Nichols Emma, Markot Michael, Gross Alden L, Jones Richard N, Meijer Erik, Schneider Stefan, Lee Jinkook
Center for Economic and Social Research, University of Southern California, Los Angeles, CA, USA.
Leonard Davis School of Gerontology, University of Southern California, Los Angeles, CA, USA.
J Int Neuropsychol Soc. 2025 Jan 9:1-10. doi: 10.1017/S1355617724000742.
Information on the time spent completing cognitive testing is often collected, but such data are not typically considered when quantifying cognition in large-scale community-based surveys. We sought to evaluate the added value of timing data over and above traditional cognitive scores for the measurement of cognition in older adults.
We used data from the Longitudinal Aging Study in India-Diagnostic Assessment of Dementia (LASI-DAD) study ( = 4,091), to assess the added value of timing data over and above traditional cognitive scores, using item-specific regression models for 36 cognitive test items. Models were adjusted for age, gender, interviewer, and item score.
Compared to Quintile 3 (median time), taking longer to complete specific items was associated ( < 0.05) with lower cognitive performance for 67% (Quintile 5) and 28% (Quintile 4) of items. Responding quickly (Quintile 1) was associated with higher cognitive performance for 25% of simpler items (e.g., orientation for year), but with lower cognitive functioning for 63% of items requiring higher-order processing (e.g., digit span test). Results were consistent in a range of different analyses adjusting for factors including education, hearing impairment, and language of administration and in models using splines rather than quintiles.
Response times from cognitive testing may contain important information on cognition not captured in traditional scoring. Incorporation of this information has the potential to improve existing estimates of cognitive functioning.
在大规模社区调查中，通常会收集完成认知测试所花费时间的信息，但在量化认知时，这些数据通常未被考虑在内。我们试图评估计时数据相对于传统认知分数在测量老年人认知方面的附加价值。
我们使用了印度纵向老龄化研究-痴呆诊断评估（LASI-DAD）研究（n = 4,091）的数据，通过针对36个认知测试项目的特定项目回归模型，评估计时数据相对于传统认知分数的附加价值。模型对年龄、性别、访谈者和项目分数进行了调整。
与第三五分位数（中位数时间）相比，完成特定项目花费更长时间与67%（第五五分位数）和28%（第四五分位数）的项目较低的认知表现相关（P < 0.05）。快速回答（第一五分位数）与25%的较简单项目（如年份定向）较高的认知表现相关，但与63%需要高阶处理的项目（如数字广度测试）较低的认知功能相关。在一系列针对包括教育、听力障碍和施测语言等因素进行调整的不同分析中，以及在使用样条而非五分位数的模型中，结果都是一致的。
认知测试的反应时间可能包含传统评分未捕捉到的关于认知的重要信息。纳入这些信息有可能改善现有的认知功能估计。
