Measurement invariance of neuropsychological tests in diverse older persons.

Objective: Comparability of meaning of neuropsychological test results across ethnic, linguistic, and cultural groups is important for clinicians challenged with assessing increasing numbers of older ethnic minorities. We examined the dimensional structure of a neuropsychological test battery in linguistically and demographically diverse older adults. Method: The Spanish and English Neuropsychological Assessment Scales (SENAS), developed to provide psychometrically sound measures of cognition for multiethnic and multilingual applications, was administered to a community dwelling sample of 760 Whites, 443 African Americans, 451 English-speaking Hispanics, and 882 Spanish-speaking Hispanics. Cognitive function spanned a broad range from normal to mildly impaired to demented. Multiple group confirmatory factor analysis was used to examine equivalence of the dimensional structure for the SENAS across the groups defined by language and ethnicity. Results: Covariance among 16 SENAS tests was best explained by five cognitive dimensions corresponding to episodic memory, semantic memory/language, spatial ability, attention/working memory, and verbal fluency. Multiple Group confirmatory factor analysis supported a common dimensional structure in the diverse groups. Measures of episodic memory showed the most compelling evidence of measurement equivalence across groups. Measurement equivalence was observed for most but not all measures of semantic memory/language and spatial ability. Measures of attention/working memory defined a common dimension in the different groups, but results suggest that scores are not strictly comparable across groups. Conclusions: These results support the applicability of the SENAS for use with multiethnic and bilingual older adults, and more broadly, provide evidence of similar dimensions of cognition in the groups represented in the study. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Age and education effects on relationships of cognitive test scores with brain structure in demographically diverse older persons.

This study examined how age and education influence the relationship between neuropsychological test scores and brain structure in demographically diverse older adults spanning the range from normal cognition to dementia. A sample of 351 African Americans, 410 Hispanics, and 458 Whites underwent neuropsychological testing. Volumetric magnetic resonance imaging (MRI) measures of total brain, white matter hyperintensity, and hippocampus were available for 79 African Americans, 102 Hispanics, and 134 Whites. The authors used latent variable modeling to examine effects of age, education, and brain volumes on test scores and determine how much variance brain volumes explained in unadjusted and age- and education-adjusted scores. Age adjustment resulted in weaker relationships of test scores with MRI variables; adjustment for ethnicity yielded stronger relationships. Education adjustment increased relationships with MRI variables in the combined sample and Hispanics, made no difference in Whites, but decreased some associations in African Americans. Results suggest that demographic adjustment is beneficial when demographic variables are strongly related to test scores independent of measures of brain structure, but adjustment has negative consequences when effects of demographic characteristics are mediated by brain structure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive function in asymptomatic HIV-1 infection: The effects of age, education, ethnicity, and depression.

Examined whether individuals with asymptomatic HIV-1 infection exhibit subtle cognitive deficits relative to healthy seronegative control Ss. 122 symptomatic seropositive homosexual and bisexual White men were compared with 59 seronegative homosexual or bisexual men (all Ss aged 20–71 yrs) on a battery of neuropsychological tests. Age, education, ethnicity, and depression were controlled as potential confounding variables. Seropositive Ss performed below seronegative controls on measures of verbal fluency, recall of logical discourse material (younger seropositive Ss only), and arithmetic. No group differences were found on visuospatial measures, abstract reasoning, attention, or set shifting. Ethnicity (Hispanic vs non-Hispanic) and education effects were observed only on select language measures. Depression did not adversely affect performance scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining Ethnic, Gender, Language, and Socioeconomic Bias in Oral Reading Fluency Scores among Caucasian and Hispanic Students.

Research has demonstrated that oral reading fluency probes are reliable and valid for indexing reading achievement. If these probes are to be used for decision making, bias must be examined for various factors, including ethnicity, gender, language background, and socioeconomic status. Data from nearly 4,000 Caucasian and Hispanic students in grades one through three were used to examine potential bias in oral reading fluency scores predicting Stanford Achievement Test-Ninth Edition (SAT-9; Harcourt Brace & Co., 1997a, 1997b) Total Reading scores. Using a series of hierarchical multiple regression models, bias was first examined using concurrent SAT-9 scores as the criterion and then examined using subsequent SAT-9 scores as the criterion. The results reveal that it is the combination of factors, not any one in isolation, that significantly contributes to intercept bias findings. Overall, home language emerged as the strongest factor influencing bias in the prediction of SAT-9 scores from oral reading fluency scores. The implications of these findings are discussed as related to current and proposed uses of oral reading fluency probes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations.

Four studies present the validation of a self-report scale capturing academic entitlement, which is defined as the tendency to possess an expectation of academic success without a sense of personal responsibility for achieving that success. The Academic Entitlement scale possesses a 2-factor structure (Study 1); 10 items measure students’ Externalized Responsibility for their academic success, and 5 items measure students’ self-serving Entitled Expectations about professors and course policies. In Study 2, the Externalized Responsibility subscale correlated positively with related measures of entitlement, grandiosity, and narcissism, and it was negatively related to self-esteem, personal control, need for cognition, agreeableness, and conscientiousness. In Study 3, participants rated various responses to academic situations selected by university instructors as highly inappropriate or highly appropriate. The Academic Entitlement scale predicted students’ ratings of the appropriateness of these student behaviors as well as the likelihood that they themselves would engage in these behaviors. In a laboratory setting, individuals with high Academic Entitlement scores evaluated the researcher more negatively than those with low Academic Entitlement scores (Study 4). Practical applications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spanish and English Neuropsychological Assessment Scales (SENAS): Further Development and Psychometric Characteristics.

The Spanish and English Neuropsychological Assessment Scales were devised to be a broad set of psychometrically matched measures with equivalent Spanish and English versions. Study 1 in this report used item response theory methods to refine scales. Results strongly supported psychometric matching across English and Spanish versions and, for most scales, within English and Spanish versions. Study 2 supported in both English and Spanish subsamples the 6-domain model of ability that guided scale construction. Study 3 examined differential item functioning (DIF) of one scale (Object Naming) in relation to education, ethnicity, gender, and age. Effects of DIF on scale-level ability scores were limited. Results demonstrate an empirically guided psychometric approach to test construction for multiethnic and multilingual test applications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The MOS 36-item Short-Form Health Survey (SF-36): III. Tests of data quality, scaling assumptions, and reliability across diverse patient groups

The widespread use of standardized health surveys is predicated on the largely untested assumption that scales constructed from those surveys will satisfy minimum psychometric requirements across diverse population groups. Data from the Medical Outcomes Study (MOS) were used to evaluate data completeness and quality, test scaling assumptions, and estimate internal-consistency reliability for the eight scales constructed from the MOS SF-36 Health Survey. Analyses were conducted among 3,445 patients and were replicated across 24 subgroups differing in sociodemographic characteristics, diagnosis, and disease severity. For each scale, item-completion rates were high across all groups (88% to 95%), but tended to be somewhat lower among the elderly, those with less than a high school education, and those in poverty. On average, surveys were complete enough to compute scales scores for more than 96% of the sample. Across patient groups, all scales passed tests for item-internal consistency (97% passed) and item-discriminant validity (92% passed). Reliability coefficients ranged from a low of 0.65 to a high of 0.94 across scales (median = 0.85) and varied somewhat across patient subgroups. Floor effects were negligible except for the two role disability scales. Noteworthy ceiling effects were observed for both role disability scales and the social functioning scale. These findings support the use of the SF-36 survey across the diverse populations studied and identify population groups in which use of standardized health status measures may or may not be problematic.     

The structure of verbal abilities in young and older adults.

Four language sample measures as well as measures of vocabulary, verbal fluency, and memory span were obtained from a sample of young adults and a sample of older adults. Factor analysis was used to analyze the structure of the vocabulary, fluency, and span measures for each age group. Then an "extension" analysis was performed by using structural modeling techniques to determine how the language sample measures were related to the other measures. The measure of grammatical complexity was associated with measures of working memory including reading span and digit span. Two measures, sentence length in words and a measure of lexical diversity, were associated with the vocabulary measures. The fourth measure, propositional density, was associated with the fluency measures as a measure of processing efficiency. The structure of verbal abilities in young and older adults is somewhat different, suggesting age differences in processing efficiency. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Biased Language Use in Stereotype Maintenance: The Role of Encoding and Goals.

In 4 studies, the authors investigated the relative impact of biased encoding of information and communication goals on biased language use. A category label (linguistic expectancy bias, Study 1) or a group label (linguistic intergroup bias, Study 2) was presented either before or after a story that participants were asked to communicate. Biased language use only emerged when participants learned about the group membership of the actor or the category label before hearing the story. However, communication goals had an effect on language use at the retrieval stage, independent of encoding (Studies 3 and 4). Although communication goal effects seemed to overwhelm encoding effects, encoding still influenced language use under externally imposed time pressure (Study 3) and self-imposed time constraints (Study 4). This research reaffirms the importance of both cognitive and communicative processes in stereotype maintenance and highlights the conditions under which they each operate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infants' early ability to segment the conversational speech signal predicts later language development: A retrospective analysis.

Two studies examined relationships between infants' early speech processing performance and later language and cognitive outcomes. Study 1 found that performance on speech segmentation tasks before 12 months of age related to expressive vocabulary at 24 months. However, performance on other tasks was not related to 2-year vocabulary. Study 2 assessed linguistic and cognitive skills at 4-6 years of age for children who had participated in segmentation studies as infants. Children who had been able to segment words from fluent speech scored higher on language measures, but not general IQ, as preschoolers. Results suggest that speech segmentation ability is an important prerequisite for successful language development, and they offer potential for developing measures to detect language impairment at an earlier age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive test performance among nondemented elderly African Americans and whites

We examined the neuropsychological test performance of a randomly selected community sample of English-speaking non-Hispanic African American and white elders in northern Manhattan. All participants were diagnosed as nondemented by a neurologist, whose assessment was made independent of neuropsychological test scores. African American elders obtained significantly lower scores on measures of verbal and nonverbal learning and memory, abstract reasoning, language, and visuospatial skill than whites. After using a stratified random sampling technique to match groups on years of education, many of the discrepancies became nonsignificant; however, significant ethnic group differences on measures of figure memory, verbal abstraction, category fluency, and visuospatial skill remained. Discrepancies in test performance of education-matched African Americans and whites could not be accounted for by occupational attainment or history of medical conditions such as hypertension and diabetes. These findings emphasize the importance of using culturally appropriate norms when evaluating ethnically diverse elderly for dementia.     

Male contraception: hormonal, mechanical and other

This study tested the hypothesis that depression, anxiety, and bizarre thought content, as measured by MMPI-2 scales, would show a negative relationship with performance on widely used measures of executive functioning. Subjects were 70 male psychiatric patients who were ostensibly free of any neurologic disease or history of substance abuse. Correlational analyses were performed between age and education-corrected scores on the Controlled Oral Word Association Test (FAS), Design Fluency, and WISC-R Mazes, and scores on MMPI-2 scales D, PT, Anxiety, Fears, Obsessional Thinking, Depression, and Bizarre Mentation. The findings suggest that fluency and maze performance is (1) largely independent of measures of depression (D, DEP) and bizarre mentation (BIZ); (2) mildly associated with a measure of generalized anxiety (ANX); and (3) strongly related to an MMPI-2 measure of fearfulness (FRS).     

Creativity and achievement of second graders in open and traditional classrooms.

The Wallach-Kogan Tests of Creativity and 3 subtests of the Iowa Tests of Basic Skills were administered to 129 2nd graders who had continuous experience in either open or traditional classrooms as defined by the Walberg-Thomas Open Education Scale. Five classes of each type were studied in 3 different school systems. Although students in traditional classes in one school system had higher fluency scores than those in open classes, consistent differences in fluency were not found; no significant group effects were found for uniqueness scores. However, Ss in traditional classrooms scored consistently higher than those in open classrooms on measures of vocabulary, reading, and mathematics achievement. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Creativity, awareness, and liking.

As a follow-up to a previous investigation of F. Barron's creativity theory, and in order to extend previous findings, 302 undergraduates took an unusual uses test, the Barron-Welsh Art Scale (BWAS), and a polygon measure of complexity-simplicity. Ss also rated how much they liked being in the study on a 1-7 scale, and stated what they thought was the purpose of the research. The fluency and originality scores, derived from the unusual uses test, showed very high intercorrelations, while the BWAS and polygon measures were intercorrelated with each other and with originality and fluency. Although the results seem partially due to method variance, the correlations suggest, in contrast to several previous findings, that there are creativity measures which show a reasonable degree of interrelationship, thereby justifying subsuming them under the construct "creativity." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age, intelligence, and MMPI F scores.

This study was designed to determine the effects of age, intelligence, and other variables on the F scale, which is critical for Minnesota Multiphasic Personality Inventory (MMPI) interpretation and research. Data consisted of MMPIs and Wechslers obtained from 407 white hospitalized psychiatric patients over a 7-year period. No significant sex differences on MMPI F scores were found. The major result was that F scores decrease with increasing age for low- and high-IQ subjects, but remain relatively constant for average-IQ subjects. Neither diagnosis nor educational level was found to affect F scores. The use of unrestricted distributions of age, intelligence, and F scores may account for the fact that these findings are not consistent with those reported by previous investigators. (21 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Semantic memory in Alzheimer's disease and the frontotemporal dementias: A longitudinal study of 236 patients.

Using semantic dementia (SD) as a reference point, the authors assessed semantic memory in four other neurodegenerative disorders: progressive nonfluent aphasia (PNFA), frontal variant frontotemporal dementia (fvFTD), Alzheimer's disease (AD), and posterior cortical atrophy (PCA). Individuals with SD were more impaired than other groups on semantic measures and showed a characteristic pattern across tasks: category fluency (CF) worse than letter fluency (LF), naming worse than comprehension, and visual and verbal comprehension equally affected, suggesting disruption to an amodal semantic system. Individuals with AD demonstrated a similar pattern to a milder degree. Although PNFA, fvFTD, and PCA groups had abnormal scores (relative to controls) on most semantic measures, their differing patterns across measures indicate that the apparent semantic impairment in these conditions is largely secondary to other factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Premorbid competence in schizophrenia: What is being measured?

Examined whether the premorbid social competence scale of E. Zigler and L. Phillips (1960) assesses one or several dimensions in patient groups differing in regard to gender and type of hospital. Three groups of schizophrenics were studied: 295 VA hospital males, 300 state hospital males, and 300 state hospital females. For all groups, the competence scores reflected 3 orthogonal factors, but the factorial structure differed as a function of gender and type of hospital. One factor in all groups was defined by the usual socioeconomic variables of education and occupation. Each of the 5 scale indices made an independent contribution to the variance of the overall competence score, but the education index had a smaller role than the other 4 measures. Females had higher competence scores than state hospital males, a difference that was not due to the marital status variable alone. Possible explanations for this finding are discussed, and suggestions are made for refinement and further development of the scale. (62 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When a scale measures more than its name denotes: the case of the Test Anxiety Scale for Children

Administered a revision of the Test Anxiety Scale for Children (TASC) on which there were separate comparative Self-Evaluation and Anxiety scales to 133 females and 131 males in Form 1 (equivalent to Grade 6). Ss also responded to self-report measures (self-concept of attainment, causal attribution, independent reading, and friendship choices), and teachers rated Ss on their classroom behavior. Findings indicate that correlations between Ss' TASC scores and variables that had been found to be related to the original scale and assumed to be affected by anxiety were generally higher for the Self-Evaluation scale than the Anxiety scales. It is suggested that many results with the TASC may be better interpreted in terms of self-evaluation than anxiety effects. Results with measures of causal attributions suggest that self-evaluation measures are more effective predictors of achievement behavior than anxiety measures because anxiety is but one of a number of possible consequences of poor self-evaluation that could mediate relatively unproductive achievement behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)