ADAPTATION OF THE COGNITIVE RESERVE INDEX QUESTIONNAIRE, PRELIMINARY RESULTS
Notice bibliographique
Résumé
Introduction: The concept of “cognitive reserve” has been used to explain the observation where two individuals with similar neuropathology experience different outcomes either through coping or compensational mechanisms (Stern, 2002). Intellectual and work involvement are considered the main aspects of cognitive reserve – the ability to overcome a neuropathology by using previously developed cognitive or compensational processes (Stern, 2009). However, even though the subject of “cognitive reserve” has become more and more relevant, available tools for measuring it are sparse. The main objective of this study was to conduct the first stage in adapting Cognitive Reserve Index Questionnaire, CRIq (Nucci, Mapelli, & Mondini, 2012). Methods: 29 participants aged from 65 to 80 (M = 72,48, SD = 4,7, 28% male) participated in the study. None of the participants were diagnosed with a neurodegenerative disease, participants with previous head trauma were excluded from the data analysis. Before administering, the CRIq was translated to Latvian and back by two bilingual translators. The questionnaire consists of three sections – the first section comprises years of education, the second secion accounts for working activity (years and level of professional occupation) and the third section comprises information on leisure time (years of frequent leisure activities, e.g. reading, traveling, taking care of a pet etc.). In order to assess the cognitive processes, Montreal Cognitive Assessment (Nasreddine et al., 2005) and Memory Ten-word test (Luria, 1976) were used. Results: The total CRI score correlated strongly with all the three subscores (r = 0,616, 0,758, 0,483, p < 0,05, for the correlations with CRI-Education, CRI-Working Activity and CRI-Leisure Time respectively). There were no significant correlations across any of the CRI subscores and MoCA test and Memory Ten-word test results. Significant differences across gender were found in CRI-Education (t = 2,423, p < 0,05) and the total CRI score (t = 2,981, p < 0,05). Conclusions: Overall, this study will provide an instrument for measuring cognitive reserve in Latvia; however, even in the first stage of adaptation, a question regarding the necessary changes for adapting this instrument. Even though the internal consistency of the CRIq was satisfactory, there were no correlations with the measures of cognitive processes. These results raise the question regarding such limitations of this research as the small sample as well as not taking into the consideration the aspect of bilingualism.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».