Exploring serial positioning effects in Claeson-Dahl's Test for verbal learning and retention – a naturalistic study
(2024) PSPR14 20232Department of Psychology
- Abstract
- Serial positioning effects and the derived recency ratio has shown increasing promise as clinical tools for evaluating neurocognitive disorders. These measures have remained unexplored in Claeson-Dahl’s Test for verbal learning and retention (CDT). To correct this, the present study used naturalistic sample data (N = 110) from a project intended to update CDT’s norms. I hypothesized the prevalence of three serial positioning curves: learning trial one (LT-1), retention and learning phase. Curves were constructed based on correctly recalled words for LT-1, retention, and learning phase proportional recall scores. Assessment of serial positioning patterns were made using visual inspection followed by statistical confirmation. Following this,... (More)
- Serial positioning effects and the derived recency ratio has shown increasing promise as clinical tools for evaluating neurocognitive disorders. These measures have remained unexplored in Claeson-Dahl’s Test for verbal learning and retention (CDT). To correct this, the present study used naturalistic sample data (N = 110) from a project intended to update CDT’s norms. I hypothesized the prevalence of three serial positioning curves: learning trial one (LT-1), retention and learning phase. Curves were constructed based on correctly recalled words for LT-1, retention, and learning phase proportional recall scores. Assessment of serial positioning patterns were made using visual inspection followed by statistical confirmation. Following this, regional variables of primacy, middle, and recency, were computed using the corrected regional scoring method on learning phase scores. These scores answered the research question, which was directed at exploring regional variables relationships with age, sex-related differences, and education. LT-1 and learning phase curves were confirmed to assume this pattern, while retention didn’t. No significant differences between sexes on regional variables were found, joined by an absence of shared relationships between age and education. Exclusive relationships were however confirmed between regions, age, and education. The second research hypothesis assumed that recency ratio scores were positively predicted by age, independent of sex and education. No statistically significant differences between sexes were found, neither were there a statistically significant correlation with education. This, combined with age positively correlated with recency ratio scores, confirmed the second research hypothesis. Further research with these measures using CDT in clinical samples seems feasible. (Less)
- Abstract (Swedish)
- Seriepositionseffekter och recency-kvoten har visat potential som kliniska verktyg riktade mot neurokognitiva störningar, de har dock förblivit outforskade i Claeson-Dahls Test för inlärning och minne (CDT). Den aktuella studien syftade att fylla kunskapsluckan, vilket gjordes genom naturalistiskt insamlade data (N = 110) från ett projekt avsett att uppdatera CDT:s normer. Jag hypotiserade förekomsten av tre seriepositioneringskurvor: uppläsning ett (LT-1), retention och inlärningsfasen. Kurvor konstruerades med korrekt återgivna ord på LT-1 och retention, samt genom återgivningsskvoter för inlärningsfasen. Fastställandet av seriepositioneringsmönster genomfördes med visuell inspektion av kurvorna följt av statistisk bekräftelse. Genom den... (More)
- Seriepositionseffekter och recency-kvoten har visat potential som kliniska verktyg riktade mot neurokognitiva störningar, de har dock förblivit outforskade i Claeson-Dahls Test för inlärning och minne (CDT). Den aktuella studien syftade att fylla kunskapsluckan, vilket gjordes genom naturalistiskt insamlade data (N = 110) från ett projekt avsett att uppdatera CDT:s normer. Jag hypotiserade förekomsten av tre seriepositioneringskurvor: uppläsning ett (LT-1), retention och inlärningsfasen. Kurvor konstruerades med korrekt återgivna ord på LT-1 och retention, samt genom återgivningsskvoter för inlärningsfasen. Fastställandet av seriepositioneringsmönster genomfördes med visuell inspektion av kurvorna följt av statistisk bekräftelse. Genom den korrigerade regionala poängsättningsmetoden, tillämpad på inlärningsfasen, beräknades därefter regionsvariablerna primacy, middle och recency. Regionsvariablerna avsåg besvara forskningsfrågan, formulerad för att utforska regionala variablers relationer med ålder, könsskillnader och utbildningsnivå. Seriepositionsmönster bekräftades för LT-1 och inlärningsfasen, men inte för retention. Ingen signifikant skillnad mellan könen på någon av regionsvariablerna återfanns, likaså förelåg inget signifikant samband mellan ålder och utbildningsnivå. Ålder visade två signifikanta samband med svag effekt, positivt med recency och negativt med middle. Utbildningsnivå hade ett svagt negativt samband med primacy. Den andra forskningshypotesen förutsåg att recency-kvoten skulle positivt prediceras av ålder, oberoende av kön och utbildningsnivå. Inga statistiskt signifikanta skillnader mellan könen observerades på recency-kvoten och inget signifikant samband med utbildningsnivå återfanns. Ålder uppvisade däremot ett positivt samband med revency-kvoten, vilket bekräftade den andra forskningshypotesen. Framtida forskning med seriepositionseffekter och recency-kvoten i CDT kan genomföras med kliniska stickprov. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9146199
- author
- Fritz, Hampus LU
- supervisor
-
- Susanna Vestberg LU
- Hanna Ljung LU
- organization
- course
- PSPR14 20232
- year
- 2024
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- serial positioning effect, Claeson-Dahl’s Test for verbal learning and retention, neuropsychology, memory, word list, Seriepositionseffekten, Claeson-Dahls Test för inlärning och minne, neuropsykolog, minne, ordlista
- language
- English
- id
- 9146199
- date added to LUP
- 2024-02-01 08:42:25
- date last changed
- 2024-02-01 08:42:25
@misc{9146199,
abstract = {{Serial positioning effects and the derived recency ratio has shown increasing promise as clinical tools for evaluating neurocognitive disorders. These measures have remained unexplored in Claeson-Dahl’s Test for verbal learning and retention (CDT). To correct this, the present study used naturalistic sample data (N = 110) from a project intended to update CDT’s norms. I hypothesized the prevalence of three serial positioning curves: learning trial one (LT-1), retention and learning phase. Curves were constructed based on correctly recalled words for LT-1, retention, and learning phase proportional recall scores. Assessment of serial positioning patterns were made using visual inspection followed by statistical confirmation. Following this, regional variables of primacy, middle, and recency, were computed using the corrected regional scoring method on learning phase scores. These scores answered the research question, which was directed at exploring regional variables relationships with age, sex-related differences, and education. LT-1 and learning phase curves were confirmed to assume this pattern, while retention didn’t. No significant differences between sexes on regional variables were found, joined by an absence of shared relationships between age and education. Exclusive relationships were however confirmed between regions, age, and education. The second research hypothesis assumed that recency ratio scores were positively predicted by age, independent of sex and education. No statistically significant differences between sexes were found, neither were there a statistically significant correlation with education. This, combined with age positively correlated with recency ratio scores, confirmed the second research hypothesis. Further research with these measures using CDT in clinical samples seems feasible.}},
author = {{Fritz, Hampus}},
language = {{eng}},
note = {{Student Paper}},
title = {{Exploring serial positioning effects in Claeson-Dahl's Test for verbal learning and retention – a naturalistic study}},
year = {{2024}},
}