Newly developed Learning and Verbal Memory Test (TAMV-I): Normative data for Spanish-speaking pediatric population

Abstract

Abstract. OBJECTIVE:To generate normative data for the Learning and Verbal Memory Test (TAMV-I) in Spanish-speaking pediatric populations. METHOD:The sample consisted of 4,373 healthy children from nine countries in Latin America (Chile, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, and Puerto Rico) and Spain. Each participant was administered the TAMV-I as part of a larger neuropsychological battery. Free recall, memory delay and recognition scores were normed using multiple linear regressions and standard deviations of residual values. Age, age 2 , sex, and mean level of parental education (MLPE) were included as predictors in the analyses. Rivera et al. / Learning and Verbal Memory Test (TAMV-I) RESULTS: The final multiple linear regression models indicated main effects for age on all scores, such that scores increased linearly as a function of age. Age 2 had a significant effect in all countries except Cuba, and Puerto Rico for free recall score; a significant effect for memory delay score in all countries except Cuba and Puerto Rico; and a significant effect for recognition score in in all countries except Guatemala, Honduras, and Puerto Rico. Models showed an effect for MLPE in Chile (free recall), Honduras (free recall), Mexico (free recall), Puerto Rico (free recall, memory delay, and recognition), and Spain (free recall and memory delay). Sex affected free recall score for Cuba, Ecuador, Guatemala, Mexico, Paraguay, Peru, and Spain, memory delay score for all countries except Chile, Paraguay, and Puerto Rico, and recognition score for Ecuador, Mexico, Peru, and Spain, with girls scoring higher than boys. CONCLUSIONS: This is the largest Spanish-speaking pediatric normative study in the world, and it will allow neuropsychologists from these countries to have a more accurate way to interpret the TAMV-I with pediatric populations.

‘Mens sana in corpore Sano’: Home food consumption implications over child cognitive performance in vulnerable contexts

“…The PPVT-III is used to assess the receptive vocabulary in individuals aged 2 to 90 years ( Dunn et al, 2010 ). Although the use of this tool in the case of indigenous population has been questioned due to the cultural biases inherent in the stimuli ( Leigh and Gong, 2008 ; Haitana, 2010 ), the PPVT version used in this study has been shown to have adequate psychometric properties (interclass coefficient 0.95, p < 0.001; Rivera and Arango-Lasprilla, 2017 ) and there is specific normative data for the Guatemalan pediatric population ( Rivera et al, 2017 ). The tool has 192 items in total, each one consisting of a sheet with 4 illustrations that show different images related to a concept.…”

Brain Circuit Alterations and Cognitive Disability in Late-Onset Cobalamin D Disorder

“…For psychosocial assessment the following tests were used: Children Depression Inventory [35] (CDI), Revised Children's Manifest Anxiety Scale [36] (CMAS-R), Pediatric Quality of Life Inventory [37] (PedsQL) Parent-Report, and Adaptive Behavior Assessment System, Second Edition [38] (ABAS-II). All of these tests had normative data available for Spanish-speaking children and adolescents [39][40][41][42][43][44][45][46][47][48].…”

Multivariate Base Rates of Low Scores on Tests of Learning and Memory among Spanish-Speaking Children

“…Normative data exists for use of the TAMV-I among Spanish-speaking pediatric samples from 10 countries and the commonwealth of Puerto Rico (i.e. Chile, Colombia, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, Puerto Rico, and Spain;Rivera et al, 2017b;Rivera et al, 2017c).…”

“…ROCF scores) andRivera et al (2017b; TAMV-I scores) for Colombian sample, and byArango-Lasprilla et al (2017a; ROCF scores) andRivera et al (2017c; TAMV-I scores) for the other countries(Chile, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, Puerto Rico and Spain).These adjusted z-scores for each raw score were calculated using the information provided in each final regression model in a three-step procedure: 1. The expected test score ( � ) is computed based on the fixed effect parameter estimated of the established final regression model in Eq.…”