University of Kentucky, Lexington, KY, USA.
Department of Psychology, Latin American and Latino Studies Institute, Fordham University, New York, NY, USA.
Arch Clin Neuropsychol. 2022 Oct 19;37(7):1608-1618. doi: 10.1093/arclin/acac042.
Neuropsychologists would benefit from flexible methods for operationalizing psychometric cognitive impairment in Spanish-speaking examinees that vary in association with intelligence, education, and sociocultural characteristics. The current study combined low and high score base rates (BRs) for the Spanish-language NIH Toolbox Cognition Battery (NIHTB-CB) to identify score combinations that are uncommon within different stratifications of the normative sample and may indicate cognitive impairment.
The Spanish-language NIHTB-CB normative sample included 250 healthy Latinx adults with complete data on two crystallized and five fluid cognitive tests (M = 38.8 ± 13.7 years old, 72.0% women). Test performances were converted into age-adjusted and demographically adjusted normed scores, adjusting for age, gender, and education. The frequencies at which participants obtained one or more low scores or few to no high scores on fluid cognitive tests were combined into algorithms that occurred at BRs approximately 1 SD (16%) or 1.5 SDs (7%) below the mean.
Algorithms are provided for age-adjusted and demographically adjusted scores, with BRs stratified by crystallized ability, education, and sociocultural characteristics. Using demographically adjusted norms, the BR of obtaining any one of the following, 5 scores <50th, 4+ scores ≤25th, 3+ scores ≤16th, or 2+ scores ≤9th percentile, approximates 1 SD below the mean in participants born (BR = 16.2%) or educated abroad (BR = 18.6%), who are monolingual Spanish speakers (BR = 16.4%) or who reside in low-income households (BR = 13.6%).
These algorithms offer a flexible approach to operationalizing psychometric cognitive impairment, through which different definitions can be applied to different examinees based on varying crystallized ability, education, and sociocultural characteristics.
神经心理学家将从灵活的方法中受益，这些方法可以将心理计量认知障碍操作化为西班牙语考生，这些考生的认知障碍与智力、教育和社会文化特征有关。本研究结合了西班牙语 NIH 工具包认知电池（NIHTB-CB）的低和高分数基础率（BR），以识别在常模样本的不同分层中不常见的分数组合，这些组合可能表明存在认知障碍。
西班牙语 NIH 工具包认知电池常模样本包括 250 名健康的拉丁裔成年人，他们在两个晶体和五个流体认知测试上有完整的数据（M=38.8±13.7 岁，72.0%为女性）。测试表现转换为年龄调整和人口统计学调整的标准分数，调整年龄、性别和教育。将参与者在流体认知测试上获得一个或多个低分数或很少获得高分数的频率组合成算法，这些算法发生在 BR 大约 1 SD（16%）或 1.5 SD（7%）低于平均值。
提供了年龄调整和人口统计学调整分数的算法，BR 按晶体能力、教育和社会文化特征分层。使用人口统计学调整的常模，以下任何一种情况的 BR 大约为 1 SD 低于平均值：5 个分数<50th，4+分数≤25th，3+分数≤16th，或 2+分数≤9th 百分位，出生于（BR=16.2%）或国外教育（BR=18.6%）的参与者，母语为西班牙语（BR=16.4%）或居住在低收入家庭（BR=13.6%）的参与者。
这些算法为心理计量认知障碍的操作化提供了一种灵活的方法，通过这种方法，可以根据不同的晶体能力、教育和社会文化特征，为不同的考生应用不同的定义。
