Memory Associative Test--Norms for Spanish Adults

Chapter 30 focuses on issues relating to norm-referenced measures, in particular the use of norms in international assessments. This chapter highlights some of the complex issues involved in norming scores. While the initial sections of the chapter review some general issues of norm construction and use, this is not a chapter on the mechanics of how to produce norms. Rather, it focuses on issues of when and how to use norms, what aggregations of samples to base them on, and how norm-referenced scores should be interpreted. In particular, it considers issues relating to the development and use of international norms. Test norms are often essential for stakeholders to understand the meaning of test scores by providing information about the standing of the test taker relative to other members of the population. Finally, the chapter notes that culturally related variance may reflect either measurement bias or effects of cultural style.

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The changing of mental test norms in a Southern industrial plant.

Journal of Applied Psychology ◽

10.1037/h0054603 ◽

1953 ◽

Vol 37 (1) ◽

pp. 16-17

Author(s):

Joseph E. Moore ◽

Laurence W. Ross

Keyword(s):

Industrial Plant ◽

Mental Test ◽

Test Norms

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The state of neuropsychological test norms for Spanish-speaking adults in the United States

The Clinical Neuropsychologist ◽

10.1080/13854046.2020.1729866 ◽

2020 ◽

pp. 1-17

Author(s):

Alejandra Morlett Paredes ◽

Amanda Gooding ◽

Lidia Artiola i Fortuny ◽

Monica Rivera Mindt ◽

Paola Suárez ◽

...

Keyword(s):

United States ◽

Neuropsychological Test ◽

The United States ◽

The State ◽

Spanish Speaking ◽

Test Norms ◽

Neuropsychological Test Norms

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The Word Test: Language Assessment of Elementary Age Visually Impaired Children

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8507900701 ◽

1985 ◽

Vol 79 (7) ◽

pp. 289-292

Author(s):

Lisa Doss Wilson ◽

Shirley Jo Pine

Keyword(s):

Visually Impaired ◽

Expressive Language ◽

Language Disorders ◽

Language Assessment ◽

Language Test ◽

Test Results ◽

Test Norms ◽

Word Test ◽

Impaired Children ◽

Visually Impaired Children

Thirty visually impaired children, six through 12½ years of age, weere administered an expressive language test to determine its usefulness in identification of children with language disorders. The Word Test was selected because it does not use visual stimulus and its norms are based on test of sighted elementary age children. Correlation between age and scores and comparisons of test results for individuals with test norms indicate that The Word Test can be used with confidence in assessment of language disorders among visually impaired children.

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Neuropsychological Test Norms in Cognitively Intact Oldest-Old

Journal of the International Neuropsychological Society ◽

10.1017/s1355617719000122 ◽

2019 ◽

Vol 25 (05) ◽

pp. 530-545 ◽

Cited By ~ 3

Author(s):

Zarui A. Melikyan ◽

Maria M. Corrada ◽

Malcolm B. Dick ◽

Christina Whittle ◽

Annlia Paganini-Hill ◽

...

Keyword(s):

Cognitive Impairment ◽

Short Form ◽

Oldest Old ◽

Neuropsychological Test ◽

Verbal Learning ◽

Test Norms ◽

Increased Risk ◽

Neuropsychological Test Norms ◽

Cognitively Intact ◽

Fluency Test

AbstractObjectives: Individuals aged 90 or older (oldest-old), the fastest growing segment of the population, are at increased risk of developing cognitive impairment compared with younger old. Neuropsychological evaluation of the oldest-old is important yet challenging in part because of the scarcity of test norms for this group. We provide neuropsychological test norms for cognitively intact oldest-old. Methods: Test norms were derived from 403 cognitively intact participants of The 90+ Study, an ongoing study of aging and dementia in the oldest-old. Cognitive status of intact oldest-old was determined at baseline using cross-sectional approach. Individuals with cognitive impairment no dementia or dementia (according to DSM-IV criteria) were excluded. Participants ranged in age from 90 to 102 years (mean=94). The neuropsychological battery included 11 tests (Mini-Mental Status Examination, Modified Mini-Mental State Examination, Boston Naming Test – Short Form, Letter Fluency Test, Animal Fluency Test, California Verbal Learning Test-II Short Form, Trail Making Tests A/B/C, Digit Span Forward and Backwards Test, Clock Drawing Test, CERAD Construction Subtests), and the Geriatric Depression Scale. Results: Data show significantly lower scores with increasing age on most tests. Education level, sex, and symptoms of depression were associated with performance on several tests after accounting for age. Conclusions: Provided test norms will help to distinguish cognitively intact oldest-old from those with cognitive impairment. (JINS, 2019, 25, 530–545)

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