Normative scores of the Cambridge Cognitive Examination-Revised in healthy Spanish population
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: The Cambridge Cognitive Examination-Revised (CAMCOG) is widely used in clinical, epidemiological and research studies, but normative scores for age and educational level have not yet been established in the Spanish population. METHOD: The CAMCOG-R was administered to 730 adult members ofthe community, aged between 50-97 years, living throughout the region of Galicia. Initial screening yielded provisional identification of cognitive impairment and depressive symptoms. The final sample consisted of 643 cognitively healthy adults. The following instruments were administered: a questionnaire concerning socio-demographic and clinical data, the Charlson's Comorbidity Index, the Mini-Mental State Examination, the Montreal Cognitive Assessment (MoCA), the Lawton and Brody Index, a short version of the Geriatric Depression Scale, and the CASP-19 quality of life scale. RESULTS: Internal consistency values of the CAMCOG-R were similar to those obtained for the original scale. The convergent validity between MoCA and CAMCOG-R was good, and the divergent validity between CASP-19 and CAMCOG-R was higher than the recommended value. Percentiles and inter-quartile range for age and educational level were calculated. CONCLUSIONS: Psychometric indexes showed that the CAMCOG-R is a reliable and valid instrument, which can generally avoid a ceiling effect. The study findings confirm the importance of specifying the normative data by age and educational level.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it