scholarly journals Neuroanatomical Comparison of the “Word” and “Picture” Versions of the Free and Cued Selective Reminding Test in Alzheimer’s Disease

2017 ◽  
Vol 61 (2) ◽  
pp. 589-600 ◽  
Author(s):  
Andrea Slachevsky ◽  
Paulo Barraza ◽  
Michael Hornberger ◽  
Carlos Muñoz-Neira ◽  
Emma Flanagan ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Selective Reminding ◽  
Selective Reminding Test

P3-469: FREE AND CUED SELECTIVE REMINDING TEST PREDICTS PROGRESSION TO ALZHEIMER'S DISEASE IN PEOPLE WITH MILD COGNITIVE IMPAIRMENT

2006 ◽  
Vol 14 (7S_Part_24) ◽  
pp. P1300-P1300
Author(s):  
Giulia Grande ◽  
Nicola Vanacore ◽  
Davide Liborio Vetrano ◽  
Ilaria Cova ◽  
Debora Rizzuto ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Selective Reminding ◽  
Selective Reminding Test

scholarly journals Free and cued selective reminding test predicts progression to Alzheimer’s disease in people with mild cognitive impairment

2018 ◽  
Vol 39 (11) ◽  
pp. 1867-1875 ◽  
Author(s):  
Giulia Grande ◽  
Nicola Vanacore ◽  
Davide L Vetrano ◽  
Ilaria Cova ◽  
Debora Rizzuto ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Selective Reminding ◽  
Selective Reminding Test

scholarly journals Encoding process in delayed recall impairment and rate of forgetting in Alzheimer's disease

2001 ◽  
Vol 59 (2A) ◽  
pp. 171-174 ◽  
Author(s):  
Jairo Degenszajn ◽  
Paulo Caramelli ◽  
Leonardo Caixeta ◽  
Ricardo Nitrini
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Learning Phase ◽  
Delayed Recall ◽  
Selective Reminding ◽  
Moderate Dementia ◽  
Selective Reminding Test

OBJECTIVE: To assess the role of impaired encoding in learning and in delayed recall disturbances, and to evaluate the rate of forgetting in AD. METHOD: Fifteen AD patients with mild or moderate dementia and 15 normal matched controls were assessed with the Buschke Selective Reminding Test. Delayed recall was evaluated after 30 minutes and after 24 hours. RESULTS: AD patients had a poorer performance across the six trials of the learning phase as well as in both delayed recall evaluations, with no difference between recall at 30 minutes and at 24 hours. CONCLUSION: Performance in the learning phase was as specific and almost as sensitive as the performance in delayed recall for AD diagnosis. Encoding impairment was responsible for poorer learning and rapid displacement of previous learned material in the AD group. Finally, we did not find a higher rate of forgetting in AD patients.

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