Deconstructing mental processes: Principles and ...
Transcript of Deconstructing mental processes: Principles and ...
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Deconstructing Mental Processes: Principles and Applications of the Quantified Process Approach
Amir Poreh, PhD Professor, Department of Psychology
Cleveland State University Clinical Associate Professor of Psychiatry
Case Western Reserve University School of Medicine
Cleveland State University College of Sciences and Health Professions
www.csuohio.ed
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Historical Background
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• American Pragmatic Empiricist Approach – Samuel Kohs
– Yerkes Point Scale Method
– The Wechsler Tests
• Dr. Safford Ackerly and the cases of PA and JP – Arthur Benton - Iowa-Benton Flexible Approach
– Ward Halstead – The Fixed Battery Approach
• The Migration of European Phenomenological Approach – Kurt Goldstein and Heinz Werner
– Edith Kaplan and the Boston Process Approach
– Baxter vs . Temple (2005)
• The Rise of Corporate Tests
• The Quantified Process Approach
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American Pragmatic Empiricist Approach
• Ellis Island Psychological Tests
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Samuel C. Kohs “success, speed and accuracy each has its own diagnostic importance and in order to make the tests most effective all should, and must, be taken into account in the final score summation”. … Yerkes (1921) claimed that the use of multiple indexes “ introduce a number of difficulties in administration and scoring which may be desirably avoided”.
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American Pragmatic Empiricist Approach Yerkes & Bridges Point Scale (1914)
Robert M. Yerkes
• Empirical and a-theoretical
• Consistent with the anti-localization tradition
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The Case of PA Dr. Safford Ackerly 1933
• A 37-year old woman with a slowly growing tumor
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PA’s Psychological Assessment • Following bilateral frontal
resection – Performance on intelligence
and memory measures remained intact.
– She had difficulties in analyzing visual spatial information
– She “stopped showing respect for her husband’s authority”.
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The Case of JP Safford Ackerly and Arthur Benton, 1948
The authors followed this patient since he was 19 y/o until he reached fifty. They observed that his life was “a semblance of normality.”
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The Case of JP (continued) • JP was tested by both Arthur
Benton and Ward Halstead.
– His performance on measures of general intelligence and memory remained intact. The Ball and Field
Test (Terman 1911) The Porteus Maze Test
The two measures that were sensitive to JP’s deficits
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The Case of JP and the Emergence of the Modern American Neuropsychological Tradition
Ward Halstead Arthur Benton
JP
Fixed Battery Approach
Iowa-Benton Flexible Approach
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The H-R Fixed Battery Approach
• Criterion keying approach
(27 tests trimmed to 13)*
*Heinz Werner (1949) based on clinical rather than actuarial judgment W.C Halstead (1947). Brain and intelligence: A quantitative study of
the frontal lobes. University of Chicago Press, Chicago, IL
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The Rise and Fall of the H-R Approach
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1930-1949 1950-59 1960-69 1970-79 1980-89 1990-99 2000-09 2010-2014
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Year of Publication
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• TCN=AACN 2005 SALARY SURVEY
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The Case of JP and the Emergence of the Modern American Neuropsychological Tradition
Ward Halstead Arthur Benton
JP
Fix Battery Approach
Iowa-Benton Flexible Approach
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Iowa-Benton Flexible Approach Arthur Benton
• calls for the administration of a battery of tests that are tailored to the presenting disorder
• developed various new point scale measures
( i.e., prosopagnosia and
visual spatial abilities ) Line Orientation Task Facial Recognition Test
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The European Phenomenological Approach and Its Migration to the United States
Dr. Kurt Goldstein (1878-1965) A student of Carl Wernicke (Chief of Neurology at the Berlin Hospital of Moabit)
Heinz Werner (1890-1964) Professor, University of Hamburg
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Kurt Goldstein and Testing
“The usual scoring method based on a scale of difficulty which has been standardized on a statistical basis offers no adequate instrument for determining the nature of the degree of impairment in a patient. Unless one takes into account the entire procedure, the specific reasons for the difficulty the patient encounters, one cannot simply read off from a score which task represents a greater difficulty and which a lesser. Any statistical evaluation has to be based upon a qualitative analysis of test results.”
Goldstein, K & Scheerer, M, 1941, page 19
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Kurt Goldstein’s Tests
Goldstein -Scheerer Tests
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“[Americans] wondered suspiciously about his (Goldstein’s) many-sided interests, which extended from medical research to psychology and philosophy. What was he really they asked: a physician, a psychologist or a philosopher?”
Marianne Simmel (Harvard), Kurt Goldstein, p. 15.
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“He was very big in Vienna.”
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Professor Heinz Werner
Clark University
Collaborators: Seymour Wapner and Bernard Kaplan
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Heinz Werner’s Microgenesis
“Any human activity such as perceiving, thinking, acting, etc., is an unfolding process and whether it takes seconds or hours or days, occurs in developmental sequence” (Werner, 1956)
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Norman Geschwind and the Rise of American Behavioral Neurology
The first clinical CT scanners were installed between 1974 and 1976
Chief of Neurology at the Boston VA Hospital
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The Boston Process Approach
Edith Kaplan (1924-2009)
Geschwind and Edith Kaplan, Neurology 1962 A human cerebral disconnection syndrome
P.J.K., a 41- y/o white married police officer who underwent a left frontal craniotomy and later developed apraxia of the left side and agraphia of the left arm
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Edith Kaplan’s Phenomenological Interpretation of Common Psychological Tests
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Measures Edith Kaplan Authored or Co-authored
Authors Test Name
Publisher
Year of
Publication
Kaplan, Goodglass, &
Weintraub, (1983)
Boston Naming Test Lea &
Febiger
1983
Helm- Estabrooks & Kaplan The Boston Stimulus Board Riverside 1989
Helm- Estabrooks & Kaplan Card Board for Memory US patent 1991
Delis, Kramer, Kaplan, & Ober California Verbal Learning Test Pearson 1987
Powell et al. Microcog Pearson 1993
Leach el al. The Kaplan-Baycrest
Neurcognitve Assessment
Pearson 2000
Delis, Kaplan and Kramer The Delis- Kaplan Executive
Function System
Pearson 2001
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The Limitations of the Boston Process Approach
Professor, I am sure you were aware when
you accepted the position that it was
publish or perish
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Baxter vs . Temple (2005) Rejection of the Boston Process Approach
New Hampshire Supreme Court
• Shelby Baxter suffered from lead paint poisoning
• She was tested by Barbara Bruno-Golden, Ed.D.
• On the day of trial, the defendants moved to exclude the testimony of Dr. Bruno-Golden as being unreliable
• The court concluded that the BPA “While generally accepted in the appropriate scientific literature as a sound clinical approach to evaluating injuries for brain injury, it fails to show that it is generally accepted in the making of a forensic assessment.".
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Current Trends in American Neuropsychology
Field of highest degree earned
Clinical psychology 62.1
Clinical neuropsychology 10.7
School psychology 5.0
Counseling psychology 11.2
Neuroscience 1.5
Other 9.5
Total 100.0
A survey of INS, NAN, and APA Division 40 Rabina, Barrb, Burtonc Archives of Clinical Neuropsychology Jan 2004
• 68% favored a flexible battery approach
• 20% favored a flexible approach (i.e., based upon the needs of an individual case)
• 11% favored a standardized battery (i.e., HRNB, LNNB)
• 51.2% employed technicians (Ruff et al., 2006)
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Rise of Corporate Tests – The Pearson and PARS Corporations
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The Wechsler Tests
1 WAIS-R/WAIS-III 63.1
2 WMS-R/WMS-III 42.7
3 Trail Making Test 17.6
4 CVLT/CVLT-II 17.3
5 WISC-III 15.9
6 HRNB 15.5
7 WCST 11.5
8 ROCF 10.4
9 MMPI/MMPI-2 5.9
US popularity of measures
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Cautions and Concerns Regarding the New Wechsler IQ and Memory Scales (Loring and Bowers, 2010)
• Face validity is established by recruiting “advisors” (multiple authors) who later promote the new measures
• The availability of normative data is confused with validity
• Paucity of solid validity studies
• Normative data are proprietary and not open to scrutiny
• In each release previously “new” subtests are discarded due to their failure and replaced with another set of “improved” measures
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Memory for Faces WMS-III Family Pictures WMS-III
10 sec
The Wechsler Memory Scale III
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Modern Neuroimaging Studies
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The Quantified Process Approach Deconstructing mental processes and creating new tests
A philosophical school of neuropsychological assessment that emphasizes the link between brain structures and behavioral functions by quantifying phenomenological aspects of behaviors and validating the data using criterion (brain lesion) and predictive (outcome/ecological) validity studies
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Methodologies
• The “Satellite” Testing Paradigm
• The Composition Paradigm
• The Decomposition Paradigm
• Developing new cognitive measures that are consistent with current neurocognitive models and allow for process analysis
Poreh (2000, 2006)
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The “Satellite” Testing Paradigm • Simple tasks are introduced to compliment existing tests so as
to clarify a given test performance . The Satellite Test methodology is based on the utilization of difference scores
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The Reliability of Difference Scores Decreases as the Correlation Between the Tests Increases
-
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The Composition Paradigm
• Data are compiled and new indices that reflect underlying constructs are developed
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The Rey Complex Figure Test
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ROCF Scoring Systems
Osterrieth (1944): Reproduction Type
• Elements with which the copy started • Drawing the rectangle separate from the details • Piece-by-piece versus holistic approach
Categorical scale ranging from I to 5
Visser ( 1973 ): Total Score
• Drawing each straight line continuously • Completeness of each line • Order in which a subset of lines are drawn
Numerical scale ranging from 0 to 30
Binder (1982): Configural Score
Drawing continuously or contiguously each of the following: horizontal bisector, vertical bisector. two main diagonals. vertices of the large pentagon
Numerical scale ranging from 0 to 5
Bennett-Levy (1984): Strategy Total Score
Drawing all straight lines continuously Drawing symmetric components contiguously Element with which copy is started
Numerical scale ranging from 0 to 34
Shorr et al. (1992): Perceptual Cluster Ratio
Drawing continuously or contiguously 20 lines and line junctures, most of which are i11 the framework: corrected for number of lines drawn
Numerical scale ranging from 0 to 100
Bylsma et al. ( 1995): Qualitative Score
Drawing I3 multi-line elements with contiguous lines; higher weights are given for the large rectangle. bisectors, and diagonals• Order in which the large rectangle, bisectors, and diagonals are drawn•
Numeric scale ranging from 0 to 24
ANGELA K. TROYER AND HEATHER A. WJSHART 1997
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Development of Theory Driven Empirical Indices
6 stages of a piecewise copying Bennet Levin 1984
Chi (1997) A detailed analysis of the
task to determine the problem space so as to develop a computational scoring model
Define a solution path to identify which sequence of operators a particular subject utilizes
Arnold Gesell
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ROCF Scoring Systems
ANGELA K. TROYER
Osterrieth (1944): Reproduction Type
• Elements with which the copy started • Drawing the rectangle separate from the details • Piece-by-piece versus holistic approach
Categorical scale ranging from I to 5
Visser ( 1973 ): Total Score
• Drawing each straight line continuously • Completeness of each line • Order in which a subset of lines are drawn
Numerical scale ranging from 0 to 30
Binder (1982): Configural Score
Drawing continuously or contiguously each of the following: horizontal bisector, vertical bisector. two main diagonals. vertices of the large pentagon
Numerical scale ranging from 0 to 5
Bennett-Levy (1984): Strategy Total Score
Drawing all straight lines continuously Drawing symmetric components contiguously Element with which copy is started
Numerical scale ranging from 0 to 34
Shorr et al. (1992): Perceptual Cluster Ratio
Drawing continuously or contiguously 20 lines and line junctures, most of which are i11 the framework: corrected for number of lines drawn
Numerical scale ranging from 0 to 100
Bylsma et al. ( 1995): Qualitative Score
Drawing I3 multi-line elements with contiguous lines; higher weights are given for the large rectangle. bisectors, and diagonals• Order in which the large rectangle, bisectors, and diagonals are drawn•
Numeric scale ranging from 0 to 24
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The Five Point Test
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FPT – A Nonverbal Fluency Test
Prof Marianne Regard
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Ruff’s Revision of the Five Point Test (employing a Satellite Test Paradigm)
• Failure to analyze all of the permissible operators results in interpretation problems
• Reliability 0.58 to 9.69 (Ruff 1996)
1 min per section
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• D-KEFS Design Fluency relies on motor planning and cognitive flexibility. The two additional trials do not contribute to performance (Suchy, Kraybill, Gidley, Larson, 2010)
• Unlike the original design fluency tests (Jones-Gotman and Milner, 1977), the D-KEF Design Fluency is not sensitive to left-frontal lobe damage
Baldo, Shimamura, Delis and Kaplan, 2001 1 min per section
D-KEFS Design Fluency
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Clinical Examples
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Total Repeat Err Unique # elements Addition Sub. Rotation
18-28 (N=39)
41.3 3.3 0 38.0 20.3 2.5 .67 12.36
30-60 (N=7)
36.3 5.6 0 42.0 14.9 1.7 .86 7.14
65-75 (n=20)
34.0 2.8 .10 31.0 16.6 1.55 .20 9.6
75-90 (N=19)
20.3 3.0 1.7 17.3 8.0 .72 .33 2.9
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Verbal Fluency Tests
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Fluency
Comprehension
Repetition POOR INTACT
Poor Good
Poor Good Good Poor
Anomia Conduction
Transcortical
Sensory Wernicke
Transcortical
Motor
Broca
Transcortical
Mixed
Global
Poor Good
Poor Good Poor Good
Benson 1979
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Verbal Fluency Tests
• Discrepancies in phonemic and semantic fluency are an indication of anterior as opposed to posterior damage to speech areas. Butters et al., 1987; Monsch et al., 1992; Gourovitch, Goldberg,
& Weinberger, 1996; Corcoran & Upton, 1993 -
• The above conclusion has not always been supported. Joanette & Goulet, 1986
Benton (1968) - Phonemic fluency Rosen, (1980) - Semantic fluency
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Applying the Clustering and Switching Methodology
• Clustering (Laine, 1988) - the generation of consecutive words within a particular subcategory.
• Switching (Gruenewald & Lockhead, 1990) - the ability to shift between subcategories.
art differ in syllable
arm bat differ in vowel
bit sand rhymes
stand sum homonyms
some
pigeon gull nightingale canary
Farm animals
insects
birds
Semantic Phonemic
hen rooster goose
fly cockroach black beetle
Avg. cluster 7/3=
2
2
3
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Applying the Clustering and Switching Methodology
• Troyer et al. (1997) - young adults generate more words and switch more often. Older adults produce larger clusters on phonemic fluency tasks than younger adults.
• Troyer et al. (1998) - Phonemic fluency switching is impaired among frontal lobe damaged patients. Semantic-fluency clustering is impaired among temporal lobe damaged patients.
• Robert et al. (1998) – Schizophrenics • Rich (1999) - Longitudinal study of
patients with Huntington's disease.
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pigeon gull nightingale canary
Farm animals
insects
birds
Semantic
hen rooster goose
fly cockroach black beetle
Avg. cluster 7/3=
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The Decomposition Paradigm
• An approach which investigates the relationship between test items of a given measure according to underlying facets, resulting in the development of new subscores
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FSSA map for RHI patients during the recall stage for right-, middle-, and left-spatially located elements
FSSA map for RHI patients during the copy stage for global and local elements
Examination of the Global and Local Features of the Rey Osterrieth Complex Figure Using Faceted Smallest Space Analysis
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Decomposing The Trail Making Test
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Decomposition of the Trail Making Test Amir Poreh, Ph.D., Ashley Miller, M.A., Philipp Dines, M.D., Ph.D., Jennifer Levin, Ph.D. (2012)
Only the last section of Trails B (11, K, 12, L, and 13) correlates with other measures of executive functioning
Latency per section
0,06
0,38 0,52
1,72
1 2 3 4
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Patterns of TMT Performance among Dementia Patients (n=820)
• Type I - Failure on the 1-A-2-B-3 C
• Type II - Failure on 11-K-12-L-13 (Most common)
• Type III – Errors on the 1-A-2-B-3 C, improvement and then errors on H-9-I-10-J
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Eye Tracking and the TMT
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Decomposing the Rey Auditory Verbal Learning Test
• RVLT and CVLT sensitivity to left temporal lobe epilepsy
Loring et al. (2008) - 204 patients
Test Focus n M SD t-value P value Cohen’s d
AVLT Left Right
91 98
42.9 47.7
10.6 9.9
3.21 0.002 .47
CVLT Left Right
113 99
43.8 43.1
11.1 9.9
2.20 0.03 .30
The increased sensitivity of the AVLT to left temporal abnormality may reflect its increased sensitivity to deficits in relational learning
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Decomposing the Rey Auditory Verbal Learning Test
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Decomposing Rey Auditory Verbal Learning Test
Larry R. Squire and Arthur P. Shimamura 1986
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• Rey Auditory Demo
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The Quantified Process Approach – A Blueprint for Developing New Measures
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Successful attempts in decomposing tests depends on whether a test is “pure”. Namely, it relates to a specific neuroanatomically based model
Assessment of executive functions: Review of instruments and identification of critical issues.
Chan et al. 2008.
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Simulation of Real-life Decision Making
• The Iowa Gambling Task (Antoine Bechara et al. 1994)
Ventromedial prefrontal cortex
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Tanabe et al. 2007 Bechara,Damasio, Tranel, & Damasio1997
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Logical Memory – Are we measuring what we need to measure?
WMS 1945 I immediate recall of two stories WMS- R (Russell, 1974, 1988) 2 stories followed by delayed recall and recognition (yes no) WMS-III The 2nd story is read twice WMS-IV Two stories with the 1st read twice and a new geriatric version (1st story read twice)
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The Poreh Geriatric Complex Figure
POREH’S GERIATRIC COMPLEX FIGURE
THE RBANS LIKE COMPLEX FIGURE
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The Poreh Nonverbal Memory Test
• The Search for a “Pure” Visual Memory Test: Pursuit of Perfection. (Heilbronner, 1992)
• Factor analytical studies rebuff the validity of existing nonverbal memory measures – WMS Visual Reproduction
– Revised Visual Retention Test (BVRT: Benton, 1974)
– Memory for Designs (MFD: Graham & Kendall, 1960)
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• Task Demand Characteristics – Test should include a delayed interval (Heilbronner 1992)
– Repetition is essential for assessing learning (Poreh, 2005)
• Nature of the Test Stimuli – Geometric designs lend themselves to being easily verbalized – (De
Renzi 1968; Cermak & Tarlow, 1978)
• Influence of Visuoconstructive Abilities – Tests that require visuoconstructive response (drawing) reduce the
proportion of variance accounted for by nonverbal memory skills
Criteria for Existing Measures
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Morris Water Maze Spatial memory test in rats, developed in 1981 by Richard Morris.
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Poreh Nonverbal Memory Test
The PNMT test is composed of a deck of cards with an array of squares. The final version of the test includes 4 cards with high-local cues and 5 cards with random arrays of 10 squares
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Poreh Nonverbal Memory Test Alternate Version
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Data (rodent) from the Morris Maze Test
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Age Group PNMT RAVLT
Linear Quadratic Logarithmic Linear Quadratic Logarithmic
18-20 R=.921 F=16.8 p=0.03
R=.971 F=33.6 p=0.03
R=.968 F= 92.0 p= 0.002**
R=.901 F=27,3 p=0.01
R=.997 F=361.3 p=0.003**
R=.991 F=316.9 p=0.0001**
Rey Immediate
Recall-T Score
Rey Delay
Recall-T Score List A Delay
RAVLT
1-5
RAVLT
Trial 1
Poreh-Total-Delay -.288* -.454** -.288* -.236 -.120
Poreh 1 - 5 -.081 -.252* -.192 -.356** -.324
Poreh Trial 2-1 -.023 -.081 -.052 -.373** -.398**
Correlations for PNMT, ROCF and RAVLT
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Visual Spatial Deficits in Abstinent Alcoholics
R² = 0,9379
R² = 0,9097
0,00
5,00
10,00
15,00
20,00
25,00
30,00
0 1 2 3 4 5 6
Score
Trial
Control
Experimental
Log. (Control)
Log. (Experimental )
Control Group N=32
ROCF 3min
ROCF Delayed
PNMT Complex Total -0.33** -0.38**
PNMT Simple Total -.260 -0.39**
Experimental Group (N=35)
PNMT Complex Total -0.49* -.540*
PNMT Simple Total -0.46* -0.43*
* 0.01 level (1-tailed) ** 0.05 (1 tailed)
PNMT Learning Curve for Complex Configurations
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Signal-Detection Theory
• Following Polack & Norman (1964) and Green & Swets (1966) as well as Shum et al. (2010), scoring of the PNMT can also be achieved using a nonparametric measure of recognition performance (Proportion of correct acceptance or p(A).
p(A) = 0.5 (1 + HR – FP)
Where HR represents hit rate and FP false positive rate (FP)
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Process Scores: Average Distance Between Target and First Click
Distance between target and 1st click
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Process Scores – Average Distance Between Target and First Two Clicks
1
2 3
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Conclusions
The future of neuropsychological assessment depends on the ability of researchers and clinicians to : (1) Develop and implement computer
programs that enable efficient access and management of large sets of data
(2) Alter tests to match advances in neuroscience
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THE END