ASSESSMENT CAB GENERAL COGNITIVE - … · General Cognitive Assessment CAB 2 LOW COGNITIVE...

AMY TATEDATE OF ASSESSMENT: 27/02/18BIRTHDAY: 14/07/81AGE: 36

GENERAL COGNITIVEASSESSMENT CABRESULTS REPORT

Cognitive profile

Physical Well-be ing

Psychological Well-be ing

S oc ial Well-be ing

AMY'S PROFILE

LOW RIS K MODERATE RIS K HIGH RIS K

PURCHASE THIS ASSESSMENT

https://www.cognifit.com/cognifit/assessment/index/a/general-assessment/l/en

General Cognit ive Assessment CAB 2

LOW COGNITIVE PERFORMANCEAmy Tate's Results

WELL-BEINGINDICATORS

0/22

Low indices of general well-being have been detected.

Optimal range: 14-22Score: 0

COGNITIVE PROFILE

8 /22

Poor cognit ive performance hasbeen detected.

Optimal range: 17-22Score: 8

ASSESSMENT

EVALUATED INDICATORS LOW WELL-BEING AMY

Physical well-being 0-2 0

Psychological well-being 0-5 0

Social well-being 0-1 0

Cognitive profile 0-10 8

Amy should work to improve both cognitive skills and lifestyle choices, as the resultsof the cognitive assessment indicate that Amy has weakened cognitive skills andunhealthy habits.We recommend starting a personalized brain training program from CogniFit.Ask about healthy lifestyle habits.

CONCLUSIONS

Purchas e this as s es s ment



00DESCRIPTION OF THENEUROPSYCHOLOGICALASSESSMENT BATTERYAmy took the Cognitive Assessment Battery (CAB) on 27/02/18 at 36 years-o ld.The evaluation ofthe cognitive index uses normalized and validated tests for people 36 years of age.

T he Cognitive Assessment Battery (CAB) from CogniFit is a complete cognitive test designed tohelp detect the cognitive state in people with and without pathologies through online cognitivetests. T his cognitive assessment battery evaluates cognitive functions, has been validated inmultiple studies and is used by millions of users over the last 15 years.

T his neurocognitive assessment tool helps evaluate a wide range of cognitive abilities andhealthy habits that are closely related to correct cognitive functioning.

T he automated report from this cognitive evaluation provides conclusions on the functioning ofthe different brain areas and functions.

01WELL-BEINGINDICATORST he answers from the questionnairewill be focused on the followingareas:

Physical Well-beingPsychological Well-beingSocial Well-being

02COGNITIVE PROFILEIn this section, you will see a circulardiagram next to each evaluated area,which will indicate the user's scorebased on their percentile andnormalized for their age and gender.For example, a score of 500 would becalculated depending on the user'sage group. CogniFit's values arecalculated in percentiles but areshown adjusted on a scale of 0-800.As such, the higher score, the better.

Gre e n : Cognitive strengthsYe llow: Below-average cognitiveskillsRe d : Cognitive weaknesses

03CONCLUSIONSAt the end of the report, you will find:

A description of the user'sphysical well-being index,psychological well-being, andimplications on the cognitiveprofile.Speci c recommendations and apersonalized plan of action.

THE CAB REPORT HAS THREE MAIN PARTS:




01 WELL-BEING INDICATORSThe concept of quality of life is a wide concept that encompasses physical, mental, social,material, emotional, and cognitive well-being. Proper functioning of cognitive performance is theproduct of a number of factors like nutrition, sleep, external stimuli, occupation, or studies. TheWHO de nes health as: "A state of complete physical, mental and social well-being and notmerely the absence of disease or in rmity." CogniFit is an online prevention and cognitive healthinstrument for people with or without neurocognitive disorders.

AMY'S PROFILESHOWS LOW WELL-BEING SCORES,THEREFORE IT ISADVISABLE TO TAKEACTION.

0/6

PHYSICAL WELL-BEINGPOOR WELL-BEINGRecent studies have provided valuable inform ation to he lpus understand the c lose re lationship between physical andm ental well-be ing. S leep, diet, and exerc ise are all factorsthat determ ine physical well-be ing and condition propercognitive function.

0/11

PSYCHOLOGICAL WELL-BEINGPOOR WELL-BEINGPsychological well-be ing would inc lude cognitive ,affective and em otional aspects in the different areasof hum an life .

0/5

SOCIAL WELL-BEINGPOOR WELL-BEINGA rich and consistent soc ial life can he lp cognitive andm ental health. Be ing with other people causes us to learnto adapt to others, and im plies em pathy, downtim e, fun,and sense of com pany and com m unity.




POOR WELL-BEING

COMPLETE WELL-BEING REPORTFOR AMY

According to the results, Amy shows an index of physical well- being, psychological well-being and social well- being that is below average for their age. We recommend bringingthis information to a professional.

AMY'S PROFILE


Physical Well-being

Psychological Well-beingSocial Well-being




PHYSICAL WELL-BEINGPOOR WELL-BEINGAmy shows a poor physical well-being index. Studies have related physical well-being with the absence ofdiseases and as a prevention mechanism, which makes it possible to enjoy good physical and mentalhealth.

Amy has responded negatively to the following items that are related to high physical well-being:Often exercises or works out.Feels well physically.Sleeps between 7-9 hours a day.Watches what they eat and eats well.Is in good physical and psychological condition (without recent health problems).Feels well and has energy.

PSYCHOLOGICAL WELL-BEINGPOOR WELL-BEINGAmy shows a poor index in the area of psychological well-being. Psychological well-being is how well ourmental and emotional processes function, as well as the manner in which our cognition makes it possibleto carry-out a number of tasks, like reading a book, shopping, remembering plans, having a conversationwith friends, or solving every-day problems.

Amy has responded negatively to the following items that are related to high psychological well-being:

Speaks two (or more) languages fluently.Easily remembers what they've read.Easily remembers directions and streets.Believes that they have a good memory.Is usually focused and doesn't make mistakes.Usually concentrates on what they're reading.Likes to write and take notes.Likes to read and enjoys reading.Likes to plan daily activities.T hey organize their time well.Is easily able to concentrate at work and/or daily occupations.

IN DETAIL:




SOCIAL WELL-BEINGPOOR WELL-BEINGAmy has shown low social well-being scores. Social well-being refers to the relationships that we have withothers. Rich and healthy relationships make it possible for the brain to adapt to different opinions,understand others, become more empathetic.

Amy has responded negatively to the following items that are related to high social well-being:T hey live with their family, friends, partners, or with a roommate.Has family or friends that they see often.Has friends and makes planes with them.Is a student.Is working.




02COGNITIVE PROFILEIn this section, you will see a circular diagram next to each evaluated area, which will indicate theuser's score based on their percentile and normalized for their age and gender. For example, ascore of 500 would be calculated depending on the user's age group. CogniFit's values arecalculated in percentiles but are shown adjusted on a scale of 0-800. As such, the higher score,the better.

AMY'S RESULTS FROMTHE EVALUATIONSHOW SIGNIFICANTCOGNITIVEWEAKNESSES IN THECOGNITIVE PROFILE.

REASONING

279/800Ability to effic iently use (organize , re late , e tc .)acquired inform ation.

MEMORY

89/800Ability to retain and m anipulate new inform ationand recover past m em ories.

ATTENTION

224/800The ability to filter distractions and concentrate onre levant inform ation.

COORDINATION

8/800The ability to effic iently and prec ise ly carry outorganized m ovem ents.

PERCEPTION

256/800Ability to interpret stim uli from the environm ent.




POOR WELL-BEING

COMPLETE COGNITIVE REPORTFOR AMY

Amy has presented a pro le that indicates a high cognit ive risk. The results f rom theevaluation show that Amy's areas of improvement are reasoning, memory, attention,coordination and perception. We recommend bringing this information to aprofessional.

AMY'S PROFILE


Reasoning

Memory

AttentionCoordination

Perception




279/800

PROCESSING SPEED Score Received: 8

Amy has received a low score in processing speed. Processing speed can be defined asthe time it takes a person to do a mental task. Example: recognizing simple visualpatterns in visual exploration tasks, judging which tests will require decision making,doing mental math, or perform reasoning tasks under pressure.

SHIFTING Score Received: 290

Amy has received a moderate score in the area of shifting. It's the ability to redirectattention from one information channel to another. For example, you're taking care of ababy. He is sound asleep and you start reading an interesting article in the newspaper.When you hear the baby cry, you immediately switch from reading to attending to thebaby.

PLANNING Score Received: 538

Amy has received a high score in the area of planning. It is the ability to "think into future"and mentally anticipate the best way to carry-out a task. Example: You're going to have abusy day, so you'll have to plan your time to make sure you're able to make it to work, tothe gym, the bank, and your family dinner.

89/800

NAMING Score Received: 8

Amy has received a low score in naming. It is the ability to remember and recover a wordfrom our vocabulary, people's names, animals, objects, etc. Example, you're walkingdown the street and see someone you went to school with. You have to remember theirname quickly and without hesitation.

IN DETAIL: COGNITIVE AREAS

REASONING

MEMORY

8

80 0

290

80 0

538

80 0

8

80 0




CONTEXTUAL MEMORY Score Received: 8

Amy has received a low score in the area of contextual memory, which is the ability tomemorize and recognize the real source of a speci c memory. Example: Someone tellsyou a story and you realize that you've heard it before. You think about it and rememberthat your grandma told you years ago on a rainy afternoon.

AUDITORY SHORT-TERM MEMORY Score Received: 8

Amy has received a low score in auditory short-term memory. It is the ability toremember auditory information over a short period of time. Example: As you listen to theradio , you hear an ad that catches your attention. You memorize the store's phonenumber and hurry to write it down.

SHORT-TERM MEMORY Score Received: 27

Amy has received a low score in short-term memory. Short-term memory is the ability toremember a small amount of information that will be used in a short period of time.Example: It's commonly accepted that we are able to store 7±2 elements in our short-term memory, like a phone number, street number, or someone's name who you havejust met.

WORKING MEMORY Score Received: 104

Amy has received a low score in the area of working memory, which refers to thetemporary storage and manipulation of the information necessary for complexcognitive tasks. Example: When you're at the grocery store, you realize that you left yourcredit card at home and only have $50 in cash. You look at your cart and add up the priceof all of the items that you have and remember the total. You then realize that you can'tbuy anything else and go to check out.

8

80 0

8

80 0

27

80 0

104

80 0




NON-VERBAL MEMORY Score Received: 156

Amy has received a low score in non-verbal memory, which is the ability to code, store,and recover information about faces, shapes, images, songs, sounds, smells, tastes,and feelings. Example: Remembering the melody of a classical piece of music requiresour non-verbal memory.

VISUAL SHORT TERM MEMORY Score Received: 315

Amy has received a moderate score in the area of visual short-term memory, which isthe ability to temporarily remember a small amount of visual information. Example:While you're driving on the highway, you pass a sign with the 4 closest destinations.After a few seconds, you try to remember the distance to each of the destinations.

224/800

UPDATING Score Received: 8

Amy has received a low score in the area of updating, which is the ability to supervisethe action that is being carried out in order to ensure that it is being properly completed.Example: If we are on our way to an important meeting, we must make sure we are takingthe correct route. We will use updating to check that we are on the right track, especiallyif there are any streets cut or if you have to take a detour.

INHIBITION Score Received: 8

Amy has received a low score in the area of inhibition, which is the ability controlimpulsive (or automatic) responses, and create responses by using attention andreasoning. Example: When we are working, inhibition helps us to avoid the temptation touse the mobile phone, to doodle, to get up, and so on.

ATTENTION

156

80 0

315

80 0

8

80 0

8

80 0




FOCUSED ATTENTION Score Received: 477

Amy has received a high score in the area of focused attention, which is the ability tomanage different visual and auditory stimuli over a period of time in order to prioritizeactions. Example: In our day-to-day lives, we constantly use focus, such as whensomething falls on the oor, when making food or when cleaning up breadcrumbs fromthe table.

DIVIDED ATTENTION Score Received: 402

Amy has received a high score in the area of divided attention, which is the ability to domore than one action at a time, paying attention to a few different stimuli at a time.Example: You're watching T V with a friend and they put on a movie that you've alreadyseen, so you divide your attention between the movie and your phone.

8/800

RESPONSE TIME Score Received: 8

Amy has received a low score in the area of response time, which is the ability toperceive and respond to a simple stimulus. Example: You're driving on the road and seethat the car in front of you starts breaking suddenly. You need to respond quickly inorder to avoid a crash.

HAND-EYE COORDINATION Score Received: 8

Amy has received a low score in the area of hand-eye coordination, which is the abilityto do activities that require the simultaneous use of our hands and eyes. Example: Whenyou realize that you need to take out money from an AT M, you need to coordinate yourhands and eyes in order to hit the right buttons on the screen.

COORDINATION

477

80 0

402

80 0

8

80 0

8

80 0




256/800

ESTIMATION Score Received: 8

Amy has received a low score in the area of estimation, which is the ability to estimatethe future location of an object based on speed and distance. Example: You're drivingyour car and have to move lanes in order to pass another car. To do this, you have tolook around and estimate the speed and distance of the other card on the road in orderto avoid an accident.

VISUAL PERCEPTION Score Received: 8

Amy has received a low score in the area of visual perception, which is the ability tointerpret the information that the eye perceives from the visual stimuli in theenvironment. Example: You walk down a street looking at a bus. As you approach it, itsimage on the retina of your eye becomes larger and larger. Certain proportions alsochange. However, your brain does not interpret these changes as real changes in thebus itself. You keep "seeing" the bus as the same object, no matter how close or howfar away you are from it.

AUDITORY PERCEPTION Score Received: 30

Amy has received a low score in the area of auditory perception, which is the ability toperceive the difference between sounds. Example: You hear a car honking, your friendtalking, and a phone ringing.

RECOGNITION Score Received: 251

Amy has received a moderate score in the area of recognition, which is the ability toidentify stimuli, like situations, places, people, objects, etc. that you have seen before.T his makes it possible to recognize people, places, and things. Example: If someonegreets you on the street, you use recognition to nd out if the person's face or voice isfamiliar to you and identify who they are.

PERCEPTION

8

80 0

8

80 0

30

80 0

251

80 0




VISUAL SCANNING Score Received: 600

Amy has received a high score in the area of visual scanning, which is the ability torecognize pertinent information from your environment quickly and e ciently. Example:A wide variety of sports require agile and precise detection of relevant stimuli (team-mates, rivals, a ball, a goal). If we want to pass the ball to a team-mate we will have to doa visual search to nd them on the playing eld, taking into account that every second isimportant.

SPATIAL PERCEPTION Score Received: 640

Amy has received a high score in the area of spatial perception, which is the ability toevaluate how things are organized in space, and understand their relationship to theirenvironment. Example: You decide to visit the new cafeteria at the mall. When you arrive,take a look at the map, locate the cafeteria in question and follow the right path to getthere.

600

80 0

640

80 0




WORKING MEMORYHas significant difficultyremembering information withoutusing abbreviat ions.

Isn't able to remember what wasbeing said after being interrupted.

PROCESSING SPEEDOften needs instruct ions repeatedmult iple t imes.

Has significant t rouble finding theright words to describe things.

FOCUSED ATTENTIONIs able to concentrate and isn't easilydistracted.

Completes the things that have to bedone quickly and efficient ly.

SHIFTINGHas trouble thinking of new plans ifone doesn't work.

Has t rouble creat ing alternat ivesolut ions to a problem or situat ion.

EXECUTIVE FUNCTION

Executive functions are our most sophisticated set of cognitive skills, that make it possible to directbehavior, thoughts, and feelings. These executive functions include attention, memory, timemanagement, planning, cognitive shifting, and others. Executive functions are mainly located in theprefrontal lobe and are our most evolved skills, making it possible to improve and develop our skills.

Our executive functions help us:

Change plans in order to correct mistakes.Manage t ime and reach goals in a t imely manner.Control automat ic behaviors.Supervise act ions to ensure that they're being properly carried out .Predict consequences and unexpected situat ions.Establish goals.Plan and establish the steps needed to reach a certain goal.Start , develop, and complete act ions.Resist interference, avoiding dist ract ions by irrelevant st imuli.

IT IS POSSIBLE THAT AMY:




POOR WELL-BEING

EXECUTIVE FUNCTIONASSESSMENT FOR AMY

Amy has received some scores in the area of executive functions that indicate thatthere may be a possible alteration in these skills, which may mean that these skills needto be trained and improved. Amy's strongest area of the executive functions isfocused attention, while the areas that need to be improved are working memory,processing speed and shif ting. This is why we recommend bringing this information toa professional.

AMY'S PROFILE


Working Memory

ProcessingSpeed

Focused Attention

Shifting




03CONCLUSIONSAmy show low scores in Evaluated areas and Cognitive risks. Because of this, we recommendmaking some healthy lifestyle changes, and improving social relationships and cognitive skills,and providing this information to a medical professional to help make personalized guidelines.

In addition to the interpretation of the areas and cognitive pro le assessed, the fo llowing criteriamust be taken into account by a qualified professional:

Ge ne ra l crit e ria f rom t he que st ionna ire t ha t Am y re sponde d YES t o:

Is right-handed.Frequently uses a computer mouse.

Ge ne ra l crit e ria f rom t he que st ionna ire t ha t Am y re sponde d NO t o:

Uses glasses or contact lenses.Uses hearing aids.Frequently uses a tablet or touchscreen.

CONCLUSIONS

According to the results, Amy has a physical, social, and/or psychological well-being that should be improved. If youthink that Amy may have some disorder or difficulty that hasn't been evaluated, we recommend seeing a professional.

Start a cognitive training program to improve cognitive skills. At CogniFit, we have a series of scientifically validatedclinical games to train executive functions and other cognitive abilities.

Please make sure that all of the questions have been answered carefully and correctly and that the assessment wascompleted in a quiet room free from distractions, as this may alter results. T he data in this report corresponds to aspecific time in Amy's life and may vary over time.

COMMENTS



ASSESSMENT CAB GENERAL COGNITIVE - … · General Cognitive Assessment CAB 2 LOW COGNITIVE...

Documents

Transcript of ASSESSMENT CAB GENERAL COGNITIVE - … · General Cognitive Assessment CAB 2 LOW COGNITIVE...