A Computerized Test of Design Fluency

Woods, David L.; Wyma, John M.; Herron, Timothy J.; Yund, E. William

doi:10.1371/journal.pone.0153952

Cited by 12 publications

(12 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Each CCAB test session included the following additional computerized tests and questionnaires: Finger tapping (Hubel et al, 2013a,b), simple reaction time (Woods et al, 2015a,d), Stroop, digit span forward and backward (Woods et al, 2011a,b), verbal fluency (Woods et al, 2016a), visuospatial span (Woods et al, 2015c,e), trail making (Woods et al, 2015b), vocabulary, design fluency (Woods et al, 2016b), the Wechsler Test of Adult Reading (WTAR), choice reaction time (Woods et al, 2015a,f), risk and loss avoidance, delay discounting, the Paced Auditory Serial Addition Task (PASAT) (Woods et al, under review), the Cognitive Failures Questionnaire (CFQ) and the Posttraumatic Stress Disorder Checklist (PCL)(Woods et al, 2015g), and a local traumatic brain injury (TBI) questionnaire. Testing was performed in a quiet room using a pair of headphones and a Windows computer controlled by Presentation® software (Versions 13 and 14, NeuroBehavioral Systems, Berkeley CA).…”

Section: Experiments 1: Methodsmentioning

confidence: 99%

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Woods

Wyma

Herron

et al. 2017

Front. Hum. Neurosci.

Self Cite

View full text Add to dashboard Cite

Verbal learning tests (VLTs) are widely used to evaluate memory deficits in neuropsychiatric and developmental disorders. However, their validity has been called into question by studies showing significant differences in VLT scores obtained by different examiners. Here we describe the computerized Bay Area Verbal Learning Test (BAVLT), which minimizes inter-examiner differences by incorporating digital list presentation and automated scoring. In the 10-min BAVLT, a 12-word list is presented on three acquisition trials, followed by a distractor list, immediate recall of the first list, and, after a 30-min delay, delayed recall and recognition. In Experiment 1, we analyzed the performance of 195 participants ranging in age from 18 to 82 years. Acquisition trials showed strong primacy and recency effects, with scores improving over repetitions, particularly for mid-list words. Inter-word intervals (IWIs) increased with successive words recalled. Omnibus scores (summed over all trials except recognition) were influenced by age, education, and sex (women outperformed men). In Experiment 2, we examined BAVLT test-retest reliability in 29 participants tested with different word lists at weekly intervals. High intraclass correlation coefficients were seen for omnibus and acquisition scores, IWIs, and a categorization index reflecting semantic reorganization. Experiment 3 examined the performance of Experiment 2 participants when feigning symptoms of traumatic brain injury. Although 37% of simulated malingerers showed abnormal (p < 0.05) omnibus z-scores, z-score cutoffs were ineffective in discriminating abnormal malingerers from control participants with abnormal scores. In contrast, four malingering indices (recognition scores, primacy/recency effects, learning rate across acquisition trials, and IWIs) discriminated the two groups with 80% sensitivity and 80% specificity. Experiment 4 examined the performance of a small group of patients with mild or severe TBI. Overall, both patient groups performed within the normal range, although significant performance deficits were seen in some patients. The BAVLT improves the speed and replicability of verbal learning assessments while providing comprehensive measures of retrieval timing, semantic organization, and primacy/recency effects that clarify the nature of performance.

show abstract

Section: Experiments 1: Methodsmentioning

confidence: 99%

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Woods

Wyma

Herron

et al. 2017

Front. Hum. Neurosci.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Each CCAB test session included the following computerized tests and questionnaires: finger tapping [73, 74], simple reaction time [75, 76], Stroop, digit span forward and backward [77, 78], verbal list learning, visuospatial span [79, 80], trail making [81], vocabulary, design fluency [82], the Wechsler Test of Adult Reading (WTAR), choice reaction time [75, 83], risk and loss avoidance, delay discounting, the Paced Auditory Serial Addition Task (PASAT) [84], the Cognitive Failures Questionnaire (CFQ) and the Posttraumatic Stress Disorder Checklist (PCL) [85], and a local traumatic brain injury questionnaire. Testing was performed in a quiet room using a standard Personal Computer (PC) controlled by Presentation® software (Versions 13 and 14, NeuroBehavioral Systems, Berkeley CA).…”

Section: Experiments 1 Demographic Influences On Verbal Fluencymentioning

confidence: 99%

Computerized Analysis of Verbal Fluency: Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

et al. 2016

Self Cite

View full text Add to dashboard Cite

In verbal fluency (VF) tests, subjects articulate words in a specified category during a short test period (typically 60 s). Verbal fluency tests are widely used to study language development and to evaluate memory retrieval in neuropsychiatric disorders. Performance is usually measured as the total number of correct words retrieved. Here, we describe the properties of a computerized VF (C-VF) test that tallies correct words and repetitions while providing additional lexical measures of word frequency, syllable count, and typicality. In addition, the C-VF permits (1) the analysis of the rate of responding over time, and (2) the analysis of the semantic relationships between words using a new method, Explicit Semantic Analysis (ESA), as well as the established semantic clustering and switching measures developed by Troyer et al. (1997). In Experiment 1, we gathered normative data from 180 subjects ranging in age from 18 to 82 years in semantic (“animals”) and phonemic (letter “F”) conditions. The number of words retrieved in 90 s correlated with education and daily hours of computer-use. The rate of word production declined sharply over time during both tests. In semantic conditions, correct-word scores correlated strongly with the number of ESA and Troyer-defined semantic switches as well as with an ESA-defined semantic organization index (SOI). In phonemic conditions, ESA revealed significant semantic influences in the sequence of words retrieved. In Experiment 2, we examined the test-retest reliability of different measures across three weekly tests in 40 young subjects. Different categories were used for each semantic (“animals”, “parts of the body”, and “foods”) and phonemic (letters “F”, “A”, and “S”) condition. After regressing out the influences of education and computer-use, we found that correct-word z-scores in the first session did not differ from those of the subjects in Experiment 1. Word production was uniformly greater in semantic than phonemic conditions. Intraclass correlation coefficients (ICCs) of correct-word z-scores were higher for phonemic (0.91) than semantic (0.77) tests. In semantic conditions, good reliability was also seen for the SOI (ICC = 0.68) and ESA-defined switches in semantic categories (ICC = 0.62). In Experiment 3, we examined the performance of subjects from Experiment 2 when instructed to malinger: 38% showed abnormal (p< 0.05) performance in semantic conditions. Simulated malingerers with abnormal scores could be distinguished with 80% sensitivity and 89% specificity from subjects with abnormal scores in Experiment 1 using lexical, temporal, and semantic measures. In Experiment 4, we tested patients with mild and severe traumatic brain injury (mTBI and sTBI). Patients with mTBI performed within the normal range, while patients with sTBI showed significant impairments in correct-word z-scores and category shifts. The lexical, temporal, and semantic measures of the C-VF provide an automated and comprehensive description of verbal fluency performance.

show abstract

“…The assessment lasted about 5 min (i.e. 4 rounds of 60 s), and the dependent measure was the number of unique created patterns (for a detailed description see Woods, Wyma, Herron, & Yund, 2016).…”

Section: Higher-level Executive Function Testmentioning

confidence: 99%

Cognitive training in elite soccer players: evidence of narrow, but not broad transfer to visual and executive function

Scharfen

Memmert

2021

Ger J Exerc Sport Res

View full text Add to dashboard Cite

Visual and executive functions have been suggested to be crucial in high-demanding team sports. Consequently, the interest in evaluating training possibilities of these functions is relatively high. However, easily applicable training tools, as well as evidence of their efficacy, especially in the present group of age (i.e. 17–21 years) and performance level, are scarce. Therefore, the present study aimed to evaluate the effectiveness and transfer of an essential cognitive training tool (i.e. NeuroTracker [NT] three dimensional [3D] multiple-object tracking [MOT]) in youth elite soccer players. Visual and executive functions were analyzed in a pre–post test design with an intervention and a control group after 10 weeks of training twice a week. Physical activity was included as a possible covariate. Results show meaningful benefits in the trained ability (i.e. MOT) besides small but negligible improvements in visual clarity and inhibition for the intervention group. Consequently, strict single-task NT 3D-MOT seems to have little transfer to other visual or executive functions. However, future studies should investigate the effects of sport-specific dual-task NT 3D-MOT to analyze possible multitasking adaptations further.

show abstract

A Computerized Test of Design Fluency

Cited by 12 publications

References 48 publications

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Computerized Analysis of Verbal Fluency: Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Cognitive training in elite soccer players: evidence of narrow, but not broad transfer to visual and executive function

Contact Info

Product

Resources

About