RESUMEN
Objective:To explore the diagnostic value of auditory verbal learning test-Huashan version(AVLT-H)of memo-ry impairment in patients with subjective cognitive decline(SCD)and mild cognitive impairment(MCI). Method:According to the inclusion criteria,the recruited elderly were screened and divided into three groups:normal cognition(NC),SCD and MCI group.The neuropsychological tests including mini-mental state exami-nation(MMSE),Montreal cognitive assessment-Beijing version(MOCA-BJ)and AVLT-H were completed af-ter inclusion.The scores of MMSE,MoCA-B,AVLT-N2,N3,N4,N5,N6 and N7 were recorded and analyzed. Result:There were significant differences in the scores of MMSE,MoCA and AVLT-H among the three groups(P＜0.0167).The adjusted Bonferroni test was used to detect significant differences in post-hoc comparison.There were significant difference in MMSE and MoCA scores between SCD and NC(P＜0.001)and between MCI and NC(P＜0.001).However,no significant difference between MCI and SCD was found.There were sig-nificant difference in N1 score between MCI and NC(P=0.013)and between MCI and SCD(P=0.001),but there was no significant difference between SCD and NC.There were significant difference in AVLT-N2,N3,N4,N5,N6 and N7 scores between MCI and NC(P＜0.001)and between MCI and SCD(P＜0.001),but there was no significant difference between SCD and NC.The area under the curve of MMSE,MoCA and AVLT-H scores were examined using NC group and SCD group as state variables,respectively.For differentiat-ing MCI and SCD,eAVLT-H scores had a larger area under the curve with higher sensitivity and specificity,N1 and N7 had the highest sensitivity.For distinguishing MCI from NC,AVLT-H and MoCA scores had a larger area under the curve with higher sensitivity and specificity,N4,N6 and N7 had the highest sensitivity. Conclusion:AVLT-H,combined with MMSE and MoCA,can improve the defining diagnostic sensitivity of MCI and SCD from normal cognition.It is recommended to routinely use AVLT-H in a routine assessment for MCI and SCD patients.
RESUMEN
Objective:To explore whether emotional motivation affects judgment of learning and its mechanism in short-term memory stage.Methods:Through the preliminary test and using E-Prime software, a set of suitable experimental procedures was compiled, and 134 middle school students were selected as subjects.Taking the instant judgment of learning after emotional video induction as the experimental paradigm, a four-factor mixed experiment of 2(emotional motivation direction: positive approach and negative avoidance) ×2(motivation intensity: high and low) ×2(word pair relevance: high and low) ×2(short-term memory load: more and less) was conducted to observe the subjects' judgment of learning scores.SPSS 23.0 software was used for repeated measurement analysis of variance.Results:Regarding learning judgment level, there was a significant interaction effect between emotional motivation direction and intensity( F=5.177, P=0.025, η2 =0.040). Emotional motivation intensity and direction both significantly interacted with short-term memory load capacity( F=4.778, P=0.031, η2=0.037 ; F=4.302, P=0.040, η2=0.034 ). Furthermore, emotional motivation direction( F=15.256, P<0.001, η2=0.110), motivation intensity( F=7.518, P=0.007, η2=0.057), short-term memory load( F=13.384, P<0.001, η2=0.097), and word pair relevance( F=212.238, P<0.001, η2 =0.631) all showed significant main effects.Regarding learning judgment accuracy, there was a significant interaction effect between emotional motivation direction and intensity( F=5.646, P=0.019, η2 =0.044). Both emotional motivation intensity and direction significantly interacted with short-term memory load capacity( F=4.593, P=0.034, η2 =0.036; F=4.033, P=0.047, η2 =0.031). Additionally, emotional motivation direction( F=15.318, P<0.001, η2=0.110), motivation intensity( F=7.572, P=0.007, η2=0.058), short-term memory load( F=11.119, P=0.001, η2=0.082), and word pair relevance( F=135.814, P<0.001, η2 =0.523) all showed significant main effects.Regarding recall performance, word pair relevance( F=416.326, P<0.001, η2=0.771) and short-term memory load( F=9.609, P=0.002, η2=0.772) showed significant main effects. Conclusion:The direction and intensity of emotional motivation have an impact on judgement of learning, emotional motivation and short-term memory jointly affect the level and accuracy of judgment of learning, and emotional motivation affects judgement of learning through clues related to the learning process in short-term memory stage.