Expanded norms for the controlled oral word association test

Sumerall, Scott W.; Timmons, Paula L.; James, Antoinette L.; Ewing, Michael J. M.; Oehlert, Mary E.

doi:10.1002/(sici)1097-4679(199708)53:5<517::aid-jclp14>3.0.co;2-h

Cited by 53 publications

(39 citation statements)

References 9 publications

(9 reference statements)

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“…Of those studies conducted in non-English speaking countries that administered tests including a language comprehension component, 51% did not report the use of measures that were validated in the native language. Consider, for example, verbal fluency tests, and particularly the Controlled Oral Word Association Test (COWAT), where participants are asked to produce as many words as possible starting with the letters F, A, and S (or C, F, L) within the time frame of 1 min (Sumerall et al, 1997). It has long been demonstrated that performance on phonemic verbal fluency tests fluctuates significantly as a function of the choice of letters representing different frequencies of words beginning with these letters in a given language (Borkowski et al, 1967).…”

Section: Validation Of Tests In Non-english Speaking Countriesmentioning

confidence: 99%

Neuropsychological investigations in obsessive–compulsive disorder: A systematic review of methodological challenges

Abramovitch

Mittelman

Tankersley

et al. 2015

Psychiatry Research

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Section: Validation Of Tests In Non-english Speaking Countriesmentioning

confidence: 99%

Neuropsychological investigations in obsessive–compulsive disorder: A systematic review of methodological challenges

Abramovitch

Mittelman

Tankersley

et al. 2015

Psychiatry Research

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“…The Controlled Oral Word Association Test (COWAT) requires individuals to produce as many words as possible in a one minute period that begin with a specified letter. 38,39 Standard administration with the letters F, A and S was used, along with the alternate version R, W and T. 34 The COWAT has demonstrated strong internal consistency and test-retest reliability with the use of alternate forms. 40 Attention and working memory.…”

Section: Cognitive Performance Measuresmentioning

confidence: 99%

The Effect of Varied Test Instructions on Neuropsychological Performance following Mild Traumatic Brain Injury: An Investigation of “Diagnosis Threat”

Blaine

Sullivan

Edmed

2013

Journal of Neurotrauma

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Diagnosis threat is a psychosocial factor that has been proposed to contribute to poor outcomes following mild traumatic brain injury (mTBI). This threat is thought to impair the cognitive test performance of individuals with mTBI because of negative injury stereotypes. University students (N = 45, 62.2% female) with a history of mTBI were randomly allocated to a diagnosis threat (DT; n = 15), reduced threat (DT-reduced; n = 15), or neutral (n = 15) group. The reduced threat condition invoked a positive stereotype (i.e., that people with mTBI can perform well on cognitive tests). All participants were given neutral instructions before they completed baseline tests of objective cognitive function across a number of domains, psychological symptoms, and PCS symptoms, including self-reported cognitive and emotional difficulties. Participants then received either neutral, DT, or DT-reduced instructions before repeating the tests. Results were analyzed using separate mixed model analysis of variances (ANOVAs); one for each dependent measure. The only significant result was for the 2 · 3 ANOVA on an objective test of attention/working memory, Digit Span ( p < 0.05), such that the DTreduced group performed better than the other groups, which were not different from each other. Although not consistent with predictions or earlier DT studies, the absence of group differences on most tests fits with several recent DT findings. The results of this study suggest that it is timely to reconsider the role of DT as a unique contributor to poor mTBI outcome.

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“…Bonferroni-corrected pairwise comparisons carried out on the main effect of conditions showed that performance in the condition assessing STM for shape only and color only did not differ and both were better than performance in the condition assessing STM for shape-color binding (p \ 0.001 in both cases). [85]; letter fluency (FAS) [78]; verbal fluency (animals) [81]; TMT [80]; Rey Figure [21] In order to assess the interaction, post-hoc tests were carried out across groups for each condition separately. This showed that depressed patients and controls did not differ in any of the experimental conditions and both groups performed significantly better than AD patients only in the condition assessing STM for shape-color binding (p \ 0.001 in both cases).…”

Section: Neuropsychological Assessmentmentioning

confidence: 99%

Visual short-term memory binding in Alzheimer’s disease and depression

et al. 2010

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The differential diagnosis between Alzheimer's disease (AD) and major depression (MD) in the elderly can be problematic because the cognitive profile of the two conditions overlaps. Associative learning tasks seem to separate AD from MD. However, they are sensitive to the effects of normal ageing. Short-term memory-binding tasks have proved insensitive to the effects of normal ageing and highly sensitive to AD. However, they have not been used to differentiate AD from MD. The present study was aimed at investigating visual short-term memory binding in AD and MD. Fourteen AD patients, 14 patients with MD, and 14 healthy older adults were asked to perform a visual short-term memory binding task that investigated the retention of shapes, colors, or combinations of shapes and colors. Participants were to recognize changes occurring between two consecutive displays either in a single dimension (i.e., shape or color only) or in two dimensions (i.e., shape-color binding). Short-term memory performance for shape or color only was equivalent across groups. The only significant effect found was in short-term memory for shape-color binding and this was due to AD patients performing poorly in this condition only. The results extend previous findings in AD to visual short-term memory and suggest that the specific impairment in binding information in memory differentiates between the performance of AD and patients with MD.

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Expanded norms for the controlled oral word association test

Cited by 53 publications

References 9 publications

Neuropsychological investigations in obsessive–compulsive disorder: A systematic review of methodological challenges

Neuropsychological investigations in obsessive–compulsive disorder: A systematic review of methodological challenges

The Effect of Varied Test Instructions on Neuropsychological Performance following Mild Traumatic Brain Injury: An Investigation of “Diagnosis Threat”

Visual short-term memory binding in Alzheimer’s disease and depression

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