scholarly journals 46LOW COGNITIVE TEST SCORE IS AN INDEPENDENT PREDICTOR OF 30-DAY MORTALITY IN OLDER ACUTE MEDICINE PATIENTS WITHOUT PRE-ADMISSION DIAGNOSIS OF DEMENTIA

2018 ◽  
Vol 47 (suppl_2) ◽  
pp. ii14-ii14
Keyword(s):  
Test Score ◽  
Independent Predictor ◽  
Cognitive Test ◽  
Admission Diagnosis ◽  
Acute Medicine ◽  
Cognitive Test Score ◽  
Diagnosis Of Dementia

scholarly journals The Alzheimer’s Prevention Initiative Composite Cognitive Test Score

2014 ◽  
Vol 75 (06) ◽  
pp. 652-660 ◽  
Author(s):  
Napatkamon Ayutyanont ◽  
Jessica B. S. Langbaum ◽  
Suzanne B. Hendrix ◽  
Kewei Chen ◽  
Adam S. Fleisher ◽  
...  
Keyword(s):  
Test Score ◽  
Cognitive Test ◽  
Cognitive Test Score

O2-03-01: Validation of the Alzheimer's Prevention Initiative Composite Cognitive Test Score

2013 ◽  
Vol 9 ◽  
pp. P320-P320
Author(s):  
Napatkamon Ayutyanont ◽  
Jessica Langbaum ◽  
Suzanne Hendrix ◽  
Adam Fleisher ◽  
Richard Caselli ◽  
...  
Keyword(s):  
Test Score ◽  
Cognitive Test ◽  
Cognitive Test Score

scholarly journals An empirically derived composite cognitive test score with improved power to track and evaluate treatments for preclinical Alzheimer's disease

2014 ◽  
Vol 10 (6) ◽  
pp. 666-674 ◽  
Author(s):  
Jessica B. Langbaum ◽  
Suzanne B. Hendrix ◽  
Napatkamon Ayutyanont ◽  
Kewei Chen ◽  
Adam S. Fleisher ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Test Score ◽  
Cognitive Test ◽  
Preclinical Alzheimer’S Disease ◽  
Cognitive Test Score

scholarly journals Perbedaan Peningkatan Prestasi Belajar IPA Melalui Pembelajaran Berbasis Masalah dan Inkuiri Terbimbing Pokok Bahasan Energi dan Daya Listrik Kelas IX di SMPN 20 Bandar Lampung

2018 ◽  
Vol 4 (1) ◽  
pp. 49-54
Author(s):  
Tsamaniariaty Hidayah ◽  
Sulton Djasmi ◽  
Undang Rosidin
Keyword(s):  
Test Score ◽  
Science Learning ◽  
Ninth Grade ◽  
Cognitive Test ◽  
Guided Inquiry ◽  
Group Design ◽  
Guided Learning ◽  
Cognitive Test Score ◽  
Post Test ◽  
Difference Test

DIFFERENCES IN INCREASED ACHIEVEMENT OF SCIENCE LEARNING THROUGH PROBLEM BASED AND INQUIRY LEARNING GUIDED PRINCIPLES OF ENERGY AND POWER AT GRADE IX OF SMPN 20 BANDAR LAMPUNG. Difference Improving Learning Achievement of Science Through Learning Based On Problem And Discussion Guided Inquiry Energy And Power Supply Of Ninth Grade At Smpn 20 Bandar Lampung. The research aims to know : (1) difference in improving pre-test and post-test of cognitive in learning based of problem. (2) difference in improving pre-test and post-test of cognitive in learning guided inquiry. (3) difference in improving student's post-test of cognitive in learning based of problem and guided inquiry. This research is an experimental research by "pre-tes post-test one group design". Population in this research is all of the students of ninth grade at SMPN 20 Bandar Lampung. Sampling by purposive technique of ninth grade A and ninth grade C. Data is analyzed by mean difference test. Conclusion in this research are: (1) there is a difference in improving between cognitive test score is learning based on problem 18,98. (2) there is a difference in improving cognitive test score in learning guided inquiry 10,85. (3) there is a difference in improving cognitive test score is learning based on problem with cognitive test score in guided learning 3,60.

scholarly journals Treatment for Schistosoma japonicum, Reduction of Intestinal Parasite Load, and Cognitive Test Score Improvements in School-Aged Children

2012 ◽  
Vol 6 (5) ◽  
pp. e1634 ◽  
Author(s):  
Amara E. Ezeamama ◽  
Stephen T. McGarvey ◽  
Joseph Hogan ◽  
Kate L. Lapane ◽  
David C. Bellinger ◽  
...  
Keyword(s):  
Schistosoma Japonicum ◽  
Test Score ◽  
Intestinal Parasite ◽  
Parasite Load ◽  
Cognitive Test ◽  
School Aged Children ◽  
Cognitive Test Score

scholarly journals Cognitive test score and 25-Year mortality risk; Does race matter?

2020 ◽  
Vol 4 (2) ◽  
pp. e000213 ◽  
Author(s):  
Shervin Assari
Keyword(s):  
United States ◽  
Protective Effect ◽  
Mortality Risk ◽  
Test Score ◽  
The United States ◽  
Continuous Variable ◽  
Cox Proportional Hazards ◽  
Cognitive Test ◽  
Cognitive Test Score ◽  
All Cause Mortality

Objectives: Despite our knowledge on the effect of cognitive test score on subsequent risk of mortality, few studies have compared Blacks and Whites for this association. The current study was conducted on Black-White differences in the magnitude of the association between baseline cognitive test score and all-cause mortality in a nationally representative sample of adults in the United States over 25 years. Methods: We used data of the Americans’ Changing Lives Study (ACL), 1986 – 2011, a national prospective cohort in U.S. The study followed 3,361 adults (2,205 White and 1,156 Blacks), age 25 and older, for up to 25 years. The independent variable was cognitive test score measured at baseline (1986) using the 4-item version of the Short Portable Mental Status Questionnaire, treated in two different ways (as a dichotomous and as a continuous variable). The dependent variable was time to death (due to all causes) during the follow up period. Covariates included baseline age, gender, education, income, number of chronic diseases, self-rated health, and depressive symptoms. Race (Black versus White) was the focal effect modifier. We used a series of Cox proportional hazards models in the total sample, and by race, in the absence and presence of health variables. Results: Overall, cognitive test score predicted mortality risk. A significant interaction was found between race and baseline cognitive test score suggesting that baseline cognitive test score has a weaker protective effect against all-cause mortality for Blacks in comparison to Whites. In race-stratified models, cognitive test score at baseline predicted risk of all-cause mortality for Whites but not Blacks, in the absence and presence of baseline socio-economic and health variables. The results were similar regardless of how we treated baseline cognitive test score. Conclusions: In the United States, baseline cognitive test score has a weaker protective effect against all-cause mortality over a long period of time for Blacks than Whites. The finding is in line with the Minorities Diminished Returns theory and is probably due to structural and interpersonal racism.

scholarly journals One-carbon pathway and cognitive skills in children with Down syndrome

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Francesca Antonaros ◽  
Silvia Lanfranchi ◽  
Chiara Locatelli ◽  
Anna Martelli ◽  
Giulia Olivucci ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Vitamin B12 ◽  
Cognitive Skills ◽  
Test Score ◽  
Cognitive Test ◽  
Cognitive Tests ◽  
Intellectual Impairment ◽  
Children With Down Syndrome ◽  
Cognitive Test Score

AbstractThis work investigates the role of metabolite levels in the intellectual impairment of subjects with Down syndrome (DS). Homocysteine, folate, vitamin B12, uric acid (UA), creatinine levels and MTHFR C677T genotype were analyzed in 147 subjects with DS. For 77 subjects, metabolite levels were correlated with cognitive tests. Griffiths-III test was administered to 28 subjects (3.08–6.16 years) and WPPSI-III test was administered to 49 subjects (7.08–16.08 years). Significant correlations were found among some metabolite levels and between homocysteine levels and MTHFR C677T genotype. Moreover, homocysteine, UA and creatinine levels resulted increased with age. We did not find any correlation between metabolites and cognitive test score in the younger group. Homocysteine showed statistically significant correlation with WPPSI-III subtest scores when its level is ≥ 7.35 µmol/L, remaining correlated in higher thresholds only for non-verbal area scores. Vitamin B12 showed correlations with all WPPSI-III subtest scores when its level is < 442 pg/mL. The relevance of the present findings is the detection of a specific metabolite threshold related with a better or worse cognitive score, suggesting that vitamin B12 and homocysteine may have a role in cognitive development in children with DS.

The analysis

2019 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Secondary School ◽  
Direct Observation ◽  
Test Score ◽  
Learning Experience ◽  
Descriptive Study ◽  
Cognitive Test ◽  
21St Century Skill ◽  
Maximum Angle ◽  
Post Test ◽  
Collaboration And Communication

This article exposes how STEM-based learning is applied in science class to give students meaningful learning experience in the topic of Pascal Law. This study is motivated by the demand of 21st century skill which expect people to have 4C skills; critical thinking, creativity, collaboration, and communication. In this study, STEM-based learning is conducted at a private secondary school located in Bandung with 28 students of grade 8 as the subjects. Students are provided a problem related to the application of Pascal Law namely hydraulic bridge. They are challenged to design their own hydraulic bridge which can be lifted with maximum angle but in minimum time. A descriptive study is taken where all the data is obtained through direct observation and students’ interview. Based on cognitive test, there is difference on pre-test and post-test score that resulting in the number of gain. Based on direct observation, none of students just sitting on their seat without activities and all are on collaboration to reach their goal. Students’ interview indicates they enjoy learning process as it is their first experience accomplishing a project and it makes them more understand the concept through the real application. Overall of the study, STEM-based learning through hydraulic bridge project stimulates students to be able to think critically, to be creative, to collaborate, and to communicate.

The Use and Cost of Community Care Services by Elders with Unimpaired Cognitive Function, with Cognitive Impairment/No Dementia and with Dementia

1997 ◽  
Vol 16 (4) ◽  
pp. 665-681 ◽  
Author(s):  
Evelyn Shapiro ◽  
Robert B. Tate
Keyword(s):  
Cognitive Impairment ◽  
Daily Living ◽  
Community Care ◽  
Independent Predictor ◽  
Living Arrangement ◽  
The Elderly ◽  
Mental Functioning ◽  
Care Services ◽  
Diagnosis Of Dementia ◽  
Cognitive Impairment No Dementia

ABSTRACTData from the Manitoba Study of Health and Aging were used to compare the utilization and direct costs of formal community care services among the elderly diagnosed as persons with no cognitive impairment, with cognitive impairment/no dementia and with dementia. The results of the analyses indicate that, in addition to living arrangement and limitation on basic and instrumental activities of daily living, mental function diagnosis is an independent predictor of community care use. A diagnosis of dementia increases the likelihood of community care use over those with unimpaired mental functioning, whereas cognitive impairment without dementia does not. The three diagnostic groups differ in the type of services used. Standardization by age, sex and the other variables which significantly affect the need for community care can help a program improve its ability to project realistic cost estimates.

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