Computer-Based Neuropsychological Assessment: A Validation of Structured Examination of Executive Functions and Emotion

Galindo-Aldana, Gilberto; Meza-Kubo, Victoria; Castillo-Medina, Gustavo; Ledesma-Amaya, Luis; Galarza-Del-Angel, J; Padilla-López, Alfredo; Morán, Alberto L.

doi:10.1007/978-3-319-91122-9_26

Cited by 4 publications

(3 citation statements)

References 32 publications

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“…However, assessing cognitive functioning using paper-and-pencil tests has major limitations: it is labor-intensive on the side of the clinician in terms of administration and scoring, provides little flexibility in stimulus use or updating of tests, and is severely limited in the type of outcome measures that can be extracted (Miller and Barr, 2017;Klaming and Vlaskamp, 2018). Digital cognitive testing effectively addresses some of these issues (Bauer et al, 2012;Riordan et al, 2013;Zygouris and Tsolaki, 2015;Feenstra et al, 2017;Galindo-Aldana et al, 2018;Germine et al, 2019;Kessels, 2019).…”

Section: Introductionmentioning

confidence: 99%

Evidence of Validity for a Newly Developed Digital Cognitive Test Battery

et al. 2020

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Clinical practice still relies heavily on traditional paper-and-pencil testing to assess a patient's cognitive functions. Digital technology has the potential to be an efficient and powerful alternative, but for many of the existing digital tests and test batteries the psychometric properties have not been properly established. We validated a newly developed digital test battery consisting of digitized versions of conventional neuropsychological tests. Two confirmatory factor analysis models were specified: a model based on traditional neuropsychological theory and expert consensus and one based on the Cattell-Horn-Carroll (CHC) taxonomy. For both models, the outcome measures of the digital tests loaded on the cognitive domains in the same way as established in the neuropsychological literature. Interestingly, no clear distinction could be made between the CHC model and traditional neuropsychological model in terms of model fit. Taken together, these findings provide preliminary evidence for the structural validity of the digital cognitive test battery.

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Section: Introductionmentioning

confidence: 99%

Evidence of Validity for a Newly Developed Digital Cognitive Test Battery

et al. 2020

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“…Although, technological advancement has influenced methods for neuropsychological testing (Brahnam et al, 2011), computer-based neuropsychological assessment in clinical diagnostic practice has recently become more common as key advantages to adopting technology have been identified. Such advantages include more time-efficient scoring and reducing errors in test administration (Galindo-Aldana et al, 2018). Moreover, when used with children, other benefits have been noted.…”

Section: Historical Contextmentioning

confidence: 99%

Immersive Virtual Reality Implementations in Developmental Psychology

Araiza-Alba

Keane

Beaudry

et al. 2020

IJVR

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In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

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“…Some studies report score interchangeability and no statistically significant difference between paper-based and computerized tests (Hashemi Toroujeni et al, in press;Khoshsima and Hashemi Toroujeni, 2017h;Prisacari & Danielson, 2017;Register-Mihalik et al, 2012). Although Ebrahimi, Hashemi Toroujeni and Shahbazi (2019), Hermena et al (2017), Khoshsima et al (2019), Khoshsima and Hashemi Toroujeni (2017h), Porion et al (2016) indicate that two identical computer-based and paperbased tests may result in the same scores; some others reveal different test results (Emerson & MacKay, 2011;Galindo-Aldana et al, 2018;Jerrim, 2016;Jerrim et al, 2018;Kim & Kim, 2013;Washburn, Herman, Stewart, 2017) especially in reading comprehension skill (Clinton, 2019;Delgado et al, 2018;Stole et al, 2020) due to the "Testing Mode Effect." Such empirical findings help testing practitioners decide whether to replace computer-based testing with its identical paper-based test.…”

Section: Introductionmentioning

confidence: 99%

Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes

Toroujeni

2021

Educ Inf Technol

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Score interchangeability of Computerized Fixed-Length Linear Testing (henceforth CFLT) and Paper-and-Pencil-Based Testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on computerized testing may be used to investigate the interchangeability of CFLT and PPBT mean scores to corroborate if test takers’ testing performance is influenced by the effects of testing administration mode; specifically, if validity and reliability of two versions of the same test are affected. This research was conducted to probe not only score interchangeability across testing modes but also to explore the role of age and gender stereotypes, item review, ICT literacy and attitudes towards computer use as moderator variables in test takers’ reading achievement in CFLT. Fifty-eight EFL learners homogeneous in both general English and reading skills assigned into one testing group participated in this study. Three different versions of TOEFL reading comprehension test, Computer Attitude Scale (CAS), and ICT literacy Scale of TOEFL Examinees were used in this crossover quasi-controlled empirical study with a common-person and pretest–posttest design to collect data. The findings demonstrated that although the reading scores of test takers were interchangeable in both CFLT and PPBT versions regarding testing administration modes, they were different regarding item review. Furthermore, no significant interaction was found between age, gender, and ICT literacy and CFLT performance. However, attitudes towards the use of computer led to a significant change in testing achievement on CFLT.

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Computer-Based Neuropsychological Assessment: A Validation of Structured Examination of Executive Functions and Emotion

Cited by 4 publications

References 32 publications

Evidence of Validity for a Newly Developed Digital Cognitive Test Battery

Evidence of Validity for a Newly Developed Digital Cognitive Test Battery

Immersive Virtual Reality Implementations in Developmental Psychology

Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes

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