Comparison of three tests of attention and rapid information processing across six age groups

Stuss, Donald T.; Stethem, L. L.; Poirier, Carol A.

doi:10.1080/13854048708520046

Cited by 195 publications

(109 citation statements)

References 29 publications

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“…[11][12][13][14][15][16][17][18][19][20] There is inconsistency in previous reports regarding the effect of educational level on TMT-A times.…”

Section: Disucussionmentioning

confidence: 71%

“…[11][12][13][14]16,19 However, there is controversy concerning the effect of educational level on the TMT, especially for TMT-A, because other reports have concluded that TMT-A is not influenced by education, while still finding an influence on TMT-B. 15,17,18,20 It should be noted that the subjects in these reports were highly educated; almost all had educational levels of ≥10 years.…”

Section: Educational Effect On the Tmtmentioning

confidence: 91%

“…Most studies have examined how age affects the time to complete TMT-A and TMT-B; [11][12][13][14][15][16][17][18] these studies have concluded that the time for TMT completion increases with age. In contrast, conclusions regarding the influence of educational level on the TMT have been inconsistent between studies; some studies have shown that educational level affects both parts of the TMT, [11][12][13][14]16,19 with the time for completion of TMT-A and TMT-B being shorter for persons of higher educational level, but four studies have found that education affects only TMT-B. 15,17,18,20 However, these latter studies included participants with relatively high educational levels only, suggesting that the effects in a population with a relatively low educational level were not fully investigated.…”

Section: Introductionmentioning

confidence: 99%

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Effect of age and education on the Trail Making Test and determination of normative data for Japanese elderly people: The Tajiri Project

Hashimoto

Meguro

Lee

et al. 2006

Psychiatry Clin Neurosci

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The Trail Making Test (TMT) is a common two-part neuropsychological test, in which visuospatial ability (TMT-A) and executive function (TMT-B) are evaluated. Normative data for this test have not been reported for Japanese subjects; therefore, the purpose of the present paper was to investigate the effect of age and education on the TMT in 155 healthy elderly adults with clinical dementia rating 0 (healthy). The participants were classified into three groups based on age (70-74 years, 75-84 years and ≥85 years), and also into three groups based on educational level (6 years, 8 years and ≥10 years). The time to complete TMT-A and TMT-B were measured, and the difference in score between TMT-A and TMT-B (B-A) and the ratio of the score (B/A) were calculated as indices of executive function. The time for completion of both parts of the TMT increased markedly in the ≥85-years group. For TMT-A, there was a significant difference between the 6-years and 8-years groups, and between the 6-years and ≥10-years groups, and for TMT-B, there was a significant difference between the 6-years and ≥10-years groups, and between the 8-years and ≥10-years groups. The difference and ratio scores increased in the ≥85-years group, but the educational level did not significantly influence these scores. Our data suggest that cognitive functions evaluated by TMT-A and TMT-B are not affected by aging until the subjects are ≥85 years old. For TMT-A, an educational effect becomes apparent when the population includes poorly educated subjects, but this part of the test is not affected by educational level provided that the subjects have some education (>6 years). The time to complete TMT-B is affected by educational level, consistent with previous reports. However, when adjusted using the results for TMT-A [(B-A) or (B/A)], the educational effect on executive function disappeared. Thus, the effect of educational level on executive function was unclear in normal elderly subjects.

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“…[11][12][13][14][15][16][17][18][19][20] There is inconsistency in previous reports regarding the effect of educational level on TMT-A times.…”

Section: Disucussionmentioning

confidence: 71%

Section: Educational Effect On the Tmtmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effect of age and education on the Trail Making Test and determination of normative data for Japanese elderly people: The Tajiri Project

Hashimoto

Meguro

Lee

et al. 2006

Psychiatry Clin Neurosci

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show abstract

“…In contrast, conclusions regarding the influence of education level on TMT performance have been inconsistent. Some studies have shown that education level affects both parts of the TMT (Periáñez et al, 2007;Giovagnoli et al 1996;Stuss, Stethem, & Poirier, 1987), with the time necessary to complete the TMT-A and TMT-B being shorter for persons with a higher education level. However, other studies have found that education level affects only the TMT-B (Tombaugh, 2004;Hashimoto et al, 2006;Ivnik, Malec, Smith, Tanglos, & Petersen, 1996).…”

Section: Introductionmentioning

confidence: 99%

Effects of age and education level on the Trail Making Test in a healthy Brazilian sample.

Hamdan¹,

Hamdan²

2009

Psychology & Neuroscience

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The Trail Making Test (TMT) has been a useful tool for neuropsychological assessment. The present study analyzed the influence of age and education level on TMT performance in healthy adult Portuguese speakers. The criteria for exclusion were a history of neurological disease, psychiatric illness, substance abuse, learning disabilities, or any other difficulty that may interfere with testing. The sample (n = 318) was divided into four age groups: (i) very young (n = 92; 18-34 years old), (ii) young (n = 66; 35-49 years old), (iii) middle-age (n = 117; 50-64 years old), and (iv) elderly (n = 43; 65-81 years old). The sample was also divided into three education levels: (i) low (2-8 years), (ii) middle (9-11 years), and (iii) high (≥ 12 years). Correlations among the demographic variables and scores on Trails A and B showed that age and education level were the two variables that most affected TMT scores (p < 0.001, analysis of covariance). Post hoc analyses of age did not reveal significant differences between the middle-age and elderly groups in TMT-A performance or between middle and high education level in TMT-A or TMT-B performance. These results are consistent with previous studies and demonstrate that age and education level affect the performance of Brazilian subjects on the TMT.

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“…These tests have been incorporated in various verbal WM test batteries showing training related benefits in children (forward span 43 ) and older adults (backward span and LNS 17 ) but may not be suited for healthy young adults who perform near ceiling on these measures. Alternatively, the Auditory Consonant Trigrams test 44 has been characterized as a sensitive outcome measure in both young and older adults. 45 In brief, the Auditory Consonant Trigrams test is a delayed recall test with an additional secondary task; participants recall a set of three shuffled letters after a 0/9/18/36-second delay and additionally perform a backward count from a specific number during the delay.…”

Section: Verbal Wmmentioning

confidence: 99%

How to Assess Gaming-Induced Benefits on Attention and Working Memory

Mishra

Bavelier

Gazzaley

2012

Games for Health Journal

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Our daily actions are driven by our goals in the moment, constantly forcing us to choose among various options. Attention and working memory are key enablers of that process. Attention allows for selective processing of goal-relevant information and rejecting task-irrelevant information. Working memory functions to maintain goal-relevant information in memory for brief periods of time for subsequent recall and/or manipulation. Efficient attention and working memory thus support the best extraction and retention of environmental information for optimal task performance. Recent studies have evidenced that attention and working memory abilities can be enhanced by cognitive training games as well as entertainment videogames. Here we review key cognitive paradigms that have been used to evaluate the impact of game-based training on various aspects of attention and working memory. Common use of such methodology within the scientific community will enable direct comparison of the efficacy of different games across age groups and clinical populations. The availability of common assessment tools will ultimately facilitate development of the most effective forms of game-based training for cognitive rehabilitation and education.

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Comparison of three tests of attention and rapid information processing across six age groups

Cited by 195 publications

References 29 publications

Effect of age and education on the Trail Making Test and determination of normative data for Japanese elderly people: The Tajiri Project

Effect of age and education on the Trail Making Test and determination of normative data for Japanese elderly people: The Tajiri Project

Effects of age and education level on the Trail Making Test in a healthy Brazilian sample.

How to Assess Gaming-Induced Benefits on Attention and Working Memory

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