Gómez-Pérez Esther, Ostrosky-Solís Feggy
Laboratory of Neuropsychology and Psychophysiology, National Autonomous University of Mexico, DF, Mexico.
J Clin Exp Neuropsychol. 2006 May;28(4):477-94. doi: 10.1080/13803390590949296.
The developmental sequences of attention and memory were studied by utilizing normative data derived from the neuropsychological battery named NEUROPSI ATTENTION AND MEMORY. A sample of 521 Spanish-speaking individuals, aged 6 to 85 years, participated in this study. In the adult sample, educational level ranged from 0 to 22 years of education. Data from subtests measuring orientation, attention and concentration, executive functions, working memory, immediate and delayed verbal memory, and immediate and delayed visual memory were included. The factor structure of the analyzed battery is presented. The effects of age and education on this structure were analyzed. Results suggested that although attention and memory are related, their developmental sequences are separated from one another. During childhood, the development of selective and sustained attention, attentional-working memory, and executive functions showed a fast improvement in performance. Development of verbal memory and place and person orientation showed a slower increment in scores. In the adult sample it was found that factors related to memory are sensitive to age, whereas those related to attention and executive functions are sensitive to education. The consideration of both the developmental sequence, as well as differential effects of education, can improve the sensitivity and specificity of neuropsychological measures, allowing early diagnosis of cognitive dysfunction and implementation of adequate rehabilitation programs.
通过使用源自名为NEUROPSI注意力与记忆的神经心理成套测验的常模数据，对注意力和记忆的发展序列进行了研究。521名年龄在6至85岁之间、讲西班牙语的个体参与了本研究。在成人样本中，受教育程度从0年到22年不等。纳入了测量定向、注意力和专注力、执行功能、工作记忆、即时和延迟言语记忆以及即时和延迟视觉记忆的子测验数据。呈现了所分析成套测验的因素结构。分析了年龄和教育对该结构的影响。结果表明，尽管注意力和记忆相关，但它们的发展序列彼此分开。在儿童期，选择性和持续性注意力、注意力-工作记忆以及执行功能的发展表现出快速的成绩提升。言语记忆以及地点和人物定向的发展得分增长较慢。在成人样本中发现，与记忆相关的因素对年龄敏感，而与注意力和执行功能相关的因素对教育敏感。考虑发展序列以及教育的差异效应，可以提高神经心理测量的敏感性和特异性，从而实现认知功能障碍的早期诊断并实施适当的康复计划。
