Slade Peter D, Townes Brenda D, Rosenbaum Gail, Martins Isabel P, Luis Henrique, Bernardo Mario, Martin Michael D, Derouen Timothy A
Expert Data Analysis for Doctors and Others, West Kirby, United Kingdom.
Psychol Assess. 2008 Dec;20(4):361-9. doi: 10.1037/a0012950.
When serial neurocognitive assessments are performed, 2 main factors are of importance: test-retest reliability and practice effects. With children, however, there is a third, developmental factor, which occurs as a result of maturation. Child tests recognize this factor through the provision of age-corrected scaled scores. Thus, a ready-made method for estimating the relative contribution of developmental versus practice effects is the comparison of raw (developmental and practice) and scaled (practice only) scores. Data from a pool of 507 Portuguese children enrolled in a study of dental amalgams (T. A. DeRouen, B. G. Leroux, et al., 2002; T. A. DeRouen, M. D. Martin, et al., 2006) showed that practice effects over a 5-year period varied on 8 neurocognitive tests. Simple regression equations are provided for calculating individual retest scores from initial test scores.
当进行系列神经认知评估时，有两个主要因素很重要：重测信度和练习效应。然而，对于儿童来说，还有第三个因素，即发育因素，它是成熟的结果。儿童测试通过提供年龄校正量表分数来认识到这个因素。因此，一种现成的估计发育效应与练习效应相对贡献的方法是比较原始分数（发育和练习）和量表分数（仅练习）。对507名参与牙科汞合金研究的葡萄牙儿童的数据（T. A. 德鲁恩、B. G. 勒鲁瓦等人，2002年；T. A. 德鲁恩、M. D. 马丁等人，2006年）显示，在8项神经认知测试中，5年期间的练习效应各不相同。文中提供了简单回归方程，用于根据初始测试分数计算个体重测分数。
