VALIDATION OF THE ALTERNATIVE BRAZILIAN VERSION OF THE MONTREAL COGNITIVE ASSESSMENT (MOCA-BR): PILOT STUDY
Why this work is in the frame
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Bibliographic record
Abstract
Background: The current version of the Brazilian Montreal Cognitive Assessment (MoCA-BR) did not have a reliable cross-cultural adaptation to Brazil-ian Portuguese. In previous stages of this study, the Alternative Version of the MoCA-BR was developed, with changes in the sections: Memory and Delayed Recall, Language and Naming. Objectives: to verify the influence of crosscultural adaptation on the performance of cognitive tools, and the accuracy of the Alternative Version of the MoCA-BR. Methods: a pilot, prospective, longitudinal and analytical study. Both versions of the test were applied in a randomized and cognitively healthy population, between 18 and 60 years, within a medium interval of 54,56 days between the questionnaires. Results: out of 104 participants, 70 were included (64.3% female, 40.2 years). The alternative version obtained superior performances in the naming domain (p < 0.001), and in the adapted sentence in the language domain (p = 0.003). There was no significant difference in the delayed recall domain. The alternative version showed good internal consistency, with a Cronbach’s alpha of 0.75. The cutoff point suggested by the study is 27 points, with sensitivity and specificity of 91.3% and 79.2%, respectively. Conclusions: Cultural factors affect the accuracy of cognitive tests, and adaptation is essential for their use in different countries.
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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) | 0.001 | 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