The use of a qualitative scale for the Clock Drawing Test (CDT) may add information about the pattern of errors committed. Objective: To translate and adapt the Modified Qualitative Error Analysis of Rouleau into Brazilian Portuguese and to examine the pattern of errors according to educational level and cognitive profile. Method: 180 adults (47-82 years) completed the CDT. Participants were stratified into age and educational levels and separated between those with and without changes in cognitive screening tests (Mini-Mental State Examination, Verbal Fluency). Results: No significant differences were found in CDT scores among age groups. Among participants without cognitive impairment, those with lower education often presented graphic difficulties, conceptual deficits and spatial deficits. Participants with cognitive deficits, demonstrated more frequently conceptual and spatial errors. Conclusion: The qualitative analysis of the CDT may contribute to the identification of cognitive changes. Education level has to be taken into consideration during the analysis.

There is scant research evidence regarding training effects among elderly with limited educational experience. Research indicating an association between metamemory and memory performance is based on samples of older adults with at least 12 years of education.ObjectivesTo test the efficacy of a cognitive training program based on the creation of mental images and changes in specific aspects of metamemory in individuals with 3 to 15 years of education (M=8.38, SD=4.24).Methods37 older adults participated in five training sessions (Training Group (TG)) and 32 control subjects completed only pre and post test assessments (Control Group (CG)) including the Mini Mental Status Examination (MMSE), the Geriatric Depression Scale (GDS), the Brief Cognitive Screening Battery (BCSB)(naming and memorization of 10 pictures, animal category verbal fluency test, the Clock Drawing Test (CDT)), the Story subtest from the Rivermead Behavioural Memory Test (RBMT), the Memory Complaint Questionnaire (MAC-Q), and the Picture and Story domains from the Memory Self-Efficacy Questionnaire (MSEQ).ResultsThe TG showed significant improvement between pre and post tests on the delayed recall of the 10 pictures and in self-efficacy for the memorization of stories. These same changes were not found in the CG.ConclusionsFive-session cognitive training may lead to significant improvements in episodic memory and memory self-efficacy, an aspect of metamemory, in individuals with an average of 8 years of education.

Executive functions (EF) refer to the cognitive skills necessary to formulate a goal, plan, execute plans effectively, and to perform self-monitoring and self-correction. Several aspects of EF change during the normal aging process.ObjectivesTo train skills associated with executive functions in the elderly and to detect possible impact on objective EF tests and self-reports of functional status.MethodsA cross-sectional study involving an intervention and pre and post testing was carried out. Study participants included 26 seniors assigned to an experimental group (EG) and given six sessions of cognitive intervention, and 17 seniors assigned to a control group (CG) who completed pre and post testing only. All participants were enrolled in an Open University for the Third Age. The following tests were used to measure outcome: the Mini-Mental State Examination (MMSE), the Geriatric Depression Scale (GDS), the Story subtest of the Rivermead Behavioral Memory Test (RBMT) (versions A and B), semantic verbal fluency fruit category, and verbal fluency with phonological constraints (FAS), WAIS-III Digit Span, Clock Drawing Test (CDT), Trail Making Part A and the Pfeffer Functional Assessment Questionnaire (PFAQ). Delta scores were calculated (post-test score minus pretest score) to assess the impact of the intervention.ResultsIn the post test, the CG showed significant improvement on the RBMT Story recall and Digit Span but a decline in verbal fluency. The EG remained stable in terms of pre and post test scores.ConclusionsThe intervention did not enhance performance on the EF tests. It is noteworthy that the EG received only a small number of sessions which may not have been sufficient to generate improvement. Alternatively, the lack of group differences observed could be associated to participation in other workshops offered at the university.

Memory plays a fundamental role in the identity of people and in human life, as it enables us to interpret our surroundings and make decisions. It is known that the aging process can be accompanied by cognitive decline in some memory sub systems. However, the use of memory strategies can help encoding and retrieval of new information.ObjectiveThe aim of this study was to identify and compare, using objective and subjective measures, which recall strategies are used spontaneously by young and older adults.MethodsTwenty-six first-year college students, and thirty-three seniors enrolled at the Third Age University of the same campus, completed a visual memory test including 18 black and white pictures, memorized a short story, and completed an open question about memory strategies, a memory check list to indicate strategies used, and a memory self-efficacy scale. The Bousfield categorization measure was also calculated from the recall protocol.ResultsYoung adults demonstrated better performance than the older adults on the memory tasks, and were also more confident. Both groups reported using similar strategies.ConclusionYoung and older adults seem to tackle memory tasks in similar ways but young adults outperform seniors.