Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Verbal Span, Visuospatial Span, Letter and Number Sequencing, Trail Making Test, and Symbol Digit Modalities Test

Peña-Casanova, Jordi; Quiñones-Úbeda, Sonia; Quintana-Aparicio, María; Aguilar, Miquel; Badenes, Dolors; Molinuevo, José Luís; Torner, Laura; Robles, Alfredo; Barquero, María Sagrario; Villanueva, Clara; Antúnez, Carmen; Martínez-Parra, Carlos; Frank-García, Ana; Sanz, Azucena; Fernández, Manuel Montanero; Alfonso, Verónica; Sol, Josep M.; Blesa, Rafael

doi:10.1093/arclin/acp038

Cited by 172 publications

(111 citation statements)

References 66 publications

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“…In previous studies, education effects are much smaller than the effects of age [4], and are most pronounced for subjects with very limited (e.g., grade school) education [10, 21, 22, 25, 31, 34]. Our subjects had very high overall levels of education, with more than 98% having completed high school and more than 50% having attended at least two years of college.…”

Section: Experiments 1: the Effects Of Age Education Computer-use Amentioning

confidence: 66%

The Effects of Aging, Malingering, and Traumatic Brain Injury on Computerized Trail-Making Test Performance

et al. 2015

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The trail making test (TMT) is widely used to assess speed of processing and executive function. However, normative data sets gathered at different sites show significant inconsistencies. Here, we describe a computerized version of the TMT (C-TMT) that increases the precision and replicability of the TMT by permitting a segment-by-segment analysis of performance and separate analyses of dwell-time, move-time, and error time. Experiment 1 examined 165 subjects of various ages and found that completion times on both the C-TMT-A (where subjects connect successively numbered circles) and the C-TMT-B (where subjects connect circles containing alternating letters and numbers) were strongly influenced by age. Experiment 2 examined 50 subjects who underwent three test sessions. The results of the first test session were well fit by the normative data gathered in Experiment 1. Sessions 2 and 3 demonstrated significant learning effects, particularly on the C-TMT-B, and showed good test-retest reliability. Experiment 3 examined performance in subjects instructed to feign symptoms of traumatic brain injury: 44% of subjects produced abnormal completion times on the C-TMT-A, and 18% on the C-TMT-B. Malingering subjects could be distinguished from abnormally slow controls based on (1) disproportionate increases in dwell-time on the C-TMT-A, and (2) greater deficits on the C-TMT-A than on the C-TMT-B. Experiment 4 examined the performance of 28 patients with traumatic brain injury: C-TMT-B completion times were slowed, and TBI patients showed reduced movement velocities on both tests. The C-TMT improves the reliability and sensitivity of the trail making test of processing speed and executive function.

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Section: Experiments 1: the Effects Of Age Education Computer-use Amentioning

confidence: 66%

The Effects of Aging, Malingering, and Traumatic Brain Injury on Computerized Trail-Making Test Performance

et al. 2015

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“…Each cognitive domain included a minimum of two tests: (1) memory was assessed with the Verbal Learning Spanish–Complutense Test (TAVEC) [52] and Rey–Osterrieth Complex Figure (ROCF) [53]–[55]; (2) working memory was tested with the Digit Span subtest (backward) [29], [56], [57] and Corsi's Block-Tapping test (backward) [56], [57]; (3) attention was evaluated with the Digit Span subtest (forward) [29], [56], [57], Corsi's Block-Tapping test (forward) [56], [57] and the Stroop test [58]–[60]; (4) executive functions were assessed with the FAS test and Animals [61]–[63] and the Matrix Reasoning subtest [29]; (5) visuoconstruction and visuoperception were tested with the Block Design subtest [29] and the copy of ROCF [53]–[55]; and (6) processing speed (seconds) was evaluated with the copy of ROCF and the Trail Making Test (parts A and B) [53]–[57]. In addition, the Vocabulary subtest was applied to obtain an IQ score [29].…”

Section: Methodsmentioning

confidence: 99%

Estimating Cognitive Reserve in Healthy Adults Using the Cognitive Reserve Scale

2014

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The concept of cognitive reserve emerged from observed disparities between brain pathology and clinical symptoms. It may explain better neuropsychological performance in healthy individuals. The objectives of this study were to measure reserve in healthy subjects using a new Cognitive Reserve Scale (CRS), analyze the internal consistency of the CRS, and analyze validity evidence. A total of 117 healthy individuals were divided into two groups: 87 adults (aged 18–64 years) and 30 elderly adults (≥65 years). All subjects completed the CRS and a comprehensive neuropsychological battery. The internal consistency of the scale was satisfactory (α = 0.77). No significant differences were observed between genders (t = 0.51, p = 0.611), and age was corrected by averaging the CRS score. The study of validity evidence showed that education affected the CRS (t = −2.98, p = 0.004, partial h2 = 0.07) and there was no significant relationship between the CRS and IQ (r = 0.09, p = 0.33). Occupational attainment and the CRS were not related (F2,116 = 0.11, p = 0.898). In line with previous studies on reserve, heterogeneity was observed in the analyses of relationships between the CRS and cognitive performance. There were significant relationships between CRS score and the Verbal Learning Spanish–Complutense Test last trial (r = 0.24, p = 0.009), sum (r = 0.32, p = 0.000), short-term (r = 0.29, p = 0.002) and long-term memory (r = 0.22, p = 0.018), Matrix Reasoning subtest (r = 0.20, p = 0.027) and Block Design subtest (r = 0.20, p = 0.029). No other neuropsychological variables correlated with the CRS (p>0.05). The CRS is a reliable instrument that reflects the frequency of participation in brain-stimulating activities across the lifetime. The associations between the CRS and education and neuropsychological performance support validity evidence.

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“…Currently, the TMT is one of the most widely used tests in Latin America (ArangoLasprilla et al, 2016) and Spain (Olabarrieta-Landa et al, 2016). Thus, there are norms for adult populations in Latin America (Arango-Lasprilla et al, 2015;Méndez-Ramírez et al, 2015) and Spain (Peña-Casanova et al, 2009;Tamayo et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Despite its widespread use, the problem lies in the lack of normative data. The majority of studies focus on the adult population in countries such as Japan (Abe et al, 2004;Hashimoto et al, 2006), Korea (Seo et al, 2006), Spain (Peña-Casanova et al, 2009), Turkey (Cangoz, Karakoc, & Selekler, 2009), China (Wang et al, 2011), Czech Republic (Bezdicek, 2012) Portugal (Cavaco et al, 2013) and Latin America (Arango-Lasprilla et al, 2015b).…”

Section: Introductionmentioning

confidence: 99%

Trail Making Test: Normative data for the Latin American Spanish-speaking pediatric population

Arango-Lasprilla

Rivera

Ramos-Usuga

et al. 2017

NRE

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Abstract. OBJECTIVE:To generate normative data for the Trail Making Test (TMT) in Spanish-speaking pediatric populations. METHOD: The sample consisted of 3,337 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 TMT as part of a larger neuropsychological battery. The TMT-A and TMT-B 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. RESULTS:The final multiple linear regression models showed main effects for age on both scores, such that as children needed less time to complete the test while they become older. TMT-A scores were affected by age 2 for all countries except, Cuba, Guatemala, and Puerto. TMT-B scores were affected by age 2 for all countries except, Guatemala and Puerto Rico. Models indicated that children whose parent(s) had a MLPE >12 years of education needed less time to complete the test compared to children whose parent(s) had a MLPE ≤12 years for Mexico and Paraguay in TMT-A scores; and Ecuador, Mexico, Paraguay, and Spain for TMT-B scores. Sex affected TMT-A scores for Chile, Cuba, Mexico, and Peru, in that boys needed less time to complete the test than girls. Sex did not affect TMT-B scores. 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 approach to interpret the TMT in pediatric populations.

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Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Verbal Span, Visuospatial Span, Letter and Number Sequencing, Trail Making Test, and Symbol Digit Modalities Test

Cited by 172 publications

References 66 publications

The Effects of Aging, Malingering, and Traumatic Brain Injury on Computerized Trail-Making Test Performance

The Effects of Aging, Malingering, and Traumatic Brain Injury on Computerized Trail-Making Test Performance

Estimating Cognitive Reserve in Healthy Adults Using the Cognitive Reserve Scale

Trail Making Test: Normative data for the Latin American Spanish-speaking pediatric population

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