The Trail Making Test (TMT), which explores visual-conceptual and visual-motor tracking, is a frequently used neuropsychological test because of its ease of administration and sensitivity to brain damage. In this paper, norms are provided for the time scores derived from parts A and B, and for the (B-A) difference. The data were collected from 287 adult Italian subjects stratified by gender, schooling and age (from 20 to 79 years). The test scores were affected by age, education and general intelligence (as expressed by Raven's Coloured Progressive Matrices). Only for part A did females have longer time scores than males. Test-retest reliability was high for each score.

Norms are provided for verbal and visuo-spatial immediate memory span, two tasks widely used in the clinical assessment of short-term memory and its neurological disorders. Data have been collected from 1355 male and female adult subjects, with various educational backgrounds and a 20-99 years age range. Span shows a major decrement after the late sixties and is affected by educational level. Male subjects score better on the spatial task. Data collected from 1112 male and female children, 4-to-10 year-old, show that span increases with age and boys score better on the spatial test.

In this study we provide a critical review of the clinical evidence available to date in the field of semantic category-specific deficits. The motivation for undertaking this review is that not all the data reported in the literature are useful for adjudicating among extant theories. This project is an attempt to answer two basic questions: (1) what are the categories of category-specific deficits, and (2) is there an interaction between impairment for a type of knowledge (e.g., visual, functional, etc.) and impairment for a given category of objects (e.g., biological, artefacts, etc.). Of the 79 case studies in which the reported data are sufficiently informative with respect to the aims of our study, 61 presented a disproportionate impairment for biological categories and 18 presented a disproportionate impairment for artefacts. Less than half of the reported cases provide statistically and theoretically interpretable data. Each case is commented upon individually. The facts that emerge from our critical review are that (1) the categories of category-specific semantic deficits are animate objects, inanimate biological objects, and artefacts (the domain of biological objects fractionates into two independent semantic categories: animals, and fruit/vegetables); (2) the types of category-specific deficits are not associated with specific types of conceptual knowledge deficits. Other conclusions that emerge from our review are that the evidence in favour of the existence of cases of reliable category-specific agnosia or anomia is not very strong, and that the visual structural description system functions relatively autonomously from conceptual knowledge about object form.

Two-hundred and nine normal subjects underwent a study aimed at providing norms for some attention tests currently used in neuropsychological examination. Norms were calculated taking into account the demographic variables. Our battery included single visuo-manual and go/no-go reaction times, and two versions of the Stroop Colour-Word Test. For the latter test, we employed a traditional version based on card presentation and a new version based on computer-assisted presentation. We evaluated the intercorrelation of the different tests, and studied the statistical regression models in order to adjust the original scores according to age, education and gender. Normative values were calculated following the Equivalent Scores method. The pattern of intercorrelation of our battery and the regression models of the scores are discussed with reference to the literature. The newly developed computer-assisted presentation of the Stroop test offers some advantages over the traditional version, especially with patients affected by spatial disorders.

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•The influence of language rehabilitation on specific language skills (speaking, understanding, writing, and reading) was investigated in 281 aphasic patients (162 reeducated and 119 controls) who were subjected to a second examination no less than six months after the first. The relationship of the following factors to improvement was studied: (a) time between onset of aphasia and first examination; (b) type of aphasia; (c) overall severity of aphasia on first examination; (d) presence or absence of rehabilitation between first and subsequent examination. It was found that rehabilitation had a significant positive effect on improvement in all language skills. Time between onset and first examination and overall severity of aphasia were negatively related to improvement. The relationship of type of aphasia to improvement was not significant. Additional evidence of the efficacy of rehabilitation is provided by experience with patients who began language therapy several months or years after the onset of their language disorder.

Equivalent Scores (ES; Capitani & Laiacona, 1988) is a 5-point scale that offers a solution to the problem of standardizing neuropsychological scores after adjustment for age and education, given that the common z-standardization is not generally applicable in these cases. ES are discussed, and their properties and limits are compared with those of z-standardization. In a battery of ES-standardized tests, the average ES (AES) for the whole battery can provide a measure of the overall cognitive level, free of the influence of age and education. We report empirical data from a battery composed of 10 ES-standardized tests, in order to discuss general properties of ES standardization. The expected mean of the AES is constant, regardless of the number or type of tests included. The standard deviation of the AES, however, is variable: it decreases in proportion to the number of tests, but increases in proportion to their intercorrelation. We provide general indications concerning the normality threshold, which are applicable to all batteries of ES-standardized tests regardless of the number and type.

In this paper we consider the serial position curve in immediate verbal free recall. A large literature has argued that two components of the serial position curve, recency and primacy, reflect the functioning respectively of short-term and of long-term memory. However, there are a number of difficulties in interpreting the recency effect as a phenomenon uniquely associated with short-term memory. Moreover, the serial position curve has been used widely for clinical investigations in patients with memory deficits. This is despite the lack of norms for the measures derived from the curve. We present a set of standardised norms based on 321 Italian normal subjects. These norms are shown to be applicable both to an English speaking population, and to three groups of brain damaged-patients, namely Alzheimer's, amnesics, and frontals. The standardised norms offer a clinical and experimental tool which, coupled with a multiple single case approach, allows us to show dissociations and double dissociations among the performance patterns obtained from all three pathological groups. The paper concludes with a discussion of a possible interpretation of the recency effect as a emergent property of all types of memory system, including verbal short-term memory. Taking into account previous literature as well as our own data, the recency effect in immediate verbal free recall is here interpreted in terms of a two-component view of verbal short-term memory.