Bells Test: Are there differences in performance between adult groups aged 40-59 and 60-75?

Abstract

ObjectiveTo verify whether differences exist between groups of Brazilian adults aged 40-59 and 60-75 in respective performance on the Bells Test, given the dearth of literature investigating the relationship between focused visual attention and the age factor.MethodsEighty-four neurologically healthy adults (half aged 40-59 and half 60-75) with high educational level (40-59 years group: M=17.75 years' education; SD=4.00; 60-75 years group: M=15.85 years education; SD=3.19) were assessed using the Bells Test. Data on accuracy and processing speed were compared between groups by ANCOVA, controlled for the covariates education and frequency of reading and writing habits.ResultsThere were no significant differences between the age groups.ConclusionIt is suggested that aging influences sustained and focused attention and speed processing after 75 years of age on visual cancellation paradigms, when executive and attentional changes tend to be more marked. Further studies should investigate healthy older and oldest-old adults, as well as groups with low and intermediate educational backgrounds. In addition, Brazilian clinical populations should also be characterized, particularly those with neurological disorders that might have visual hemineglect.

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“…Traditional paper and pencil based neuropsychological tests included: the Rey-Osterrieth complex figure test (ROCFT), a popular measure of visuoconstructive skills and visual memory [ 53 ]; the Rey auditory verbal learning test (RAVLT), a neuropsychological assessment designed to evaluate verbal memory in patients [ 54 ]; the digit symbol substitution test (DSST) offers high sensitivity to detect overall cognitive impairment rather than a specific domain [ 55 ]; a digit-span (DS) task, used to measure working memory’s number storage capacity [ 56 ]; the five points test (5PT) is a structured and standardized test that assesses figural fluency functions which are associated with executive functioning [ 57 ]; the trails making test (TMT), a widely used test that assesses organized visual search, planning, attention, set shifting, cognitive flexibility, and divided attention, all capacities thought to be executive in nature [ 58 ]; the FAS test, which measures phonemic word fluency, which is a type of verbal fluency [ 59 ]; the bells test, a cancellation test, which permits qualitative and quantitative evaluation of visual neglect [ 60 ]. Scores were normalized to age, gender and education as suggested in the manuals and presented as Z-scores.…”