Self-reported symptoms of developmental dyslexia predict impairments in everyday cognition in adults

BACKGROUND

Research into the impact of dyslexia on everyday cognition in adults with dyslexia is relatively limited and has tended to focus on university students.

AIMS AND METHODS

The present online study aimed to add to this small corpus by investigating the everyday effects of dyslexia on memory and attention in a larger community-based sample. One hundred and seventy-two adult volunteers completed five well-established self-report questionnaires, assessing dyslexia and Attention Deficit Hyperactivity Disorder symptomatology and everyday experiences with memory, attention, and mind-wandering.

RESULTS

After controlling for ADHD symptomatology, hierarchical regression analyses revealed that higher levels of dyslexia-related symptomatology were associated with greater, more frequent everyday memory and attentional problems, but not with a greater propensity to mind-wandering. Increased levels of dyslexia symptomatology were positively associated with the frequency of both everyday attentional lapses (at least when performing a pair of tasks or easy tasks while inhibiting intervening stimuli) and everyday memory failures. No significant associations were found between dyslexia symptomatology and attentional lapses when performing difficult tasks in the presence of concurrent stimuli or between dyslexia symptomatology and the propensity to mind-wandering.

CONCLUSIONS AND IMPLICATIONS

Dyslexia symptomatology was perceived as being associated with more everyday memory and attention problems in adulthood. Adjustments to educational and workplace settings and interventions to compensate for these difficulties are proposed.

Adaptation and validation of the Spanish version of the everyday cognition battery for assessing everyday cognition in older adults

Introduction

Ageing entails a series of neuroanatomical and neurophysiological changes in some cognitive processes that directly affect the daily life and autonomy of a person. We believe it is necessary to have tools that assess the cognitive functions that are essential for carrying out daily activities in an independent manner. The aim of this study was to translate the Everyday Cognition Battery (ECB) into Spanish, adapt it to the sociocultural context of Spain, and validate it by testing the psychometric properties, i.e., the reliability and validity of the translated version.

Methods

The translation and adaptation of the ECB into Spanish was carried out following the method recommended by Beaton et al., the process concluding with a pilot test to ensure that subjects were able to understand the scale correctly. Between March and October 2019, the study population voluntarily completed the translated version of each of the four subscales that make up the battery of tests.

The translated version was validated by analysing its psychometric properties, using reliability or internal consistency tests assessed with Cronbach’s alpha coefficient and validity tests analysed using correlation tables and Spearman’s correlation coefficient. The scale considered to represent the gold standard in the assessment of cognition was the Rapid Assessment of Cognitive Functions (RACF), and to assess Instrumental Activities of Daily Living (IADL) this was the Lawton and Brody Index.

Results

The total study population included 226 subjects, of which 52 participants were excluded, resulting in a study sample size of 174 older adults. The recognition, inductive reasoning and computation span tests showed good reliability (Cronbach’s alpha coefficient of > 0.827, > 0.836, and > 0.823, respectively), while the knowledge test showed questionable reliability with a Cronbach’s alpha coefficient of > 0.615. The validity analysis demonstrated that all the combinations of correlations of the different scales were significantly and positively related to one another.

Conclusions

The Spanish version of the ECB tool is socially and culturally equivalent to the original version, and both its validity and reliability for assessing everyday cognition in older adults have been demonstrated.

Validity of Online Versus In-Clinic Self-Reported Everyday Cognition Scale

BACKGROUND

Online cognitive assessments are alternatives to in-clinic assessments.

OBJECTIVES

We evaluated the relationship between online and in-clinic self-reported Everyday Cognition Scale (ECog).

METHODS

In 94 Alzheimer's Disease Neuroimaging Initiative and Brain Health Registry (ADNI-BHR) participants, we estimated associations between online and in-clinic Everyday Cognition using Bland-Altman plots and regression. In 472 ADNI participants, we estimated reliability of in-clinic Everyday Cognition completed six months apart using Bland-Altman plots and regression.

RESULTS

Online Everyday Cognition associations: Mean difference was 0.11 (95% limits of agreement: -0.41 to 0.64). In-clinic Everyday Cognition score increased by 0.81 for each online Everyday Cognition score unit increase (R2=0.60). In-clinic Everyday Cognition reliability: Mean difference was 0.01 (95% limits of agreement: -0.61 to 0.62). In-clinic Everyday Cognition score at enrollment increased by 0.79 for each in-clinic Everyday Cognition score unit increase at six months (R2=0.61).

CONCLUSION

Online Everyday Cognition closely corresponded with in-clinic Everyday Cognition, supporting validity of using online cognitive assessments to more efficiently facilitate Alzheimer's disease research.

Age-related changes in ongoing thought relate to external context and individual cognition

Understanding how age-related changes in cognition manifest in the real world is an important goal. One means of capturing these changes involves "experience sampling" participant's self-reported thoughts. Research has shown age-related changes in ongoing thought: e.g., older adults have fewer thoughts unrelated to the here-and-now. However, it is currently unclear how these changes reflect cognitive aging or lifestyle changes. 78 younger adults and 35 older adults rated their thought contents along 20 dimensions and the difficulty of their current activity in their daily lives. They also performed cognitive tasks in the laboratory. In a set of exploratory analyses, we found that older adults spent more time thinking positive, wanted thoughts, particularly in demanding contexts, and less time mind wandering about their future selves. Past-related thought related to episodic memory differently in older and younger adults. These findings inform the use of experience sampling to understand cognitive aging.

The correlation of everyday cognition test scores and the progression of Alzheimer's disease: a data analytics study

The process of diagnosing dementia conditions, especially Alzheimer's disease, and the cognitive tests that are involved in this process, are important areas of study. Everyday Cognition (ECog) is one test that can be used as part of Alzheimer's disease diagnosis to measure cognitive decline in different areas. In this study, we investigate two versions of the ECog test: the study partner reported version (ECogSP), and the patient reported version (ECogPT). We compare these, using statistical analysis and machine learning techniques, to create classification models to demonstrate the progression in ECog scores over time by using the Alzheimer's Disease Neuroimaging Initiative longitudinal data repository (ADNI); participants are classed with having normal cognition, mild cognitive impairment, or Alzheimer's disease. We found that participants who are diagnosed with Alzheimer's disease at baseline, or during a subsequent visit, tend to self-report consistent ECogPT scores over time indicating no change in cognitive ability. However, study partners tend to report higher and increasing ECogSP scores on behalf of participants in the same diagnosis category; this would indicate a degradation in the participant's cognitive ability over time, consistent with the progress of Alzheimer's disease.

Weekly observations of online survey metadata obtained through home computer use allow for detection of changes in everyday cognition before transition to mild cognitive impairment

INTRODUCTION

Subtle changes in instrumental activities of daily living often accompany the onset of mild cognitive impairment (MCI) but are difficult to measure using conventional tests.

METHODS

Weekly online survey metadata metrics, annual neuropsychological tests, and an instrumental activity of daily living questionnaire were examined in 110 healthy older adults with intact cognition (mean age = 85 years) followed up for up to 3.6 years; 29 transitioned to MCI during study follow-up.

RESULTS

In the baseline period, incident MCI participants completed their weekly surveys 1.4 hours later in the day than stable cognitively intact participants, P = .03, d = 0.47. Significant associations were found between earlier survey start time of day and higher memory (r = -0.34; P < .001) and visuospatial test scores (r = -0.37; P < .0001). Longitudinally, incident MCI participants showed an increase in survey completion time by 3 seconds per month for more than the year before diagnosis compared with stable cognitively intact participants (β = 0.12, SE = 0.04, t = 2.8; P = .006).

DISCUSSION

Weekly online survey metadata allowed for detection of changes in everyday cognition before transition to MCI.

Age trajectories of everyday cognition in African American and White older adults under prompted and unprompted conditions

We investigated how race and verbal prompting interacted with age to predict age trajectories on a performance-based measure of everyday cognition. African American (n = 727) and White (n = 2052) older adults from the ACTIVE clinical trial were given the Observed Tasks of Daily Living (OTDL; a performance-based measure of medication management/finances/telephone use) at baseline and 1-, 2-, 3-, 5-, and 10-year follow-ups. When participants said "I don't know" or did not respond, they received a standardised verbal prompt, which served only as a cue to initiate the first step. At each occasion, unprompted (sum of items correct without prompting) and prompted (sum of correct prompted and unprompted items) scores were derived for each participant. Mixed effects models for change were used to determine the age trajectories of OTDL performance by race. When not prompted, African Americans demonstrated more rapid decline in OTDL performance than Whites, especially after age 80. When prompted, both groups had improved performance and evinced shallower decline, although African Americans continued to demonstrate a slightly more rapid decline. Simple prompting attenuated age-related changes of African Americans and Whites on a measure of everyday cognition. Prompting may be especially helpful for older African Americans.