Assessing Neuropsychological Performance in a Migrant Farm Working Colonia in Baja California, Mexico: A Feasibility Study

Neuropsychological impairments (NPI) can lead to difficulties in daily functioning and ultimately contribute to poor health outcomes. However, evidence for the feasibility of NPI assessment in resource-limited settings using tests developed in high literacy/high education cultures is sparse. The main objectives were to: (1) determine the feasibility and appropriateness of conducting neuropsychological assessments among a migrant farm worker population in Baja California, Mexico and (2) preliminary describe neuropsychological test performance in this unique population. A neuropsychological test battery was administered to 21 presumably healthy adults (8 men, 13 women) during a two-day international health services and research collaboration. All but one neuropsychological test (i.e. figure learning) was feasible and appropriate to administer to the study population. Contrary to expectations, participants performed better on verbal rather than nonverbal neuropsychological tests. Results support inclusion of neuropsychological tests into future studies among migrant farm worker populations in Baja California, Mexico

Patterns of Cognitive Performance in Healthy Ageing in Northern Portugal: A Cross-Sectional Analysis

Background: The Minho Integrative Neuroscience Database (MIND)-Ageing project aims to identify predictors of healthy cognitive ageing, including socio-demographic factors. In this exploratory analysis we sought to establish baseline cohorts for longitudinal assessment of age-related changes in cognition. Methods: The population sample (472 individuals) was strictly a convenient one, but similar to the Portuguese population in the age profile. Participants older than 55 years of age were included if they did not present defined disabling pathologies or dementia. A standardized clinical interview was conducted to assess medical history and a battery of neuropsychological tests was administered to characterize global cognition (Mini Mental State Examination), memory and executive functions (Selective Reminding Test; Stroop Color and Word Test; and Block Design subtest of the Wechsler Adult Intelligence Scale). Cross-sectional analysis of the neuropsychological performance with individual characteristics such as age, gender, educational level and setting (retirement home, senior university, day care center or community), allowed the establishment of baseline clusters for subsequent longitudinal studies. Results: Based on different socio-demographic characteristics, four main clusters that group distinctive patterns of cognitive performance were identified. The type of institution where the elders were sampled from, together with the level of formal education, were the major hierarchal factors for individual distribution in the four clusters. Of notice, education seems to delay the cognitive decline that is associated with age in all clusters. Conclusions: Social-inclusion/engagement and education seem to have a protective effect on mental ageing, although this effect may not be effective in the eldest elders

Neuropsychological predictors of reading ability in Spanish [Predictores neuropsicológicos de la lectura en español]

Introduction. Learning how to read has been associated with different types of linguistic and non-linguistic skills. However, few studies have looked at the association between neuropsychological test performance and reading skills at different ages during childhood. Aim. To analyze the association between neuropsychological test scores and reading performance, and to investigate the influence of age, gender and type of school (public or private) over reading test performance. Subjects and methods. The sample included 625 6 -to-15 year old children (207 Colombians, 418 Mexicans; 277 boys, 348 girls). The following cognitive abilities were assessed: reading speed and reading comprehension and attention, memory (coding and recall), perception, visuospatial and conceptual abilities and executive functions. Results. The best neuropsychological test predictor for reading speed was Letter Cancellation, and for reading comprehension was Memory for a Story. Children from private schools performed better in most reading tests than children from public schools. Differences between boys and girls were observed in only two reading tests. Conclusion. Reading speed correlates mainly with attentional skills and reading comprehension with verbal memory. Reading abilities in school age children are influenced mainly by age and type of school and little by gender. © 2006, Revista de Neurología

Design and implementation of a power management module for a MUAV

Introduction. Learning how to read has been associated with different types of linguistic and non-linguistic skills. However, few studies have looked at the association between neuropsychological test performance and reading skills at different ages during childhood. Aim. To analyze the association between neuropsychological test scores and reading performance, and to investigate the influence of age, gender and type of school (public or private) over reading test performance. Subjects and methods. The sample included 625 6 -to-15 year old children (207 Colombians, 418 Mexicans; 277 boys, 348 girls). The following cognitive abilities were assessed: reading speed and reading comprehension and attention, memory (coding and recall), perception, visuospatial and conceptual abilities and executive functions. Results. The best neuropsychological test predictor for reading speed was Letter Cancellation, and for reading comprehension was Memory for a Story. Children from private schools performed better in most reading tests than children from public schools. Differences between boys and girls were observed in only two reading tests. Conclusion. Reading speed correlates mainly with attentional skills and reading comprehension with verbal memory. Reading abilities in school age children are influenced mainly by age and type of school and little by gender. " 2006, Revista de Neurología.",,,,,,,,,"http://hdl.handle.net/20.500.12104/43101","http://www.scopus.com/inward/record.url?eid=2-s2.0-33749166962&partnerID=40&md5=7e87f4ae93535300f7cbcb1d10b8c989",,,,,,"4",,"Revista de Neurologia",,"20

Factorial Structure of Cognitive Activity Using a Neuropsychological Test Battery

A general neuropsychological test battery was assembled and individually given to a 98-subject sample, aged 11–12 years old. The battery included some basic and common tests routinely used in the evaluation of language, memory, spatial abilities, concept formation, and praxic abilities. Twenty-five different scores were calculated. A factor analysis with varimax rotation disclosed nine different factors, accounting for about 70% of the variance. Factor I was measured by a Sequential Verbal Memory test and Verbal Fluency subtests (“verbal factor”). Factor II was measured by the Wechsler Memory Scale Visual Memory subtests (immediate and delayed reproduction), and the Rey-Osterrieth Complex Figure (copy and immediate reproduction) (“non-verbal memory and constructional factor”). Factor III was measured by the WMS Logical Memory subtests (immediate and delayed; “verbal memory factor”). Factor IV was associated with fine movements (tapping subtests, right and left hand; “fine movements factor”). Factor V was specially measured by the Information subtest of the WMS and the Boston Naming Test (“verbal knowledge”). Factor VI represented a “praxic ability factor” (ideomotor praxis tests). Delayed Associative Learning subtest measured Factor VII; and Digits measured Factor VIII. Factor IX was a “mental control factor” (Mental Control subtest of the Wechsler Memory Scale). The implications of these results to theories relating to the structure of cognitive activity are discussed