The purpose of this study was to develop and evaluate a brief cognitive screen for possible Mild Cognitive Impairment (MCI) and other neurocognitive impairment in a sample of general medical patients. Two hundred community-dwelling general medical patients aged 65 or older participated in this study. Age and education corrected scores from the Rey Auditory Verbal Learning Test and Mattis Dementia Rating Scale were used to classify participants into three groups: MCI, neurocognitive disorder, cognitively intact. Groups were then compared on an independent set of measures: the Consortium to Establish a Registry for Alzheimer's Disease (CERAD) neuropsychological battery, Mini-Mental State Examination, and Clock Drawing Test. The MCI group constituted 9% of the sample, while 10.5% of the sample was classified into the neurocognitive disorder group. The CERAD Verbal Category Fluency and CERAD Word List Memory Test Delayed Recall measures were individually and collectively the most effective in differentiating cognitively intact elders from persons in both the MCI and neurocognitive disorder groups. We conclude that these two brief measures appear to be effective for detecting possible MCI or neurocognitive disorder, thereby facilitating identification of candidates who would benefit from more detailed neuropsychological assessment.
The purpose of the present study was to investigate developmental changes in strategies used in reading. Pseudo words or non-words are often used in order to determine a subject's knowledge of an underlying rule structure when it is abstracted from its familiar semantic context. The Berko (1958) study on the child's implicit knowledge of morphophonemic rules is a classic example of this approach. Baron [in press) has pointed out that subjects may use a number of different strategies in reading unfamiliar words. One strategy is use of implicit rules at the grapheme-phoneme correspondence level (Venezky, 1974). A second possible strategy is to search for a familiar word by analogy to the known word(s). The analogies could be either in spelling or in pronunciation at either the syllable level as suggested by Smith (1973) or the lexical level as suggested by Carol Chomsky (1970).In post hoc interview studies both children (Glass and Burton, 1973) and adults (Baron, in press) report using analogy strategies in reading new words. According to stage theories of reading [cf Marsh and Desberg, 1973) the strategies should change as a function of developmental level, the young child beginning with a grapheme-phoneme decoding strategy and at some point, switching to direct lexical access perhaps based on the visual spelling pattern.The purpose of present study was to investigate whether or not the strategies used in pronouncing unfamiliar (pseudo) words changed as a function of developmental level. METHODSubjects: The subjects were forty elementary school students (fifth grade); forty secondary school students (eleventh grade) and forty college students.Procedure: The subjects were asked to pronounce a list of 10 pseudo-words which were constructed so each word would be pronounced differently depending upon the strategy used. For example the pseudo word (tepherd) would be pronounced (tefard) according grapheme phoneme correspondence strategy and as tepard (as in shepherd) by an analogy strategy. The list of the ten words with their alternative pronunciations is shown in Table 1. One half of each group was given the printed list asa free response task. The other of each group was given the list as a multiple choice task where the experimenter pronounced the word both ways and asked the subject to indicate the a Reprints may be requested from Dr. Marsh,
Teachers, and other school i>ert>oniicl of the Territory of Guam have long been aware of the need for adequate predictors of school achievement for their bilingual pupils. In December of 1956, Guam's Department of Education authorized a study to discover to what extent, if any, currently available tests would provide such predictions. Guam is a territory whose cultural patterns are rapidly changing. From a Spanish type of church-dominated society, from a military paternalism, Guam is becoming infused with current American ideas, trends, and practices. The local language, Chamorros, is slowly giving way to English. However, English is spoken only in the school classroom, infrequently on the playground, and rarely in the home and community. Consequently, because of the unique cultural and language factors, currently available Measures of intelligence must lie in the realm of questionable validity until demonstrated otherwise.This study endeavored to determine the predictive ability of six tests of intelligence for certain fifth-grade pupils of Guam. Only those tests which were wholly or partially performance or nonverbal were considered. In order to hold cultural Factors constant, four relatively isolated communities were selected. The villages of Inarajan, Merizo, Talofofo, and Umatac have had no electricity (and consequently no television) until quite recently; no Matcsiders (persons whose usual abode is mainland, U.S.A.) as residents; no telephones; few movies. Books and magazines are not commonly found. These four villages enrolled a total of approximately 'A research supported by a grant from the James McKeen Cattell Fund.
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