根据教育水平和认知概况对画钟测试进行定性分析。
Qualitative analysis of the Clock Drawing Test by educational level and cognitive profile.
作者信息
Teixeira Fabricio Aline, Aprahamian Ivan, Sanches Yassuda Mônica
机构信息
Escola de Artes, Ciências e Humanidades, Universidade de São Paulo, Sao Paulo, SP, Brazil.
Laboratório de Neurociências LIM-27, Departamento e Instituto de Psiquiatria, Faculdade de Medicina, Universidade de São Paulo, Sao Paulo, SP, Brazil.
出版信息
Arq Neuropsiquiatr. 2014 Apr;72(4):289-95. doi: 10.1590/0004-282x20140004.
UNLABELLED
The use of a qualitative scale for the Clock Drawing Test (CDT) may add information about the pattern of errors committed.
OBJECTIVE
To translate and adapt the Modified Qualitative Error Analysis of Rouleau into Brazilian Portuguese and to examine the pattern of errors according to educational level and cognitive profile.
METHOD
180 adults (47-82 years) completed the CDT. Participants were stratified into age and educational levels and separated between those with and without changes in cognitive screening tests (Mini-Mental State Examination, Verbal Fluency).
RESULTS
No significant differences were found in CDT scores among age groups. Among participants without cognitive impairment, those with lower education often presented graphic difficulties, conceptual deficits and spatial deficits. Participants with cognitive deficits, demonstrated more frequently conceptual and spatial errors.
CONCLUSION
The qualitative analysis of the CDT may contribute to the identification of cognitive changes. Education level has to be taken into consideration during the analysis.
未标注
使用钟表绘制测试（CDT）的定性量表可能会增加有关所犯错误模式的信息。
目的
将Rouleau的改良定性错误分析翻译成巴西葡萄牙语并进行改编，并根据教育水平和认知概况检查错误模式。
方法
180名成年人（47 - 82岁）完成了CDT。参与者按年龄和教育水平分层，并分为认知筛查测试（简易精神状态检查表、语言流畅性测试）有变化和无变化的两组。
结果
各年龄组之间的CDT分数没有显著差异。在没有认知障碍的参与者中，受教育程度较低者常出现图形困难、概念缺陷和空间缺陷。有认知缺陷的参与者更频繁地出现概念和空间错误。
结论
CDT的定性分析可能有助于识别认知变化。在分析过程中必须考虑教育水平。
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