Effects of Cultural and Educational Variables on a Computerized Continuous Performance Task: the EMBRACED CPT

Abstract

Objective The continuous performance tests (CPTs) are the gold standard to assess vigilance or sustained attention. Many studies have shown that educational level is significantly associated with performance on the CPTs. However, very few studies have made comparisons that included cultural factors (Miranda et al, 2008). Given the breadth of educational systems in different parts of the world, it could be expected that the effect of educational level will vary depending on the culture of origin. The aim of this study was to examine the effect of education on performance on a CPT task in 3 ethnically diverse groups (Hispanic, Non-Hispanic and Spanish). Participants and Method This study includes 57 participants in the EMBRACED project: 12 Hispanic Americans, 26 non-Hispanics Americans, and 19 Spaniards (8.3%, 30% and 57% with high education respectively). Educational level was defined as high (university degree and above) or low (less than a university degree). The EMBRACED CPT is computerized and demands the participant to touch the iPad screen each time a target is presented. In 3 blocks of 100 stimuli each, the number of hits, omissions, and commissions is recorded. Results A mixed between-within subjects analysis of variance was conducted to compare scores in the three blocks of the CPT in relation to the three cultural groups and by education levels. Results showed no interaction effects between cultural groups and education, and no main effects of education for any of the studied variables. However, there was a significant main effect for cultural group for hits (F = 4.676, P = .014) and omissions (F = 5.614, p = .006). Conclusions The overall results for education in this study were not significant and would need further study. The variability in cultural group revealed a consistent effect across all studied variables. The non-Hispanics scored higher in hits and the Spaniards had more omissions. These results justify the need for cultural adaptation of neuropsychological measures. References Miranda, M. C., Sinnes, E. G., Pompeia, S., & Francisco Amodeo Bueno, O. (2008). A comparative study of performance in the Conners' Continuous Performance Test between Brazilian and North American children. Journal of Attention Disorders, 11(5), 588-598.

Intimate Partner Violence–Related Brain Injury Among Colombian Women

“…The specific tests selected for this study were chosen to replicate the tests and cognitive domains assessed in Valera and Berenbaum's study 8. Specifically, the tests used in this study corresponding to those used by Valera and Berenbaum8 are as follows: EMBRACED Digit Span Backward for the Digit Span subtest of the Wechsler Adult Intelligence Scale-Revised17 (working memory); EMBRACED TMT from the Army Individual Test Battery TMT-A and TMT-B18 (processing speed and cognitive flexibility); the Verbal Learning Test used for the CVLT15,19 (learning and memory). The EMBRACED battery does not have a measure of executive functioning that corresponds to the Ruff Figural Fluency Test used by Valera and Berenbaum 8…”

“…EMBRACED (PNINSULA Research Group, University of Granada; https://embracedproject.com and https://cordis.europa.eu/project/id/661528/es) is a computerized, empirically derived battery, administered via an iPad, that includes a range of neuropsychological tests to assess different domains such as memory, attention, executive function, language, and orientation 15. We aimed to obtain preliminary data to encourage critically needed research in Colombia, as there are currently no data on IPV-related BIs in Colombia.…”