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Possible confounding variables of co...

Stewart, Julie Bright.

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Possible confounding variables of computer-administered neuropsychological assessment: A study of the influence of visual scanning ability, verbal and reading ability, depression, and anxiety on testing performance on the MicroCog: An assessment of cognitive functioning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Possible confounding variables of computer-administered neuropsychological assessment: A study of the influence of visual scanning ability, verbal and reading ability, depression, and anxiety on testing performance on the MicroCog: An assessment of cognitive functioning./
Author:	Stewart, Julie Bright.
Description:	108 p.
Notes:	Adviser: David W. Ellis.
Contained By:	Dissertation Abstracts International59-02B.
Subject:	Health Sciences, Rehabilitation and Therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9824804
ISBN:	0591769875

Possible confounding variables of computer-administered neuropsychological assessment: A study of the influence of visual scanning ability, verbal and reading ability, depression, and anxiety on testing performance on the MicroCog: An assessment of cognitive functioning.
Stewart, Julie Bright.

Possible confounding variables of computer-administered neuropsychological assessment: A study of the influence of visual scanning ability, verbal and reading ability, depression, and anxiety on testing performance on the MicroCog: An assessment of cognitive functioning. - 108 p.

Adviser: David W. Ellis.

Thesis (Psy.D.)--Widener University, Institute for Graduate Clinical Psychology, 1998.

This study considers the possibility of intervening variables effecting testing performance when using computer-administered neuropsychological assessment instruments. Due to the nature of the testing environment (impersonal, with an almost exclusive visual interface, and with directions given in written text), factors such as visual scanning ability, verbal and reading ability, depression, and anxiety were explored as potential confounds. This study compared the performance of fifty-six adult subjects on tests of verbal ability and visual scanning ability and on inventories for anxiety and depression with their performance on the MicroCog: Assessment of Cognitive Functioning (a computer-administered and scored neuropsychological test, used to measure general cognitive functioning). Performance on each of these tests was also compared with the Halstead Impairment Index (used as a measure of general cognitive functioning via a non-computerized method) in order to determine the relative strength of the variables described as possible confounds. It was predicted that deficits in visual scanning ability, verbal and reading ability, and/or the presence of depression or anxiety would have an influence upon performance on the MicroCog, deflating scores to give an underestimation of true cognitive functioning. Analysis revealed that not visual scanning ability but working visual memory and the ability to mentally organize and reason with visual material, as measured by two tests (Picture Completion & Digit Symbol), appeared to show a strong influence upon the MicroCog across indices of several domains. In addition, verbal ability is related to scores on the MicroCog. Reading ability selectively influenced information processing accuracy. Two affective variables, anxiety and depression, did not appear to influence MicroCog performance. Overall, this study suggested that, in fact, certain variables do appear to influence computer-administered testing and must be carefully considered in the design of computer-based neuropsychological test instruments.

ISBN: 0591769875Subjects--Topical Terms:

1017926
Health Sciences, Rehabilitation and Therapy.

Possible confounding variables of computer-administered neuropsychological assessment: A study of the influence of visual scanning ability, verbal and reading ability, depression, and anxiety on testing performance on the MicroCog: An assessment of cognitive functioning.
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100 1 $a Stewart, Julie Bright. $3 1256366
245 1 0 $a Possible confounding variables of computer-administered neuropsychological assessment: A study of the influence of visual scanning ability, verbal and reading ability, depression, and anxiety on testing performance on the MicroCog: An assessment of cognitive functioning.
300 $a 108 p.
500 $a Adviser: David W. Ellis.
500 $a Source: Dissertation Abstracts International, Volume: 59-02, Section: B, page: 0889.
502 $a Thesis (Psy.D.)--Widener University, Institute for Graduate Clinical Psychology, 1998.
520 $a This study considers the possibility of intervening variables effecting testing performance when using computer-administered neuropsychological assessment instruments. Due to the nature of the testing environment (impersonal, with an almost exclusive visual interface, and with directions given in written text), factors such as visual scanning ability, verbal and reading ability, depression, and anxiety were explored as potential confounds. This study compared the performance of fifty-six adult subjects on tests of verbal ability and visual scanning ability and on inventories for anxiety and depression with their performance on the MicroCog: Assessment of Cognitive Functioning (a computer-administered and scored neuropsychological test, used to measure general cognitive functioning). Performance on each of these tests was also compared with the Halstead Impairment Index (used as a measure of general cognitive functioning via a non-computerized method) in order to determine the relative strength of the variables described as possible confounds. It was predicted that deficits in visual scanning ability, verbal and reading ability, and/or the presence of depression or anxiety would have an influence upon performance on the MicroCog, deflating scores to give an underestimation of true cognitive functioning. Analysis revealed that not visual scanning ability but working visual memory and the ability to mentally organize and reason with visual material, as measured by two tests (Picture Completion & Digit Symbol), appeared to show a strong influence upon the MicroCog across indices of several domains. In addition, verbal ability is related to scores on the MicroCog. Reading ability selectively influenced information processing accuracy. Two affective variables, anxiety and depression, did not appear to influence MicroCog performance. Overall, this study suggested that, in fact, certain variables do appear to influence computer-administered testing and must be carefully considered in the design of computer-based neuropsychological test instruments.
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