Neuropsychological problem-solving skills in the elderly.

Ernst, John

doi:10.1037/0882-7974.2.4.363

Cited by 16 publications

(17 citation statements)

References 8 publications

(13 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Schaie, Maitland, Willis, and Intrieri (1998) found that males retain superior spatial rotational abilities into the eighties and perform better than females in later years on the water-level task. This is consistent with a male advantage seen among older samples on Block Design (Portin et al, 1995), Trails A (Portin et al, 1995) and Trails B (Ernst, 1987). However, Robert and Tanguay (1990) suggest that the male advantage on the Rod and Frame test may not persist into old age.…”

supporting

confidence: 86%

“…Further, although current results replicated findings in studies reporting males retaining superior spatial rotational abilities in general, it did not do so on studies finding male superiority for completing Trails A (Portin et al, 1995) and Trails B (Ernst, 1987). This lack of replication of certain non-verbal domains may be due to the obfuscating influence of common variance among the measures (discussed below).…”

contrasting

confidence: 72%

See 1 more Smart Citation

Gender Differences and Cognition Among Older Adults

Parsons

Rizzo

Zaag

et al. 2005

Aging, Neuropsychology, and Cognition

View full text Add to dashboard Cite

supporting

confidence: 86%

contrasting

confidence: 72%

Gender Differences and Cognition Among Older Adults

Parsons

Rizzo

Zaag

et al. 2005

Aging, Neuropsychology, and Cognition

View full text Add to dashboard Cite

“…[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: 77%

“…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: 82%

“…[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. In contrast, the present population included subjects with education only up to the elementary school level (6-years group).…”

Section: Educational Effect On the Tmtmentioning

confidence: 91%

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

View full text Add to dashboard Cite

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.

show abstract

Gender Effects in Neuropsychological Assessment

Boone

2000

Critical Issues in Neuropsychology

View full text Add to dashboard Cite

Several publications have reviewed the effects of gender on individual neuropsychological measures, however, to date there has been no review of the impact of gender on a wide range of neuropsychological tests. This type of information is critical in that to the extent that there are gender differences on cognitive measures, test normative data must be stratified by sex, otherwise the available norms will render inaccurate results; that is, they will overpathologize the scores of the underperforming gender and at the same time fail to detect true declines in the gender with the higher baseline. This chapter will review structural and physiological differences between male and female brains, and then summarize the available literature on gender differences on commonly used neuropsychological instruments. Gender Differences in Brain Structure and Physiology Brain Weight and SizeStudies in brain size and weight have consistently revealed that men possess larger brains than women (

show abstract

Neuropsychological problem-solving skills in the elderly.

Cited by 16 publications

References 8 publications

Gender Differences and Cognition Among Older Adults

Gender Differences and Cognition Among Older Adults

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

Gender Effects in Neuropsychological Assessment

Contact Info

Product

Resources

About