Korneev Aleksei A, Matveeva Ekaterina Yu, Akhutina Tatiana V
Lomonosov Moscow State University, Moscow, Russia.
Psychol Russ. 2021 Sep 28;14(4):18-37. doi: 10.11621/pir.2021.0402. eCollection 2021.
Modern neuropsychology is discussing the possibility of combining qualitative and quantitative approaches in the evaluation of cognitive functions. In Russia a battery of tests called "Methods of neuropsychological assessment for children 6-9 years old" (Akhutina et al., 2016) has been proposed; it is based on the Lurian approach to diagnosis and combines qualitative and quantitative approaches to testing. The present paper describes the development of this combined qualitative and quantitative assessment of various groups of cognitive functions in preschool and primary school children. Structural modeling enables us to analyze a possible combination of integral indices of functions that includes the results of both a face-to-face neuropsychological assessment and computerized testing.
To develop a combined qualitative and quantitative neuropsychological assessment of children, in order to 1) check the structural reliability of integral indicators of various cognitive functions; and 2) confirm the correctness of combining the results of face-to-face and computerized tests.
A sample of 299 children between the ages of 6 and 9 years old (111 preschoolers, 82 first graders, and 106 second graders) underwent a Lurian face-to-face neuropsychological examination adapted for 6-to-9 year-old children, and five tests from the Computerized Neuropsychological Assessment for 6-9 Year-old Children. The five were the "Dots" test, the Schulte Tables, the Cancellation test, the Corsi Tapping Block test, and the Understanding of Similar Sounding Words test. In each of the tests (face-to-face and computerized), key parameters were identified to evaluate various cognitive functions.
A confirmatory factor analysis verified the composition of the neuropsychological indices that were based on the results of the face-to-face neuropsychological assessment. At the same time, when the computer test data were added to the model, the fit indices of the model considerably improved.
The confirmatory factor analysis confirmed the validity of the identification of eight neuropsychological indices that indicate the component processes underlying complex cognitive functions in children: 1) programming and control of voluntary actions (executive functions); 2) serial organization of movements and speech; 3) the processing of kinesthetic information; 4) the processing of auditory information; 5) the processing of visual information; 6) the processing of visual-spatial information; 7) hyperactivity/impulsivity; and 8) fatigue/slowness.
现代神经心理学正在探讨在认知功能评估中结合定性和定量方法的可能性。在俄罗斯，已经提出了一套名为“6 - 9岁儿童神经心理学评估方法”（阿胡蒂娜等人，2016年）的测试组合；它基于鲁利亚诊断方法，将定性和定量测试方法结合起来。本文描述了对学龄前和小学儿童各类认知功能进行这种定性和定量组合评估的发展情况。结构建模使我们能够分析功能综合指标的可能组合，其中包括面对面神经心理学评估和计算机化测试的结果。
开发一种儿童定性和定量相结合的神经心理学评估方法，以便1）检验各种认知功能综合指标的结构可靠性；2）确认将面对面测试和计算机化测试结果相结合的正确性。
对299名6至9岁的儿童（111名学龄前儿童、82名一年级学生和106名二年级学生）进行了针对6至9岁儿童改编的鲁利亚面对面神经心理学检查，以及六项来自“6 - 9岁儿童计算机化神经心理学评估”的测试。这六项测试分别是“点”测试、舒尔特方格、划消测试、科尔西敲击方块测试和相似发音单词理解测试。在每项测试（面对面和计算机化测试）中，确定了关键参数以评估各种认知功能。
验证性因素分析证实了基于面对面神经心理学评估结果的神经心理学指标的构成。同时，当将计算机测试数据添加到模型中时，模型的拟合指标有了显著改善。
验证性因素分析证实了识别八个神经心理学指标的有效性，这些指标表明了儿童复杂认知功能背后的组成过程：1）自主行动的编程和控制（执行功能）；2）动作和言语的序列组织；3）动觉信息的处理；4）听觉信息的处理；5）视觉信息的处理；6）视觉空间信息的处理；7）多动/冲动；8）疲劳/迟缓。
