assessments.
- Examples of tests described include the Bender Gestalt Test for perception, Wisconsin Card Sorting Test for executive functions, and others.
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
Neuropsychological assessment examines cognitive functioning through performance-based testing to determine the effects of brain injury or illness. It assesses areas like memory, intelligence, language, and executive function. The goals are diagnosis of any cognitive problems, understanding the nature and impact of any issues, and measuring change over time such as after treatment. Tests evaluate multiple areas to identify patterns that can indicate neurological disorders. The process involves taking a medical history, interviews, and standardized testing which are compared to norms.
Dr. Harneet presented on neuropsychological assessment in severe mental illness. Neuropsychological assessment comprehensively evaluates cognitive, psychological, emotional, and behavioral functioning through detailed interviews and standardized testing to identify strengths and weaknesses. It can aid in diagnosis, distinguish psychiatric and neurological symptoms, inform treatment planning, and assess rehabilitation potential. Cognitive deficits are a core feature of schizophrenia and include impairments in attention, memory, intelligence, and executive functions. Neuropsychological assessment is important for understanding the cognitive impact of severe mental illnesses like schizophrenia.
The Halstead-Reitan Neuropsychological Battery and Luria-Nebraska Neuropsychological Battery are comprehensive test batteries used to evaluate cognitive abilities and detect brain impairment. The Halstead-Reitan Battery contains 10 tests assessing various functions including category learning, tactile skills, rhythm, motor speed and more. The Luria-Nebraska Battery contains 269 test items across 11 clinical scales and is based on Luria's neuropsychological methods. Both batteries provide profiles of impaired areas to help locate brain lesions and measure recovery.
1. Clinical neuropsychological testing involves assessing intelligence, personality, and neurocognitive abilities through objective and projective tests.
2. Common intelligence tests include the WAIS, which measures verbal and performance skills, and intelligence is quantified as an IQ score.
3. Personality is often assessed through self-report measures like the MMPI or projective tests like the Rorschach inkblots and TAT cards which analyze responses.
4. Neuropsychological tests evaluate specific cognitive domains like memory, attention, language, and visual-spatial skills which can localize brain dysfunction when impaired. Test results must be interpreted carefully and discussed therapeutically with the patient.
The Luria-Nebraska Neuropsychological Battery is designed to evaluate learning, experiences, and cognitive skills in individuals with brain impairments. It is based on the theories and diagnostic procedures of Russian neuropsychologist A.R. Luria. The battery consists of 269 items organized into 11 scales that assess areas like speech, reading, arithmetic, memory, intelligence, motor skills, rhythm, vision, and touch. Scores are given on a 0 to 2 point scale, with higher scores indicating worse performance. The battery helps identify the likelihood and extent of brain damage by comparing an individual's scores in each scale to critical levels for their age and education.
TAT Interpretation
Interpretation: There are no formal, normative standards for the TAT.
General
The simplest procedure for studying TAT responses is the inspection technique.
Most clinicians interpret the TAT stories informally; repetitive patterns or themes become apparent by reading through a subject's stories.
It is useful to know the typical themes and stories that are elicited by each of the cards.
Deviations from these may offer rich interpretive value.
Typical themes are presented in Groth-Marnat (2003) Chapter 10, in Bellak (1997) Chapter 4, and in Teglasi, (2001).
It is important to look for corroboration of patterns in other stories, other test results, or in background information.
Bellak (1997) says "A repetitive pattern is the best assurance that one does not deal with an artifact".
In interpretation of the TAT is that the
Pictures are best seen psychologically as a series of social situations and interpersonal relations. Or
All characters in the stories are projected aspects of the self, keeping in mind that they may represent
The ideal self,
The real self,
The feared self, etc.
The document discusses executive functions and provides definitions from various studies. It describes executive functions as a set of cognitive processes that regulate other cognitive processes such as planning, working memory, attention, problem solving and inhibition. Executive functions are controlled by the frontal lobes of the brain and are responsible for self-regulation and goal-directed behavior. The document summarizes several models of executive functions including models by Norman and Shallice, Barkley, Lezak and others. It discusses areas executive functions are involved in and factors that influence executive functions. Common disorders associated with executive dysfunction are also listed.
The document summarizes the Wechsler Adult Intelligence Scale IV test which measures both verbal and performance IQ. The verbal IQ measures language-based problem solving abilities through subtests evaluating vocabulary, comprehension, working memory, and processing of verbal and written information. The performance IQ evaluates non-verbal reasoning, spatial processing, attention to detail, and visual-motor skills through subtests of block design, matrix reasoning, coding, and symbol search. The test provides indexes of verbal comprehension, perceptual reasoning, working memory, and processing speed. Discrepancies between verbal and performance IQ scores can indicate lateralized brain injuries or other neurological, verbal, or motor problems.
The Bender Gestalt Test (BGT) is a screening tool developed in 1938 to assess visual-motor and visuoconstructive abilities. It involves copying simple line drawings and is used to evaluate neurological and developmental deficits. The test demonstrates good reliability, with interscorer reliability for errors ranging from .87 to .90. Validity is also good as an indicator of perceptual-motor development, with error scores decreasing with age. While brief, economical, and flexible to administer, the BGT provides only limited information about specific brain damage and lacks a universally accepted scoring system.
A neurological assessment evaluates brain-behavior relationships by assessing multiple areas of functioning through neuropsychological tests. It aims to diagnose issues, understand the nature and impact of brain injuries, and measure changes over time. A comprehensive assessment provides information to distinguish disorders, identify strengths and weaknesses, guide treatment planning, and inform those involved in a person's care. Neuropsychologists make inferences about neurological functioning based on test performance, considering pre-morbid functioning levels and using approaches like analyzing levels of performance, patterns of scores, and right-left differences.
Disability evaluation in intellectual disability and in specificSeema Rai
1. The document discusses intellectual disability and specific learning disorder, outlining their definitions, diagnostic criteria, and assessment process.
2. It describes assessing adaptive and intellectual functioning to diagnose intellectual disability, and using specific psychometric tests to identify learning deficits for specific learning disorder.
3. The certification process involves evaluations by medical and psychological professionals to determine the diagnosis and issue certificates of disability.
Neuropsychological testing of cognitive domainsDoha Rasheedy
Neuropsychological testing assesses six principal domains of cognitive function: complex attention, executive function, learning and memory, language, perceptual–motor function, and social cognition. Complex attention involves sustained, divided, and selective attention as well as processing speed. Executive function involves abilities such as planning, decision making, cognitive flexibility, reasoning, and problem solving. Common tests of attention include the Digit Span subtest of the WMS-III, Trail Making Test, Posner task, and Test of Everyday Attention. The Wisconsin Card Sorting Test assesses executive function such as cognitive flexibility.
The WISC-IV is an intelligence test for children that was updated in 2003 to address limitations of previous versions. It incorporates new subtests and indexes to better assess constructs like fluid reasoning and working memory. The changes aim to make it a more useful clinical tool by providing more diagnostic information through analysis of error patterns and strategies. It was also updated to align with newer achievement tests and address outdated norms and content. Validity and reliability were improved in most areas compared to prior versions through larger norming samples and correlations with other tests.
This document provides an overview of neuropsychological testing. It discusses what neuropsychology is, which is the study of brain-behavior relationships. Neuropsychological testing measures cognitive functioning and brain impairment through various tests like the Bender Visual-Gestalt Test, Wisconsin Card Sort Test, Chicago Word Fluency Test, and Wechsler Memory Scale. Some tests are brief screens while others are more comprehensive batteries that can help pinpoint specific cognitive weaknesses. The Halstead-Reitan Neuropsychological Battery is discussed as a thorough battery used to identify brain damage and provide information about cognitive impairments and affected brain regions.
The Edwards Personal Preference Schedule (EPPS) is a personality test developed by psychologist Allen L. Edwards in 1953. It measures 15 personality needs or motives and consists of 225 pairs of statements to assess these needs. The EPPS is primarily used for personal counseling but can also be used for career guidance and recruitment. It provides a quick measure of independent personality variables and has good reliability due to the low intercorrelations between variables. The EPPS is still published internationally and has been translated into several languages.
Neurocognitive disorders affect learning, memory, and consciousness. They range from temporary conditions like delirium to long-term disorders like dementia. While some may be caused by medical conditions or drug use, the most common types like Alzheimer's disease and vascular dementia develop due to aging and brain changes. Treatments aim to slow progression but cannot stop deterioration of cognitive skills. Lifestyle factors and social support may influence the course of disorders, but prevention is difficult as risk is determined by genetics in many cases.
Cognitive Neuropsychology and Functional Brain Imaging: Implications for func...Dimitris Agorastos
The document discusses how cognitive neuropsychology uses functional brain imaging techniques and data from patients with brain lesions to inform models of normal cognition and its neural underpinnings. Functional imaging allows more precise localization of brain areas involved in cognitive tasks compared to other neuropsychological methods. While early models linked specific cognitive functions to brain regions based on patient data, modern approaches recognize interactive and distributed neural systems and acknowledge limitations of making inferences from single cases or accidental brain lesions.
The document provides an overview of the Object Sorting Test (OST) and Rorschach Inkblot Test (RIBT). It describes the projective hypothesis and types of projective techniques. It outlines the scoring and interpretation of the OST, including criteria for diagnosing schizophrenia and mania. It also covers the development, phases, scoring systems, and contents of responses for the RIBT, as well as concepts for interpreting the psychogram.
The document describes the Indian Scale for Assessment of Autism (ISAA), an objective assessment tool used to diagnose autism in India. ISAA consists of 40 items across 5 domains that are rated on a 5-point scale to assess characteristics of autism. It is administered through observation, informant interview, and testing interactions with the individual. Scoring involves assigning percentages to indicate the frequency and intensity of behaviors, with higher scores suggesting greater impairment and dependency. ISAA provides a standardized way to evaluate autism symptoms and severity in individuals.
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
1. Neuropsychological tests are standardized scientific tools used to assess various psychological constructs like intelligence, aptitude, and personality traits.
2. There are three main approaches to neuropsychological tests - the battery approach involving a large variety of tests, the hypothesis testing approach focusing on areas related to a patient's complaints, and screening approaches for flexibility and efficiency.
3. Common tests evaluate domains like intelligence, perception, language, memory, executive function, and more through measures like the Trail Making Test, Wisconsin Card Sorting Test, Stroop Test, Digit Span, and Bender Gestalt Test.
Perimetry is the systematic measurement of the visual field using kinetic or static techniques. Kinetic perimetry involves moving a target within the visual field to map sensitivity, while static perimetry presents targets of varying intensities at fixed locations to determine thresholds. The Goldmann perimeter and Humphrey Field Analyzer are common devices that allow kinetic and static perimetry respectively. Perimetry is indicated for detection and monitoring of conditions like glaucoma that may cause visual field defects. It provides objective quantification of a patient's visual field to identify areas of reduced sensitivity.
TAT Interpretation
Interpretation: There are no formal, normative standards for the TAT.
General
The simplest procedure for studying TAT responses is the inspection technique.
Most clinicians interpret the TAT stories informally; repetitive patterns or themes become apparent by reading through a subject's stories.
It is useful to know the typical themes and stories that are elicited by each of the cards.
Deviations from these may offer rich interpretive value.
Typical themes are presented in Groth-Marnat (2003) Chapter 10, in Bellak (1997) Chapter 4, and in Teglasi, (2001).
It is important to look for corroboration of patterns in other stories, other test results, or in background information.
Bellak (1997) says "A repetitive pattern is the best assurance that one does not deal with an artifact".
In interpretation of the TAT is that the
Pictures are best seen psychologically as a series of social situations and interpersonal relations. Or
All characters in the stories are projected aspects of the self, keeping in mind that they may represent
The ideal self,
The real self,
The feared self, etc.
The document discusses executive functions and provides definitions from various studies. It describes executive functions as a set of cognitive processes that regulate other cognitive processes such as planning, working memory, attention, problem solving and inhibition. Executive functions are controlled by the frontal lobes of the brain and are responsible for self-regulation and goal-directed behavior. The document summarizes several models of executive functions including models by Norman and Shallice, Barkley, Lezak and others. It discusses areas executive functions are involved in and factors that influence executive functions. Common disorders associated with executive dysfunction are also listed.
The document summarizes the Wechsler Adult Intelligence Scale IV test which measures both verbal and performance IQ. The verbal IQ measures language-based problem solving abilities through subtests evaluating vocabulary, comprehension, working memory, and processing of verbal and written information. The performance IQ evaluates non-verbal reasoning, spatial processing, attention to detail, and visual-motor skills through subtests of block design, matrix reasoning, coding, and symbol search. The test provides indexes of verbal comprehension, perceptual reasoning, working memory, and processing speed. Discrepancies between verbal and performance IQ scores can indicate lateralized brain injuries or other neurological, verbal, or motor problems.
The Bender Gestalt Test (BGT) is a screening tool developed in 1938 to assess visual-motor and visuoconstructive abilities. It involves copying simple line drawings and is used to evaluate neurological and developmental deficits. The test demonstrates good reliability, with interscorer reliability for errors ranging from .87 to .90. Validity is also good as an indicator of perceptual-motor development, with error scores decreasing with age. While brief, economical, and flexible to administer, the BGT provides only limited information about specific brain damage and lacks a universally accepted scoring system.
A neurological assessment evaluates brain-behavior relationships by assessing multiple areas of functioning through neuropsychological tests. It aims to diagnose issues, understand the nature and impact of brain injuries, and measure changes over time. A comprehensive assessment provides information to distinguish disorders, identify strengths and weaknesses, guide treatment planning, and inform those involved in a person's care. Neuropsychologists make inferences about neurological functioning based on test performance, considering pre-morbid functioning levels and using approaches like analyzing levels of performance, patterns of scores, and right-left differences.
Disability evaluation in intellectual disability and in specificSeema Rai
1. The document discusses intellectual disability and specific learning disorder, outlining their definitions, diagnostic criteria, and assessment process.
2. It describes assessing adaptive and intellectual functioning to diagnose intellectual disability, and using specific psychometric tests to identify learning deficits for specific learning disorder.
3. The certification process involves evaluations by medical and psychological professionals to determine the diagnosis and issue certificates of disability.
Neuropsychological testing of cognitive domainsDoha Rasheedy
Neuropsychological testing assesses six principal domains of cognitive function: complex attention, executive function, learning and memory, language, perceptual–motor function, and social cognition. Complex attention involves sustained, divided, and selective attention as well as processing speed. Executive function involves abilities such as planning, decision making, cognitive flexibility, reasoning, and problem solving. Common tests of attention include the Digit Span subtest of the WMS-III, Trail Making Test, Posner task, and Test of Everyday Attention. The Wisconsin Card Sorting Test assesses executive function such as cognitive flexibility.
The WISC-IV is an intelligence test for children that was updated in 2003 to address limitations of previous versions. It incorporates new subtests and indexes to better assess constructs like fluid reasoning and working memory. The changes aim to make it a more useful clinical tool by providing more diagnostic information through analysis of error patterns and strategies. It was also updated to align with newer achievement tests and address outdated norms and content. Validity and reliability were improved in most areas compared to prior versions through larger norming samples and correlations with other tests.
This document provides an overview of neuropsychological testing. It discusses what neuropsychology is, which is the study of brain-behavior relationships. Neuropsychological testing measures cognitive functioning and brain impairment through various tests like the Bender Visual-Gestalt Test, Wisconsin Card Sort Test, Chicago Word Fluency Test, and Wechsler Memory Scale. Some tests are brief screens while others are more comprehensive batteries that can help pinpoint specific cognitive weaknesses. The Halstead-Reitan Neuropsychological Battery is discussed as a thorough battery used to identify brain damage and provide information about cognitive impairments and affected brain regions.
The Edwards Personal Preference Schedule (EPPS) is a personality test developed by psychologist Allen L. Edwards in 1953. It measures 15 personality needs or motives and consists of 225 pairs of statements to assess these needs. The EPPS is primarily used for personal counseling but can also be used for career guidance and recruitment. It provides a quick measure of independent personality variables and has good reliability due to the low intercorrelations between variables. The EPPS is still published internationally and has been translated into several languages.
Neurocognitive disorders affect learning, memory, and consciousness. They range from temporary conditions like delirium to long-term disorders like dementia. While some may be caused by medical conditions or drug use, the most common types like Alzheimer's disease and vascular dementia develop due to aging and brain changes. Treatments aim to slow progression but cannot stop deterioration of cognitive skills. Lifestyle factors and social support may influence the course of disorders, but prevention is difficult as risk is determined by genetics in many cases.
Cognitive Neuropsychology and Functional Brain Imaging: Implications for func...Dimitris Agorastos
The document discusses how cognitive neuropsychology uses functional brain imaging techniques and data from patients with brain lesions to inform models of normal cognition and its neural underpinnings. Functional imaging allows more precise localization of brain areas involved in cognitive tasks compared to other neuropsychological methods. While early models linked specific cognitive functions to brain regions based on patient data, modern approaches recognize interactive and distributed neural systems and acknowledge limitations of making inferences from single cases or accidental brain lesions.
The document provides an overview of the Object Sorting Test (OST) and Rorschach Inkblot Test (RIBT). It describes the projective hypothesis and types of projective techniques. It outlines the scoring and interpretation of the OST, including criteria for diagnosing schizophrenia and mania. It also covers the development, phases, scoring systems, and contents of responses for the RIBT, as well as concepts for interpreting the psychogram.
The document describes the Indian Scale for Assessment of Autism (ISAA), an objective assessment tool used to diagnose autism in India. ISAA consists of 40 items across 5 domains that are rated on a 5-point scale to assess characteristics of autism. It is administered through observation, informant interview, and testing interactions with the individual. Scoring involves assigning percentages to indicate the frequency and intensity of behaviors, with higher scores suggesting greater impairment and dependency. ISAA provides a standardized way to evaluate autism symptoms and severity in individuals.
The Children's Apperception Test (CAT) is a projective personality test for children ages 3-10 that involves showing them a series of picture cards depicting animals or people in familiar situations. The child's stories in response are analyzed to understand their personality, maturity level, and psychological health. Specifically, the CAT aims to reveal a child's reality testing abilities, drive regulation, defenses, conflicts, and autonomy. It was developed based on the Thematic Apperception Test for adults and older children, but uses animal figures instead of humans. The CAT takes 20-45 minutes to administer by a trained professional and involves encouraging children to tell stories about what is happening in each card and what might occur. There are no right or
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
1. Neuropsychological tests are standardized scientific tools used to assess various psychological constructs like intelligence, aptitude, and personality traits.
2. There are three main approaches to neuropsychological tests - the battery approach involving a large variety of tests, the hypothesis testing approach focusing on areas related to a patient's complaints, and screening approaches for flexibility and efficiency.
3. Common tests evaluate domains like intelligence, perception, language, memory, executive function, and more through measures like the Trail Making Test, Wisconsin Card Sorting Test, Stroop Test, Digit Span, and Bender Gestalt Test.
Perimetry is the systematic measurement of the visual field using kinetic or static techniques. Kinetic perimetry involves moving a target within the visual field to map sensitivity, while static perimetry presents targets of varying intensities at fixed locations to determine thresholds. The Goldmann perimeter and Humphrey Field Analyzer are common devices that allow kinetic and static perimetry respectively. Perimetry is indicated for detection and monitoring of conditions like glaucoma that may cause visual field defects. It provides objective quantification of a patient's visual field to identify areas of reduced sensitivity.
Different types of test case design techniques with explanations:
1. ERROR GUESSING
2. EQUIVALENT PARTITIONING
3. BOUNDARY VALUE ANALYSIS
4. STATE TRANSITION TECHNIQUES
5. DECISION TABLE TECHNIQUES
The document discusses Chi-square tests and their applications. Chi-square tests can be used for goodness of fit, independence, and homogeneity. They are non-parametric tests used to analyze categorical data. The three main types are: 1) goodness of fit tests determine if a sample fits a hypothesized distribution, 2) independence tests determine if two categorical variables are associated, and 3) homogeneity tests determine if a categorical variable is distributed identically across populations. Chi-square tests involve calculating expected frequencies, observed frequencies, and a test statistic to determine if the null hypothesis can be rejected.
- The chi-square test is used to determine if there is a significant association between two categorical variables. It compares observed and expected frequencies in a contingency table to test the null hypothesis that the variables are independent.
- Key assumptions are that observations are independent and expected frequencies are greater than 5. For a 2x2 table, Fisher's exact test is preferred over chi-square if expected frequencies are small.
- The test statistic is calculated by summing the squared differences between observed and expected frequencies divided by the expected frequencies for each cell. A larger chi-square value indicates stronger evidence to reject the null hypothesis of independence.
This document provides an overview of regression models and their uses in institutional research. It will introduce common regression techniques like linear regression, logistic regression, and hierarchical linear modeling. The workshop aims to educate participants on different types of regression, how to interpret results, and how regression can help answer research questions. Key topics that will be covered include scales of measurement, assumptions of different regression techniques, and practical applications of regression in institutional research. The goal is for participants to learn what regression models may help further their institutional research work.
This document provides an overview of the research process. It discusses the key stages in research including identifying a research problem, reviewing relevant literature, formulating research questions and hypotheses, choosing a study design, deciding on sampling methods, collecting and analyzing data, and writing a research report. The document emphasizes that research aims to systematically investigate issues to contribute to generalizable knowledge. It also highlights the importance of research in advancing scientific understanding and improving health.
Sampling design, sampling errors, sample size determinationVishnupriya T H
This presentation contains census and sample survey, implications of a sample design, steps in sample design, criteria of selecting a sampling procedure
Many medical image analysis techniques require an initial localization and segmentation of anatomical structures. As part of the VISCERAL benchmarks on Anatomy segmentation, a hierarchical multi-atlas multi-structure segmentation approach guided by anatomical correlations is proposed. The method begins with a global alignment of the volumes and refines the alignment of the structures locally. The alignment of the bigger structures is used as reference for the smaller and harder to segment structures. The method is evaluated in the ISBI VISCERAL testset on ten anatomical structures in both contrast-enhanced and non-enhanced computed tomography scans. The proposed method obtained the highest DICE overlap score for some structures like kidneys and gallbladder. Similar segmentation accuracies compared to the highest results of the other methods proposed in the challenge are obtained for most of the other structures segmented with the method.
This document provides an overview of statistics and experimental design concepts. It discusses data summarization methods like census and sample surveys. It introduces ANOVA and its assumptions, including additivity, homogeneity, and normality. It describes one-way and two-way ANOVA. It also discusses the principles, advantages, and types of design of experiments (DOE) like complete randomized design, randomized block design, and Latin square design. Factorial design and its benefits are also summarized.
This document discusses perimetry, which is the systematic measurement of visual field function. It defines the visual field and describes how perimetry involves measuring a patient's differential light sensitivity across their visual field. The document outlines the history of perimetry devices like the Octopus and Humphrey field analyzers. It discusses different perimetry techniques, including kinetic perimetry using devices like Goldmann and static threshold perimetry using Humphrey. The document also covers perimetry indications, test strategies, point patterns for different disease stages, and elements included on perimetry reports.
This document provides an overview of sampling techniques for empirical research. It defines key terms like population, sample, and sampling frame. It also distinguishes between probability sampling methods like simple random sampling, systematic sampling, stratified sampling, cluster sampling, and multistage sampling, and non-probability sampling methods. For each method, it discusses how the sample is selected and the relative advantages and disadvantages. The goal is to help readers understand different ways of obtaining representative samples from populations.
Periodontal instruments are designed for specific purposes such as removing calculus, planning root surfaces, curing gingiva, and removing diseased tissue. The main instruments discussed are periodontal probes, explorers, and scaling, root planing, and curettage instruments. Periodontal probes are used to measure pocket depth and clinical attachment level, among other assessments. Explorers are used to locate calculus and check tooth surfaces. Scaling, root planing, and curettage instruments are for removing calculus, smoothing root surfaces, and removing diseased tissue.
This document discusses different sampling techniques that can be used to analyze large datasets. It defines key sampling concepts like the target population, sampling frame, and sampling unit. Probability sampling techniques described include simple random sampling, systematic sampling, stratified sampling, cluster sampling, and probability proportional to size sampling. Non-probability sampling techniques include convenience sampling and purposive sampling. The document also covers how to calculate sample sizes needed to estimate proportions and means within a desired level of accuracy. Stratified sampling can help reduce variability and improve efficiency by dividing the population into relevant subgroups.
This document discusses three key concepts: abstracts, hypotheses, and brainstorming. It defines an abstract as a brief summary that accurately represents the key points of a larger document. It notes there are three parts to an abstract: reference, body, and signature. For hypotheses, it defines them as statements or assumptions about relationships between variables. It lists two types of errors in hypothesis testing. For brainstorming, it provides definitions focusing on spontaneous group discussion to produce ideas and solutions to problems. It discusses individual versus group brainstorming and the role of teachers in promoting brainstorming.
The document discusses developing quantitative structure-activity relationship (QSAR) models to predict the biological responses of nanomaterials. It describes using descriptors of pristine and weathered nanomaterials, as well as experimental parameters, to develop linear regression models between descriptors and responses. Partial least squares regression is used to handle correlations between descriptors. The data is also analyzed using k-means clustering to identify separate descriptor clusters, and QSAR models are developed for each cluster to improve predictions. The resulting models could then be used to predict responses of emerging nanomaterials based on their similarity to existing clusters.
The document discusses key principles of experimental design, including replication, randomization, and local control. It then summarizes different types of experimental designs such as completely randomized design, randomized block design, Latin square design, and factorial designs. Key points about each design are highlighted, along with examples to illustrate how they are applied.
This content is suitable for medical technologists/technicians/lab assistants/scientists writing the SMLTSA board exam. The content is also suitable for biomedical technology students and people also interested in learning about test methodologies used in medical technology. This chapter describes test quality assurance (QA) and quality control (QC). Please note that these notes are a collection I used to study for my board exam and train others who got distinctions using these.
Disclaimer: Credit goes to those who wrote the notes and the examiners of each exam question. Please use only as a reference guide and use your prescribed textbook for the latest and most accurate notes and ranges. The material here is not referenced as it is a collection of pieces of study notes from multiple people, and thus will not be held viable for any misinterpretations. Please use at your own discretion.
Multi-atlas based segmentation is an approach that requires little or no interaction from the user. It has been evaluated with high accuracy and consistent reproducibility in different anatomical structures. In this method, multiple atlases identify the location of one or more structures in the patient volume. The label volumes of the atlases are transformed taking the coordinate transformation obtained from image registration of each atlas to the target volume. A stochastic gradient descent optimisation is performed for the desired metric during the process. Since multiple structures are segmentation targets in the VISCERAL benchmark, a hierarchical selection of the registrations improves the segmentations of all the structures. A global affine registration is followed by individual affine registrations using a local binary mask to enforce the spatial correlation of each anatomical structure separately. These masks are obtained from the morphological dilation of the output labels of the different atlases registered in the previous step. The method is repeated for the non-rigid registration. The registrations of the bigger structures are used as a starting point for the closely related smaller structures, which are harder to segment. Most of the registrations of the initial
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1. Amity Institute of Psychology & Allied Sciences
PSYC773
Faculty: (Dr.) Sundeep Katevarapu
2. INTRODUCTION
• PSYCHOLOGICAL TESTSARE STANDARDIZED SCIENTIFIC TOOLS MEANT
TO ASSESSVARIOUS PSYCHOLOGICAL CONSTRUCTS.
• TO CONSIDER A MEASURE AS PSYCHOLOGICAL TEST
, IT MUST HAVE
THREE PROPERTIES. THESE ARE:
1. RELIABILITY: IT REFERSTO CONSISTENCY OFA MEASURE - HOW LIKELY
IT ISTO PRODUCE THE SAME RESULTS IF USED AGAIN IN THE SAME
CIRCUMSTANCES.
2. VALIDITY: IT REFERSTO THE ABILITY OF THETESTTO MEASURE WHAT
IT PURPORTS TO MEASURE.
3. NORM: THE TESTMUST HAVE A RANGE OF VALUES WITHIN WHICH
MEMBERS OFA GIVEN POPULATION ARE EXPECTED TO PERFORM OR
FUNCTION.
3. UTILITY OF PSYCHOLOGICAL TESTS IN
CLINICAL PRACTICE
• THEYARE DEVISED AND USED PRIMARILY FOR DETERMINATION AND
ANALYSIS OF INDIVIDUAL DIFFERENCES IN
• - GENERAL INTELLIGENCE
• - SPECIFICAPTITUDE
• - EDUCATIONAL ACHIEVEMENT
• - VOCATIONAL FITNESS
• - NON INTELLECTUAL PERSONALITY TRAITS
4. TYPES OF PSYCHOLOGICAL TESTS
• DEPENDING UPON THE TYPE OFSTIMULUS, NUMBER OF SUBJECTS
AND THEAREASOF INVESTIGATION, PSYCHOLOGICALTESTSARE
CLASSIFIED INTO VARIOUS TYPES:
• OBJECTIVE
• PROJECTIVE
• INDIVIDUAL
• GROUP
5. OBJECTIVE TEST
• AN OBJECTIVE TESTISA PSYCHOLOGICAL TESTTHAT MEASURES AN
INDIVIDUAL'S CHARACTERISTICSINDEPENDENTOFRATERBIAS OR
THE EXAMINER'S OWN BELIEFS, USUALLY BYTHEADMINISTRATION
OFA BANK OF QUESTIONS MARKEDAND COMPAREDAGAINST
EXACTINGSCORINGMECHANISMS THATARECOMPLETELY
STANDARDIZED.
6. REQUIREMENT FOR STANDARDIZATION
• FREE FROM SUBJECTIVE JUDGEMENT
• UNIFORM OR SPECIALSETOF INSTRUCTION HAS TO BETHERE.
• SAMPLE HASTO BESCIENTIFICALLYSELECTED FOR PARTICULAR TESTS
• THE CONTENTS ARE TESTEDAND RETESTEDAND VARIOUS
RESEARCHERS AREINVOLVED
7. PROJECTIVE TEST
• IT PROVIDES THE SUBJECT WITH ASTIMULUS SITUATION WHICH
GIVESTHE PERSON AN OPPORTUNITY TO IMPOSE UPON IT HIS OWN
PRIVATE NEEDS BASED ON PERCEPTION AND INTERPRETATION
11. BATTERY APPROACH
• INCLUDES LARGE VARIETY OF TESTS.
• ALLPARTS PRESENTED REGARDLESSOF PATIENTS PRESENTING
COMPLAINTS.
• ADVANTAGES:
• IDENTIFIES PROBLEM THATTHE PATIENT MAY NOT COMPLAIN.
• DISADVANTAGES:
• TIME CONSUMING(6-8 HRS)
• E.G - Halstead-ReitanNeuropsychological Test Battery (HRNTB)
12. HYPOTHESIS TESTING APPROACH
• DETAILED EVALUATION OFAREASRELATED TO PATIENTS COMPLAINTS.
• RELATIVELY LESS EMPHASIS IS GIVEN ON ASPECTS OF FUNCTIONING THAT
ARE LESS LIKELYTO BE IMPAIRED.
• ILLUMINATES THE DIFFERENTIAL ROLE OFTHETWO HEMISPHERES.
• ADVANTAGES:
• DETAILED DESCRIPTION OFTHE DEFICITS.
• DISADVANTAGES:
• OVERLOOKS UNEXPECTED AREAS OF DEFICITS.
• E.G - Boston Process Approach
13. SCREENING APPROACHES
• MORE FLEXIBLE AND EFFICIENT.
• DRIVEN BYECONOMIC FACTORS.
• DETERMINES
• WHETHER A DIAGNOSIS CAN BE MADE WITH LESSINFORMATION.
• WHETHER ADDITIONAL TESTING IS NECESSARY IN ORDER TO IDENTIFY MORE SUBTLE
PROBLEMS.
• E.G - Repeatable Battery for the Assessment of Neuropsycholgoical Status (RBANS)
14. DOMAINS OF NEUROPSYCHOLOGICAL
ASSESSMENTS
• INTELLIGENCE TESTS.
• TESTOF PERCEPTION.
• LANGUAGE TESTS.
• MEMORYTESTS.
• VISUO SPACIAL TESTS
• FRONTAL LOBE (EXECUTIVE FUNCTION TEST).
• VIGILANCE TESTS.
• PERSONALITY
• POWER OFABSTRACTION
• MOTOR FUNCTIONS
18. BENDER GESALT (VISUOMOTOR} TEST
Lauretta Bender {1938)
• AGE LIMIT
• MEANINGFULABOVE 12 YRS OFAGE
• <3YRS- UNABLETO REPRODUCE ANY DESIGN
• METHOD
• THERE ARE9 SEPARATE DESIGNS.
• EACHDESIGN IN SEPARATE CARD WITH WHITE BACKGROUND.
• PATIENTISPRESENTED WITH UNLINED PAPER AND PENCIL
• PATIENT ISASKEDTO COPYEACH DESIGN FROM THE CARDIN FRONTOF HIM
• THERE ISNOTIME LIMIT.
□BENDER-IIHAS GOT16 FIGURES+ RECALLPHASE
20. • BASED ON THE GESTALTEFFECT DEVELOPED BYKurt Kaffka, Max Wertheimer,
and Wolfgang Kohler
• THEGESTALTEFFECTIS THE CAPABILITYOF OUR BRAIN TO GENERATEWHOLE
FORMS, PARTICULARLYWITH RESPECTTO THEVISUALRECOGNITION OF
GLOBAL FIGURES INSTEAD OF JUSTCOLLECTIONS OF SIMPLER AND
UNRELATED ELEMENTS (POINTS, LINES, CURVES...}
• EVALUATION DEPENDS ON
• FORM OFREPRODUCED FIGURES
• RELATIONTO ONE ANOTHER AND
• TOTHE WHOLE SPACIALBACKGROUND.
21. INDICATION OF ABNORMALITY:
1. RELATIONSHIP OF DESIGN
2. DIFFICULTY IN ANGULATION
3. FAULTY AWARENESS OF PART WHOLE RELATIONSHIP
4. VARIABILITY IN LINE PRESSURE
5. FRAGMENTATION OR OVER SIMPLIFICATIONOF FIGURE
6. CLOSURE PROBLEM
7. DISTORTION
8. OMISSION OF ESSENTIALSEGMENTS ORADDITION
9. PROGRESSIVE OR ISOLATED INCREASE OR DECREASE IN SIZE
10. PERSEVERATION
25. VISUAL OBJECT AND SPACEPERCEPTIONBATTERY
• PURPOSE:
• THE VISUALOBJECTAND SPACEPERCEPTION (VOSP) BATTERY IS DE-SIGNED
TO EXPLORE OBJECTAND SPACEPERCEPTION.
• AGE RANGE:
• THE TESTCAN BEGIVEN TOINDIVIDUALS AGED 20 TO 84 YEARS.
• THE VOSP (WARRINGTON & JAMES, 1991} ISA BATTERY OF EIGHT
TASKSDEVELOPED TO TEST2 THINGS:
• OBJECTPERCEPTION
• SPACEPERCEPTION
26. USE
• USEDTO ASSESSTHOSE SKILLS FOR WHICH PATIENTS WITH RIGHT
HEMISPHERE DAMAGE DEMONSTRATE SELECTIVE DEFICITS.
• TESTS 1 TO4:
• INCOMPLETE LETTERS,SILHOUETTES, OBJECTDECISION,AND PROGRESSIVE
SILHOUETTES
• TESTS 5 TO8:
• DOT COUNTING, POSITION DISCRIMINATION, NUMBER LOCATION, AND CUBE
ANALYSIS.
• IN ADDITION, ONE TESTOFVISUALSHAPEDETECTIONWAS INCLUDED
TO ENSURETHATPATIENTSHAVEADEQUATEVISUAL-SENSORY
CAPACITIES.
28. SHAPE DETECTION SCREENING TEST
• THIS ISATESTOF FIGURE GROUND PERCEPTION, USING 20 CARDS.
• THE SUBJECT ISASKED TO POINT OUT THE RANDOM PATTERN FIGURE
THATHASA SPECKLEDXSUPERIMPOSEDIN THEMIDDLE OF THE
PATTERN.
• NUMBER OF CORRECT RESPONSES ARE SCORED.
• PATIENTSSCORING<15 POINTS ON THIS SCREENINGTASKSHOULD BE
CONSIDERED INAPPROPRIATE FOR THEADMINISTRATION OFTHE VOSP
.
!Shape Detection
29. TEST 1. INCOMPLETE LETTERS
• THE INDIVIDUAL ISASKED TO IDENTIFY BYNAMING OR TRACING 20
STIMULUS LETTERS DEGRADED BY 70% OR 30%.
• THE TOTALNUMBER OF CORRECT IDENTIFICATIONSISCOUNTED.
Incomplete Letters
30. TEST 2. SILHOUETTES
• THE SUBTEST CONSISTS OF 15 ANIMALS AND 15 COMMON OBJECTS
PHOTOGRAPHEDFROMAN UNUSUALVIEW AND SHOWN ONLYAS
DARK BLACK SILHOUETTES.
• THE ITEMS AREARRANGED IN ORDER OF DIFFICULTY
.
• THE SCORE ISTHE TOTALNUMBER OF SILHOUETTES CORRECTLY
IDENTIFIED.
Si
l
h
o
u
e
t
t
e
s
31. TEST 3. OBJECT DECISION
• EACH CARD SHOWS FOUR SILHOUETTES, CONTAINING THESHAPE OF
ONE REALOBJECTAND THREE DISTRACTOR ITEMS (NONSENSE
SHAPES}.
• THE EXAMINEEISASKED TO POINT OUT THE REALONE.
• THE NUMBER OF CORRECTCHOICES (MAXIMUM = 20} IS RECORDED.
&
I
Shape Decision
32. TEST 4. PROGRESSIVE SILHOUETTES
• OBJECTS (HANDGUN AND TRUMPET) ARESHOWN IN VARIOUS VIEWS
AND PROGRESSIVELY MORE COMPLETE SHAPES.
• EACH SERIES HAS10 PROGRESSIVELY EASIER APPROXIMATIONS OF
THE TARGET OBJECT
.
• SUBJECT ISASKED TO IDENTIFY THE OBJECT
.
• THE NUMBER OF TRIALS ON EACH ITEM ISSCORED (MAXIMUM 10 +
10 = 20).
Progressive Silhouettes
33. TEST 5. DOT COUNTING
• THE 10 CARDS CONTAIN A NUMBER OF RANDOMLY ARRANGED
BLACK DOTS.
• THE INDIVIDUAL ISASKED TO INDICATE HOW MANY DOTSTHERE ARE.
• THE NUMBER OF CORRECTLY IDENTIFIED CARDS ISSCORED
(MAXIMUM= 10).
•
• •
•
•
•
•
Dot Counting
34. TEST 6. POSITION DISCRIMINATION
• EACH OF 20 CARDS CONTAINS TWO SQUARE BOXESWITH A DOT IN
THE CENTER.
• ONE OF THE DOTS IS SLIGHTLY OFF-CENTER.
• THESUBJECT ISASKED TO INDICATE THE DOTTHAT IS EXACTLY IN THE
CENTER OFTHE BOX.
• THE NUMBER OF CORRECT CHOICES ISSCORED (MAXIMUM = 20}.
• •
Position Discrimination
35. TEST 7. NUMBER LOCATION
• EACH OF10 CARDS CONTAINSTWO SQUARES.
• THE UPPER SQUARE SHOWS RANDOMLY ARRANGED
NUMBERS; THE LOWER SQUARE SHOWS ONE BLACK
DOT.
• THE INDIVIDUAL ISASKED TO COMPARE THETWO
SQUARESAND INDICATE THE NUMBER ON THE
UPPERBOXTHAT CORRESPONDSTO THE POSITION
OFTHE DOT IN THE LOWER BOX.
• THE NUMBER CORRECTLY LOCATED IS
SCORED(MAXIMUM = 10).
1
3 4 3
5
2 4 2
1 6 7
7 6 5 8
9
•
Number Location
36. TEST 8. CUBE ANALYSIS
• EACH OF10 CARDS CONTAINSTHE OUTLINE DRAWING OF BRICKS.
• THE SUBJECTISASKED HOW MANY "SOLID" BRICKSARESHOWN ON
EACH CARD (I.E. NOT COUNTING "HIDDEN" BRICKS).
• THE TOTALNUMBER OF CORRECT COUNTS ISSCORED (MAXIMUM =
10).
Cube Analysis
40. EXECUTIVE FUNCTION
• EXECUTIVEFUNCTIONSAREAN UMBRELLATERM FORA VARIOUS
COGNITIVE PROCESSESAND SUBPROCESSES.
• THE EXECUTIVE FUNCTIONS INCLUDE:
• PROBLEM SOLVING
• PLANNING
• ORGANIZATIONALSKILLS
• SELECTIVE ATTENTION
• INHIBITORY CONTROL
• SOME ASPECTSOF SHORTTERM MEMORY.
41. COMMON TESTS USED
• VERBAL FLUENCY TEST
.
• WISCONSIN CARD SORTING TEST
.
• STROOP TEST
.
• COGNITIVE ESTIMATION TEST
.
• STRATEGYAPPLICATION TEST
.
• TOWER OFLONDON TEST
.
• TRAILMAKING TEST
.
• GOLDSTEIN-SHEERERTEST.
43. WISCONSIN CARD SORTING TEST {WCST)
• AGE RANGE
• THE TESTCAN BE USED WITH INDIVIDUALS AGED 5 TO 89 YEARS.
• DESCRIPTION
• THISTEST WAS DEVELOPED BYBERGAND GRANT (BERG, 1948; GRANT &
BERG, 1948)
44. • PURPOSE
• TO ASSESSABSTRACTIONABILITYAND THEABILITYTO SHIFT COGNITIVE STRATEGIESIN
RESPONSETO CHANGING ENVIRONMENTAL CONTINGENCIES.
• THETESTIS CONSIDERED AMEASURE OF
• EXECUTIVE FUNCTION (HEATON ETAL., 1993) IN THAT IT REQUIRES
• STRATEGICPLANNING
• ORGANIZED SEARCHING
• THE ABILITYTO USE ENVIRONMENTAL FEEDBACK TOSHIFTCOGNITIVESET,
• GOAL-ORIENTEDBEHAVIOR
• THE ABILITYTO MODULATE IMPULSIVE RESPONDING.
• ABILITY TO FLEXIBLY SHIFT FOCUSAND SUSTAIN A COGNITIVESET
45. • THE TEST CONSISTS OF FOUR
STIMULUS CARDS, PLACED IN
FRONT OFTHE SUBJECT
• THE FIRSTWITH ARED
TRIANGLE
• THE SECONDWITH TWO
GREENSTARS
• THETHIRD WITHTHREE
YELLOWCROSSES
• THE FOURTH WITH FOUR BLUE
CIRCLESONTHEM.
*
*
• •
• •
46. • THE SUBJECT ISTHEN GIVEN TWO PACKSEACH CONTAINING 64 RESPONSE
CARDS, WHICH HAVE DESIGNSSIMILAR TO THOSE ON THE STIMULUS CARDS,
VARYING IN COLOR, GEOMETRIC FORM, AND NUMBER.
STIMULUS CARDS
* I I
I I
*
llllllllllit
47. • TIME LIMIT:
• THERE ISNO TIME LIMITTOTHISTEST.
• BRAIN REGION INVOLVED
• PREFRONTRAL CORTEX
• IT REQUIRES PROPER FUNCTIONING OF EXTENSIVE CEREBRALINTERCONNECTIONS
BETWEEN SUBCORTICALAND CORTICALREGIONS OFTHE BRAIN.
• ITALSO DETECTS:
• PERSEVERATIVE TYPE OF ERROR.
48. SHORT FORM
• THE ABBREVIATED FORM OF THE STANDARD WCST
, THE WCST-
64,(AXELROD, WOODARD, ETAL., 1992; KONGS ETAL., 2000}
INVOLVES GIVING ONLY THE FIRST DECK OF 64 CARDS.
49. • EXAMINEES SHOULD HAVE NORMAL OR CORRECTED VISION AND HEARING TO
ADEQUATELYCOMPREHEND THETESTINSTRUCTIONSAND TO DISCRIMINATE
VISUALLYTHE STIMULUS PARAMETERS OF COLOR, FORM, AND NUMBER.
• THE TWO PACKS OF CARDSARE PLACED IN FRONT OFTHE SUBJECT
.
• THE EXAMINER INSTRUCTS THE SUBJECT TO PLACE EACH RESPONSE CARD IN PILES
BELOW ONE OF THE FOUR STIMULUS (KEY) CARDS, WHEREVER HE OR SHE THINKS
IT SHOULD GO.
• SUBJECTIS TOLD THATTHEEXPERIMENTER WILL THEN INFORM HIM OR HER
WHETHER THE CHOICE IS "RIGHT" OR "WRONG."
• THE SUBJECT IS DIRECTED TO MAKE USE OFTHISINFORMATION AND TOTRYTO
GETAS MANY CARDS "RIGHT" ASPOSSIBLE.
• WHILE IT IS PERMISSIBLETOCLARIFYTHE MEANING OF THE STIMULUS (KEY)
CARDSAND THE MANNER IN WHICH THE CLIENTIS TO RESPOND,THE EXAMINER
MUST NEVER VIOLATETHE INTEGRITY OF THE WCSTBYGIVING ANY INDICATION
OF THE SORTING PRINCIPLESORTHE NATUREOF THE SHIFT FROM ONE CATEGORY
TOTHE NEXT.
50. • THE SUBJECT ISREQUIRED TOSORT FIRSTTO COLOR
• ALL OTHER RESPONSES BEING CALLED "WRONG"
• ONCE10 CONSECUTIVECORRECTRESPONSESTO COLORHAVEBEEN
ACHIEVED, THE REQUIRED SORTING PRINCIPLE SHIFTS, WITHOUT WARNING,
TO FORM
• COLOR RESPONSES ARE NOW "WRONG."
• AFTER10 CONSECUTIVECORRECTRESPONSESTO FORM, THEPRINCIPLE
SHIFTS TO NUMBER, AND THEN BACKTO COLOR ONCE MORE.
• THIS PROCEDURE CONTINUES UNTILTHE SUBJECT HASSUCCESSFULLY
COMPLETED SIXSORTING CATEGORIES{COLOR,FORM, NUMBER, COLOR,
FORM, NUMBER}, OR UNTILALL128 CARDS HAVE BEEN PLACED.
• RECORDING A PERFORMANCE, PARTICULARLY IFTHE PATIENT WORKS
RAPIDLY
, CAN BE DIFFICULT. BRIEFLY
, THE RECORDING FORM HAS 128
RESPONSE ITEMS, EACH ONE "CFNO" {C =COLOR, F =FORM, N =NUMBER, 0
= OTHER).
51. a Sort by color
** PPC
••
** ••
Sort by shape
•• **
• *
*
52. • THETASK REQUIRES NUMEROUS OTHER SKILLS INCLUDING
• BASIC VISUAL PROCESSING
• NUMERICALABILITY
• RULE INDUCTION ABILITY
• THE ABILITY TOIDENTIFYTHE MOST RELEVANT STIMULUS ATTRIBUTES
• SPEEDED PROCESSING
• THE ABILITYTO MAINTAIN THE CURRENT SORTING CATEGORY IN WORKING
MEMORY
• THE ABILITY TOSHIFT MENTALSET
, AND
• THE APPROPRIATE MOTIVATIONAL SET
.
54. STROOP TEST
• DEVELOPED BYJohn Ridley Stroop IN 1935
• PURPOSE
• THIS MEASURE OF COGNITIVE CONTROLASSESSESTHE EASE WITH WHICH A
PERSON CAN MAINTAIN A GOAL IN MIND AND SUPPRESSA HABITUAL
RESPONSE IN FAVOR OFA LESSFAMILIAR ONE.
• AGE RANGE
• VICTORIA VERSION FOR AGES18 TO 94
• GOLDEN VERSION FORAGES 5 TO 90.
55. • THIS MEASURE OF SELECTIVE ATTENTION AND COGNITIVE FLEXIBILITY
WAS ORIGINALLY DEVELOPED BYSTROOP (1935}.
• STROOP'S VERSION CONSISTED OF THREE WHITE CARDS, EACH
CONTAINING 10 ROWS OF FIVE ITEMS.
• THEREARE FOUR PARTSTO THE TEST
.
• IN PART1, THESUBJECTREADSRANDOMIZED COLOR NAMES (BLUE, GREEN, RED,
BROWN, PURPLE) PRINTED IN BLACK TYPE.
BLUE GREEN RED BROWN PURPLE
X10 ROWS
56. • IN PART2, THESUBJECTREADSTHECOLORNAMES (BLUE, GREEN,RED,
BROWN, PURPLE}PRINTEDIN COLOREDINK (BLUE, GREEN,RED,
YELLOW}, IGNORING THE COLOR OF THE PRINT (THE PRINT COLOR
NEVER CORRESPONDS TO THE COLOR NAME}.
BLUE GREEN RED BROWN
X10 ROWS
57. • IN PART 3, THE SUBJECT HASTO NAME THE COLOR OF SQUARES (BLUE,
GREEN, RED, BROWN, PURPLE}.
IJ
-
□
X10 ROWS
58. IN PART4, THE SUBJECT IS GIVEN THE CARD USED IN PART 2, BUTTHIS
TIME, THESUBJECTMUST NAME THECOLORIN WHICH THECOLOR
NAMES ARE PRINTED AND DISREGARD THEIR VERBALCONTENT.
BLUE GREEN RED BROWN
X 10 ROWS
59. • OF MAJOR INTEREST ISTHE SUBJECT'S BEHAVIORWHEN PRESENTED
WITH COLORED WORDS PRINTED IN NONMATCHING COLORED INKS.
• STROOPREPORTEDTHATNORMAL PEOPLECAN READCOLORWORDS
PRINTED IN COLORED INK ASFASTAS WHEN THE WORDS ARE PRESENTED
IN BLACK INK (PART 2 VERSUS PART 1}.
• HOWEVER, THE TIME TO COMPLETE THE TASK INCREASESSIGNIFICANTLY
WHEN THE SUBJECT ISASKEDTO NAME THE COLOR OF THE INK RATHER
THAN READTHE WORD (PART 4 VERSUS PART 3}.
• THIS DECREASEIN COLOR-NAMING SPEED IS CALLEDTHE "COLOR-WORD
INTERFERENCE EFFECT
."
60. WHAT DOES IT TEST?
• PROCESSING SPEED
• SELECTIVE ATTENTION
• AUTOMATICITY
• DEMONSTRATION OF INTERFERENCE IN THE REACTION TIME OF A
TASK.
• PARALLEL DISTRIBUTED PROCESSING
61. BRAIN AREA ACTIVATED
• ANTERIOR CINGULATE CORTEX
• DORSOLATERALPREFRONTAL CORTEX.
• MORE SPECIFICALLY
,WHILE BOTHAREACTIVATEDWHEN RESOLVING
CONFLICTSAND CATCHINGERRORS,THE DORSOLATERALPREFRONTAL
CORTEX ASSISTS IN MEMORY AND OTHER EXECUTIVE FUNCTIONS, WHILE
THEANTERIORCINGULATECORTEXIS USEDTO SELECTAN APPROPRIATE
RESPONSE AND ALLOCATE ATTENTIONAL RESOURCES.
62. TOWER OF LONDON TEST
• SHALLICE (1982} DEVELOPED THE TOWER OF LONDON (TOL} TASKTO
MEASURE PLANNING AND PROBLEM SOLVING SKILLSIN PATIENTS
WITH DAMAGE TO THE FRONTAL LOBES.
• THERE ARE 3 PEGS.
• THERE AREA NUMBER OF BALLS.
• NUMBER OF BALLS VARIES WITH AGE.
• SUBJECT ISGIVEN ATARGET CONFIGURATION.
• SUBJECT ISASKED TO ACHIEVE THE TARGET CONFIGURATION IN
MINIMUM NUMBER OF MOVES.
64. ".. .... - 1 1
.....J
.z;.,,._ ,_• • ,......,
TO INCREASE DIFFICULTYTHE NUMBER
OF MOVES CAN BESPECIFIEDOR THE
NUMBER OF BALLSCAN BE INCREASED
65. RULES
• A} BALLSCOULD ONLY BE MOVED ONE ATATIME
• B} THE BALLS MUST BE KEPT ON THE PEGS WHEN THEY ARE NOT
BEING MOVED
• C} THE MOVE IS FINISHED WHEN THEIR HAND ISTAKEN OFFTHE
BALL.
66. TOWER OF HANOI
• ALTERNATIVE FORM OF TOL.
• BASIC CONCEPTISSAME, EXCEPT ONE EXTRA RULE ISTHERE.
• NO LARGE BALLCANSITON ASMALLBALL.
68. TRAIL MAKING TEST
• AGE RANGE
• THE AGE RANGE FOR THE INTERMEDIATE VERSION OFTHETMT IS 9 TO14
YEARS,AND THATOFTHEADULTVERSION IS15 TO89 YEARS.
• ADMINISTRATIONTIME
• ABOUT 5 TO10 MINUTES ARE NEEDED FORTESTADMINISTRATION.
69. • BOTH PARTS OF THETRAIL MAKING TEST CONSIST OF 25 CIRCLES
DISTRIBUTED OVER A SHEETOF PAPER.
• THE PATIENTSHOULD BEINSTRUCTED TO CONNECT THE CIRCLESAS
QUICKLY ASPOSSIBLE, WITHOUT LIFTING THE PEN OR PENCIL FROM THE
PAPER.
• TIME THE PATIENTAS HE OR SHE CONNECTS THE "TRAIL."
• IF THE PATIENT MAKES AN ERROR, POINT IT OUT IMMEDIATELY AND ALLOW
THE PATIENTTO CORRECT IT.
• ERRORSAFFECTTHE PATIENT'S SCORE ONLY IN THAT THE CORRECTION OF
ERRORS IS INCLUDED IN THE COMPLETION TIME FOR THE TASK.
• IT IS UNNECESSARY TO CONTINUE THE TESTIFTHE PATIENT HAS NOT
COMPLETED BOTH PARTSAFTER FIVE MINUTES HAVE ELAPSED.
71. PART- B
0
0
c::)
0
0
c2)
0 0
C0
0
0
Q)
(0
IN PARTB,THECIRCLESINCLUDE BOTH NUMBERS (1-13) AND LETTERS(A- L).HERE
THEREISADDED TASKOFALTERNATING BETWEENTHE NUMBERS AND LETTERS(I.E., 1-A-
2-B-3-C, ETC.)
72. SCORING
• RESULTS FOR BOTH TMT AAND BARE REPORTED ASTHE NUMBER OF
SECONDSREQUIREDTO COMPLETETHE TASK;THEREFORE,HIGHER
SCORESREVEALGREATER IMPAIRMENT.
TRAILA 29 SECONDS > 78 SECONDS
TRAILB 75 SECONDS > 273 SECONDS
MOST IN 90 SECONDS
MOST IN 3 MINUTES
73. WHAT DOES IT TESTS ?
• TESTOF SPATIALANALYSIS
• MOTOR CONTROL
• ALERTNESS
• CONCENTRATION
• ABILITY TO SHIFT ATTENTION BETWEEN ALTERNATIVES.
►THIS TESTISINFLUENCED BYAGEAND EDUCATION.
77. DIGIT SPAN
• PARTICIPANTS ARE PRESENTED WITH ASERIES OF DIGITS (E.G., '7, 2, 9') AND
MUST IMMEDIATELY REPEATTHEM BACK.
• DIGITSARE NON SEQUENTIAL.
• IF THEY DOTHIS SUCCESSFULLY
,THEY ARE GIVEN A LONGER LIST(E.G., '9, 2, 4,
1').
• THE LENGTH OFTHE LONGEST LISTA PERSON CAN REMEMBER ISTHAT
PERSON'S DIGITSPAN.
• THE PARTICIPANTISASKEDTO ENTERTHE DIGITS IN THE GIVEN ORDERIN THE
FORWARD DIGIT-SPAN TASK.
• IN THE BACKWARD DIGIT-SPAN TASKTHE PARTICIPANT NEEDS TO REVERSE THE
ORDER OFTHE NUMBERS.
• ALSOTESTS WORKING MEMORY ALONG WITH ATTENTION & CONCENTRATION
79. PACED AUDITORY SERIAL ADDITION TEST(PASAT)
• ASSESS:
• RATE OF INFORMATION PROCESSING
• SUSTAINED
• DIVIDED ATTENTION.
• MEMORY
• ARITHMETIC CAPABILITIES
• IT WAS INITIALLY DEVELOPED BYGRONWALL IN 1977 TO MONITOR THE RECOVERY
OF PATIENTS WHO HAD SUSTAINED MILD HEADINJURIES.
80. METHOD
• THE PASATIS PRESENTED ON AUDIOCASSETTE TAPE OR COMPACT
DISK TO CONTROL THE RATE OFSTIMULUS PRESENTATION.
• SINGLE DIGITS ARE PRESENTED EITHER EVERY3 SEC(3. PASAT} OR
EVERY 2 SEC(2. PASAT}
• THE PATIENT MUST ADD EACH NEW DIGITTO THE ONE IMMEDIATELY
PRIOR TO IT.
• THE TESTRESULT ISTHE NUMBER OF CORRECT SUMS GIVEN (OUT OF
60 POSSIBLE}.
81. DISCONTINUATIONRULES
• IF THE PATIENT CANNOT GET AT LEAST TWO ANSWERS CORRECT
(CONSECUTIVE OR NOT} ON ANY ONE OF THE THREE 3 PRACTICE
SEQUENCES.
• IF THE PATIENT CANNOT GETATLEAST ONE ANSWER CORRECT ON
PASAT-3.TEST
, DO NOTADMINISTER THE 2. TEST
.
84. PRINCIPLE
• ALTHOUGH THE TESTSMAY VARY IN TERMS OF LENGTH AND TYPE OF
STIMULUS USED, THE BASIC NATURE OFTHE TESTSREMAINS THE
SAME.
• CLIENTSAREPRESENTED WITH A REPETITIVE, BORING TASK AND
MUST MAINTAIN THEIR FOCUS OVER A PERIOD OF TIME IN ORDER TO
RESPOND TOTARGETS OR INHIBIT RESPONSE TO FOILS.
• TESTSMAY USE NUMBERS, SYMBOLS, OR EVEN SOUNDS, BUTTHE
BASICTASK HAS THE SAME CONCEPT.
85. TEST SCORING
• CORRECT DETECTION
• REACTION TIMES
• OMISSION ERRORS
• COMMISSION ERRORS
• FASTREACTION TIME WITH LOTS OF COMMISSION ERRORSINDICATES
IMPULSIVITY.
88. MEMORY
• WECHSLER MEMORY SCALE Ill
• BENTON VISUAL RETENTION TEST
• REYAUDITORY VERBAL LEARNING TEST
• REY OSTERRIETH COMPLEX FIGURE TEST
• RIVERMEAD BEHAVIOURAL MEMORY TEST
• THE CALIFORNIA VERBAL LEARNING TEST
89. WECHSLER MEMORY SCALE Ill
• PURPOSE: DESIGNED TO ASSESS
• LEARNING
• MEMORY
• WORKING MEMORY.
• POPULATION: INDIVIDUALS IN THEAGE RANGE OF 16-89 YEARS.
• SCORE: EIGHT PRIMARY INDEXESAND FOUR SUPPLEMENTAL AUDITORY
PROCESS COMPOSITES.
• AUTHOR: DAVID WECHSLER.
91. SUBTEST DESCRIPTION
• INFORMATION AND ORIENTATION
• SUBJECTRESPONDSTO QUESTIONSREGARDINGPERSONALAND GENERAL
(OPTIONAL) KNOWLEDGE (E.G., BIRTHDATE,NAME OF PRESIDENT,DAYOF THE
WEEK)
• LOGICAL MEMORY I AND II
• SUBJECTRECALLSTWO PARAGRAPHSREADALOUD BYTHE EXAMINER, BOTH
IMMEDIATELYAND AFTERA DELAY;A YES/NO RECOGNITION TESTFOLLOWSTHE
DELAY
92. • FACES I AND II
• SUBJECT MUST RECOGNIZE FACES, BOTH IMMEDIATELY AFTER PRESENTATION
AND AFTERA DELAY
• VERBAL PAIRED ASSOCIATED I AND II
• EXAMINER PRESENTS ALISTOF WORD PAIRS; THEN THE SUBJECTHEARSONE
WORD AND MUST PROVIDETHE WORD THAT WENT WITH IT.
• THEREARE FOUR TRIALS OFTHE LIST.
• THE PAIRSAREALSOTESTEDAFTERA DELAY
.
• A RECOGNITION TRIAL IS ALSOINCLUDED; THE SUBJECTMUST IDENTIFYTHE
WORD PAIRS FROM A LISTOFDISTRACTORS.
93. • FAMILY PICTURES I AND II
• THE SUBJECTISSHOWN FOUR SCENESONE ATATIME AND THEN MUST RECALLTHE
CHARACTERS IN THE SCENE AND WHATTHEY WERE DOING.
• RECALLISALSOTESTEDAFTER A DELAY
.
• WORD LIST I AND II
• A12-ITEM LIST-LEARNING TASK IN WHICH THE SUBJECT MUSTRECALL(OPTIONAL) THE
LISTAFTER EACH OF FOUR LEARNINGTRIALS.
• RECALLOFTHE WORD LISTISALSOTESTEDAFTER PRESENTATION OF ANEW LISTAND
AFTERA DELAY
.
• FINALLY,THE SUBJECTISREAD ALIST OF 24 WORDS AND MUST IDENTIFY THE LISTI
WORDS.
• VISUAL REPRODUCTION I AND II (VRI AND II}
• THE SUBJECTMUST REPRODUCEFIGURESBOTH IMMEDIATELYAFTERPRESENTATION
AND FOLLOWING A DELAY
.
• RECOGNITION, COPYING AND MATCHING CONDITIONS AREALSO PROVIDED.
94. • LETTER-NUMBER SEQUENCING
• THE EXAMINER READSA LISTCONSISTING OFA COMBINATION OFNUMBERS AND
LETTERS,AND THESUBJECTMUST RECITETHEM BACK, THE NUMBERS FIRSTIN
ASCENDING ORDER, AND THEN THE LETTERS IN ALPHABETIC ORDER.
• SPATIALSPAN
• THE EXAMINER TOUCHES A SEQUENCEOFBLOCKS THATTHE SUBJECTMUST REPEAT IN
THE SAME ORDER.
• IN THE SECONDTASK,THE SUBJECT MUST POINTTOTHE SAME BLOCKS IN THE REVERSE
ORDER.
• MENTAL CONTROL
• THE SUBJECTMUST RECITE SEQUENCES (E.G., DAYS OFTHE WEEK) ASWELLAS
MANIPULATE SEQUENCES (E.G., RECITE DAYSBACKWARD)
• DIGITSPAN
• THE SUBJECTREPEATSSTRINGS OFDIGITS OFINCREASING LENGTH SAID BYTHE
EXAMINER IN THE SAME (FORWARD) AND IN REVERSE (BACKWARD) ORDER.
• DIGITS SHOULD NOTE IN SEQUENCE
96. BENTON VISUAL RETENTION TEST
• PURPOSE
• SPACIAL PERCEPTION
• VISUALAND VERBALCONCEPTUALIZATION
• SHORT TERM RETENTION AND RECALL
• VISUOCONSTRUCTIVEABILITIES.
• DESCRIPTION
• THEREARETWO MAIN ADMINISTRATIONMODES FORTHE BVRT, REQUIRING
EITHER
• DRAWING OR
• MULTIPLE-CHOICE
RESPONSES FROM THE EXAMINEE
97. • BVRTHAVE THREEALTERNATE FORMS (C, D,AND E)THATARE ROUGHLY OF
EQUIVALENT DIFFICULTY
.
• EACH FORM ISCOMPOSED OF10 DESIGNS
98. • THERE ARE FOUR MAIN TYPES OFADMINISTRATION.
• ADMINISTRATIONA:
• THE STANDARD (AND MOST COMMONLY USED) PROCEDURE
• EACH DESIGN ISDISPLAYED FOR10 SAND THEN WITHDRAWN.
• IMMEDIATELY AFTERTHIS,THE SUBJECTISREQUIRED TO REPRODUCE THE DESIGN
FROM MEMORY ATHIS ORHER OWN PACEON A BLANK PIECE OF PAPER.
• ADMINISTRATION B:
• EACH DESIGN IS EXPOSED FOR ONLY 5 S.
• ADMINISTRATION C(COPYING} :
• REQUIRESTHE SUBJECTTO COPYEACHOF THE DESIGNSWITHOUT REMOVING THE
STIMULUS CARDFROM SIGHT.
• ADMINISTRATION D:
• EACH DESIGN ISEXPOSEDFOR 10 SAND THE SUBJECT MUSTREPRODUCE THE DESIGN
AFTERA15-S DELAY
.
99. • TWO ADDITIONAL MULTIPLE-CHOICEFORMS (FAND G} AREAVAILABLE
ONLY IN THEGERMAN EDITION OF THETEST
• THEYARE USEDTO MEASURE THE SUBJECT'S RECOGNITION, RATHER
THAN REPRODUCTION, ABILITY (ADMINISTRATION M}.
• BECAUSE OF ITSMINIMAL RELIANCE ON LANGUAGE, ADMINISTRATION
M ISALSOAPPROPRIATE FOR NON-ENGLISH-SPEAKINGINDIVIDUALS.
• THEMULTIPLE-CHOICEADMINISTRATION CAN BE USED FOR PEOPLE
WITH ORWITHOUT MOTOR HANDICAPS,TO DETERMINE WHETHERAN
INDIVIDUAL'S DISABILITY LIES IN THE AREA OF MEMORY, PERCEPTION, OR
DRAWING ABILITY.
101. • SCORING
• NUMBER CORRECTLYREPRODUCED AND NUMBER OF ERRORS MADE.
• QUALITATIVE INFORMATION FROM TYPE OF ERRORS COMMITTED
• DISTORTIONS
• OMISSIONS
• PERSEVERATIONS
• ROTATIONS
• MISPLACEMENT
• ERRORS OFSIZE.
105. TOKEN TEST - De Renzi and Vignola {1962)
• THE TESTISA PARTICULARLY USEFULTOOL FOR ASSESSING SUBTLE
RECEPTIVE LANGUAGE DYSFUNCTION.
• THEREARETWENTY "TOKENS" USED(5 LARGECIRCLES,5 SMALL
CIRCLES, 5 LARGE SQUARES, AND 5 SMALL SQUARES) OF FIVE COLORS
(BLUE, GREEN, YELLOW, WHITE, AND RED).
• THE 62 ITEMS ON THETESTARE DIVIDED INTO 5 PARTSTHAT BECOME
PROGRESSIVELY MORE DIFFICULT.
106. • TOKENS MUST BE IDENTIFIED BYTHREE INDEPENDENT FEATURES.
• SIZE
• COLOUR
• SHAPE
• SUBJECT MUST GRASPTHE SEMANTIC COMPLICATION.
• MORE COMMON ABNORMALITIES SEEN IN APHASICS WITH LEFT
SIDED BRAIN DAMAGE.
108. Nan. Dale Age E,caminer
Sco,,si,...
IDENTlflCA
TIONBYSENTENCE(TOKEN1ISTJ
A."'-'""'.,,_,.,.;. Figv,•11-8 ln1'n,(llon, moybe•-lod°"""
19 - m e a d r d e
29-mea,q,,cn
3 9-mea)'lilowane
A Shcwmtor.dent
5 9 - m e a b l , e . . , .
6 Snowmtogr-,one
7 She,.,meo """'-one
TOTAL Alli
8. - onlylargeloloo l ml n d a u mayben,pealodonco
8. 9- metheuli!ll!!L1gu.oa,
9 9- meihel!!l!Jtcirdt
1 0 9 - nwh 9!:HD.titm
11 9- nw
h iechilalllWSIDI
TOTAL 8(81
-
12 5tlOW'mehe small whir.circle
13.si- melhelarge x•llow •!luar•
14. Showmehe larg!gt••Da:guac•
15. si- me
h 1mall.l!J.l!l 1J1WSIC!
TOT
AL Ql21
D l'monl largeIC>bn,only Donot repeal ln>11udion,
16 lob h W 1irslt.cr,dthe9CIID IJl!!l!CI
17 Tobh x1llo.w.1.<111.am and 1heRb/.1.tllll.l!tt
18 lob lhe:11tbi l!IWS!C!and lho91:11Dsir.di
19 lob lhowbihlms.IIand mo1.'111.s.b:m
TOT
AL D(16)
C Pro_ al lokerua, In Figur-o11-8 Donol repoolrn,1,vcfion,
110. BOSTON NAMING TEST
• PURPOSE
• THEPURPOSEOF THEBOSTONNAMING TESTIS TO ASSESSVISUAL NAMING
ABILITY USING BLACK AND WHITE DRAWINGS OF COMMON OBJECTS.
• AGE RANGE
• THE AGE RANGE IS 5 TO 13 YEARSAND18 YEARSAND OLDER.
• CURRENT VERSION:
• 60 ITEMS
• SHORTER VERSION:
• 15 ITEMS
111. METHOD
• FOR CHILDREN AND ALLAPHASIC PATIENTS, TEST BEGINS WITH ITEM 1 AND
DISCONTINUED AFTER EIGHT SUCCESSIVEFAILURES.
• FOR ALLOTHER ADULT SUBJECTS, IT BEGINS WITH ITEM 30 (HARMONICA).
• IFANY OFTHE NEXT EIGHT ITEMS IS FAILED, PROCEED BACKWARD FROM ITEM
29 UNTIL EIGHT CONSECUTIVE PRECEDINGITEMS AREPASSEDWITHOUT
ASSISTANCE (I.E., WITHOUT PROVISION OFASTIMULUS OR PHONEMIC CUE)
• THEN RESUME IN A FORWARD DIRECTION, AND DISCONTINUE THETEST
WHEN THE PATIENT MAKES EIGHT CONSECUTIVE ERRORS.
• CREDIT ISGIVEN IFTHE ITEM ISCORRECTLY NAMED WITHIN 20 S.
• IF (AND ONLY IF) THE PATIENTCLEARLYMISPERCEIVESTHE PICTURE, HEOR
SHE ISTOLDTHAT THE PICTURE REPRESENTS SOMETHING ELSEAND IS
SUPPLIED WITH THE BRACKETED STIMULUS CUES ON THE RECORD FORM.
116. PROVERB TEST
• THE TASK USED FOR EXAMINING THISABILITY ISINTERPRETING THE
GENERALIZEDMEANING OFPROVERBS.FORTHIS PURPOSE,
PROVERBSAREGENERALLYDEFINEDAS WISE ORMEANINGFUL
SAYINGS CAST IN A METAPHORICAL MODE.
• IT IS THISABILITY TO UNDERSTAND THE METAPHOR AND THEN TO
GENERALIZETHE INTENDED MEANING THATCONSTITUTESTHE
CHALLENGE IN THISTEST
.
117. • THERE ARE TWO FORMS OF THETEST
, AAND B.
• EACH FORM ISGIVEN UNDER TWO CONDITIONS:
• REGULAR (SINGLE PROVERB STATEMENTS)
• ENRICHED (SETS OF THREE PROVERB STATEMENTS THATALLHAVETHE SAME
GENERALIZED MEANING).
FORM -A
Make hay wh1Jethe sun shines
FORM-B
Ignorance is bliss.
Nonewsis good news.
What the eye doesn)t see, theheart doesn)tgrieve over
118. • RESPONSES ARE RECORDED VERBATIM AND SCOREDACCORDING TO
LEVEL OF ABSTRACT GENERALITY {SEESCORING CRITERIA).
• MAXIMUM CREDIT IS GIVEN FOR INTERPRETATIONSTHAT ARE BOTH
ACCURATE AND HIGHLY GENERALIZABLE
• ZERO CREDIT FOR THOSE THATARESIMPLY INACCURATE
• REDUCED CREDIT FOR CORRECT BUT CONCRETE RESPONSES.
• IT IS ESSENTIAL THAT EXAMINEES UNDERSTAND THE NATURE OF THE
TASKAND ITS REQUIREMENTS.
• IT IS OFTEN USEFULTO GIVE AN EXAMPLE THAT CAN BE DISCUSSED.
• EXAMINER MUST NOT TEACHGENERALIZATION OFMEANING DURING
THE INTRODUCTION OF THETEST
119. SCORING
• 0 - FOR MANIFESTLY INCORRECT OR IRRELEVANT RESPONSES, I.E.,
THOSE THAT ARE NOT EVEN CORRECT IN CONCRETE FORM.
• 1 - FORQUITE CONCRETE(SAME CONTENTASTHE METAPHORICAL
STATEMENT}
• 2 - FOR CONCRETEINTERPRETATION BUT WITH A DIFFERENT-BUT
STILLSPECIFIC-CONTENT.
• 3 OR 4 - FOR ABSTRACT RESPONSES, WITH THE GREATER CREDIT
BEING GIVEN FOR THE MOST ABSTRACT INTERPRETATIONS THAT
HAVE THE GREATESTDEGREE OF GENERALIZATION.
120. AN EXAMPLE
ROME WASNT BUILT IN A DAY.
• 0 POINTS: ROME WAS BUILT MOSTLY BYSLAVES.
• 1 POINT: A CITYTAKESA LONG TIME TO BUILD.
• 2 POINTS: BUILDING ANYTHING, WHETHER IT'S ONE HOUSE OR A
WHOLE COUNTRY
, TAKESA LONG TIME.
• 3 POINTS: IF SOMETHING DOESN'T HAPPEN RIGHT AWAY
,THAT
DOESN'T MEAN IT NEVER WILL.
• 4 POINTS: YOU HAVE TO BE PATIENT AND GIVE THINGS TIME TO
HAPPEN.
121. • BEST WA
YTO START
:
"Different peoplegive differentanswers to these. You might say theymean
different things to different people. I am veryinterested to know what they
mean to you, what you think about them."
• IMPULSIVITY CAN BEDEALT BY
• ''Please take your time. I think you are answering too quickly, so you might
not begiving me the best answers you could possibly come up with.Just
slow down, take all the time you need, andbe sure togive yourself plenty
of thinking time."
• TEST WITH ATLEAST 3 PROVERBS !!
122. GOLDSTEIN SCHEERER TEST
CUBE TEST
OBJECTSORTING TEST
. .
COLOURFORMTEST
40 4D 40
COLOUR SORTING TEST
HUE & BRIGHTNESS
STICKTEST
GENERATE PATTERN
TESTS ABSTRACT AND CONCRETE THINKING
126. METHOD
• THETESTBOOKLETAND THE
MULTIPLE CHOICECARDAREPLACED
FLATONTHETABLEIN FRONTOFTHE
PATIENTAND ATA 45-DEGREEANGLE
TOTHE MULTIPLE-CHOICEARRAY
, IN
SUCH AWAYTHATBOTH AREIN AN
AREAOFPRESERVED VISION.
• THE PATIENTISINSTRUCTED TOLOOK
ATTHETWO LINESOF THE STIMULUS
CARDAND TOFIND "WHICH OFTHE
LINES BELOW AREIN EXACTLYTHE
SAME POSITION AND POINTIN THE
SAME DIRECTION."
I
127. • PATIENT HAS TO TELLHOW MANY NUMBER OF THE LINESARETHERE
• IFTHE PATIENT HAS DIFFICULTY COMPREHENDING THE
INSTRUCTIONS,THE EXAMINER MAY PROCEEDBYASKINGTHE
PATIENT TO SHOW THE CORRESPONDING DIRECTION FOR JUST ONE
LINE.
• INSTRUCTIONS AND PRACTICE ITEMS MAY BE REPEATED UNTIL THE
PATIENT GIVES TWO CORRECT RESPONSES FOR THE PRACTICE ITEMS.
• THERE IS NO TIME LIMIT FOR RESPONDING.
129. PART 1
• MATCHING OFIDENTICALFRONT-VIEW
PHOTOGRAPHS.
• THE PATIENTIS PRESENTEDWITH A SINGLE
FRONT-VIEW PHOTOGRAPHOFA SINGLE
FACE (MALE ORFEMALE) AND IS
INSTRUCTED TO IDENTIFY ITIN ADISPLAYOF
SIX FRONT-VIEW PHOTOGRAPHS (THE
TARGETAND FIVE DISTRACTORS) THAT
APPEARS BELOW THESINGLE PHOTOGRAPH.
• THERE ARESIXTARGETFACES, CALLINGFOR
ATOTALOF SIXRESPONSES.
2 J
• ' •
130. PART-2
• MATCHING OF FRONT-VIEW WITH THREE
QUARTER-VIEW PHOTOGRAPHSIS
REQUIRED.
• THE INDIVIDUAL IS PRESENTED WITH A
SINGLEFRONT-VIEW PHOTOGRAPHOFA
FACEAND ISINSTRUCTED TO LOCATE IT
THREE TIMES IN A DISPLAY OF SIXTHREE
QUARTER VIEWS, THREE OF WHICH ARE
VIEWS OFTHE PRESENTED FACEAND
THREE VIEWS OF OTHER FACES.
,
•
I
•
131. PART-3
• MATCHING OFFRONT-VIEW
PHOTOGRAPHS UNDER DIFFERENT
LIGHTING CONDITIONS.
• THE SUBJECTISPRESENTED WITH A SINGLE
FRONT-VIEW PHOTOGRAPHOFA FACE
TAKENUNDER FULLLIGHTING CONDITIONS
AND ISINSTRUCTED TO LOCATEITTHREE
TIMES IN ADISPLAYOF SIXFRONT VIEWS
TAKEN UNDER DIFFERENT LIGHTING
CONDITIONS.
• THREE PHOTOGRAPHS IN THE DISPLAY ARE
OF THE PRESENTED FACE, AND THREE ARE
OF OTHER FACES.
2
s
132. CLOCK DRAWING TEST
• PATIENT IS PROVIDED WITH AN UNLINED LETTER-SIZE SHEET OF
PAPER AND A PENCILIN FRONT OF THE PATIENT.
• "i want you to draw the face of a clock with all the numbers on it
make it large."
• AFTER COMPLETION OFTHE CLOCK FACE
• "now; please set the time to 10 after 11 (or 20 to 4).,,
• INSTRUCTIONS MAY BE REPEATED OR REPHRASED IF THE PATIENT
DOES NOT UNDERSTAND, BUT NO OTHER HELP SHOULD BEGIVEN.
133. Slep I:Turnthi, formove<ona light-oolored,urfo<ie,athotthecircle belowi, vi,ible. Ha,elhew ectdrawa dockonlhe
bock. Instructhimorheras follows;Draw me a clock that says 1:45. Setthehand.s an numbers on the
face so that a child could read th•m.RepeattheInstructionsunttltheyao deafyundonlood.Oncethe,ubjoctbe-
gin,todraw,nofurthero"iotonceisallowed.Ratethi>dock(QOXII,
Slop2: RolJrnIO lhls,1doand lotlho scbjedcbs.rvo youdraw a clockInthoclrdo below.Ploco12, 6, 3, and 9 fiw S.tthe
hand,again lo• 1:45' Make the hand, intoarrow, Invite the wbject lo copy yourclod< in!helow.,rightcornet: Scorelhi,
dock(CLOX21.
CLOXI CLOX2
OrganizationElomonh Point¼iluo
Dao,figurero,orrbloa dockl I
Orculorfacepres.ntf 1
Dimon,lon,>I lnchf 1
Alln""1bersh»ldothepe me11,, 1
12,6,3, and 9 plC
1C
odfirst! I
SpadngIntact! (,ymmotryontllher,Ideol 12and6 o'clock! I
No...:torlngorNemork,1 I
1
OnlyArabnumtral,1
Only°""'"""1-12amongthe"""'""''pre,entf 1
Sequence 1-12 intoctf (noomitsiomorintrvsions) I
Only2 hand,preM!llt?(l9nore,ecloring/tic marks! I
Allhand;roprosenJeda, csrow,I I
Hourhand botwetn I and 2o'clookf I
Minutehandlonger!honhourhondf I
I
Noneol lhefollowing: (II handpointtngto4 or5 o'clockf
(21·1:45' ""'""" -
(31lntMlon,from"hand•or •Joo.•pmer,11
(41anylotttn, « pldumt
(5)anyintnJlionfromcirdebelc,wt
SCORINGCRITERIAFORCLOCKTEST
138. FINGER TAPPING TEST
• PREFERRED HAND PALM DOWN, WITH FINGERS EXTENDED AND THE
INDEX FINGER PLACED ON THE KEY
.
• DIRECT THE SUBJECTTO TAPASQUICKLY AS HE OR SHE CAN, MOVING
ONLY THE INDEX FINGER, NOT THE WHOLE HAND OR ARM.
• THE SUBJECT IS GIVEN FIVE CONSECUTIVE 10-STRIALS WITH THE
PREFERREDHAND.
• THE PROCEDURE ISTHEN REPEATED WITH THE NONPREFERRED HAND.
139. • FIVE 10-STRIALSARE GIVEN FOR EACH HAND EXCEPT WHEN THE
RESULTSARE TOO VARIABLE FROM ONE TRIALTOANOTHER.
• SPECIFICALLY
, THE TESTPROCEDURE REQUIRES THATTHE FIVE
CONSECUTIVE TRIALS FOR EACH HAND BE WITHIN A 5-POINT RANGE
FROM FASTEST TO SLOWEST
.
• A MAXIMUM OF 10 TRIALS WITH EACH HAND ISALLOWED.
• DO NOT ALTERNATE HAND TRIALS.
140. USES
• MEASURE OF SIMPLE MOTOR SPEED
• PARTICULARLY USEFUL FOR DOCUMENTING LATERALIZED MOTOR
IMPAIRMENT
142. INSTRUMENTS
• INSTRUMENT CONTAINS - PEGS & PEGBOARD
• ALLTHE PEGSARE THESAME.
• THEY HAVE A GROOVE, THAT IS, A ROUND SIDEAND ASQUARE SIDE
AND SO DO THE HOLES IN THE BOARDS.
• IDEA ISTO MATCH THE GROOVE OF THE PEG WITH THE GROOVE OF
THE BOARD AND PUTTHESE PEGSINTO THE HOLES.
• HAD TO BEDONEASFASTASONE CAN, USING ONLYTHE DOMINANT
HAND.
• TOP ROW HAD TO BE FILLED COMPLETELY
.
• NO SKIPPING OF HOLES
145. BIBLIOGRAPHY
• COMPREHENSIVE TEXTBOOK OF PSYCHIATRY, VOL 2, KAPLAN AND
SADOCK.
• SYNOPSIS OF PSYCHIATRY, 10TH EDITION - BENJAMIN J SADOCK &
VIRGINIA A SADOCK
• COMPREHENSIVE HANDBOOK OF PSYCHOLOGICAL ASSESSMENT-
VOLUME1-INTELLECTUALAND NEUROPSYCHOLOGICAL ASSESSMENT BY
Gerald Goldstein & Sue R. Beers
• A Compendium of Neuropsychological Tests: Administration, Norms
and Commentary, Third Edition BY ESTHER STRAUSS, ELISABETH M.
S. SHERMAN & OTFRIED SPREEN.
• Handbook of Psychology (12 Volume Set) by Irving B. Weiner
• Essentials of School Neuropsychological - Miller, Daniel C