Trail making requires cognitive flexibility generated through the dorsolateral and medial prefrontal cortices.At the end of the second trial, inform the subject that (s)he will be asked to recall these words again by saying, “ I will ask you to recall those words again at the end of the test.” Try to remember and tell me as many words as you can, including words you said the first time.” Put a check in the allocated space for each word the subject recalls after the second trial. When the subject indicates that (s)he has finished (has recalled all words), or can recall no more words, read the list a second time with the following instructions: “ I am going to read the same list for a second time. It doesn’t matter in what order you say them.” Mark a check in the allocated space for each word the subject produces on this first trial. When I am through, tell me as many words as you can remember. I am going to read a list of words that you will have to remember now and later on. Moreover, we described a systematic approach for adjusting the effects of age and education using fractional polynomials and provided suggestions on how to account for the nonlinear relationship that is frequently encountered between demographic factors and measures of cognitive performance.Read a list of 5 words at a rate of 1 word per second, giving the following instructions: “ This is a memory test. ConclusionsWe presented normative data for the MoCA and the MoCA-MIS that will facilitate the use of the test in Brazil and, potentially, in other populations with substantial proportions of low-educated individuals. On the other hand, MoCA-MIS scores presented a nonlinear negative relationship with age, with an accelerated pattern at higher age levels (P<0.001). MoCA scores presented a nonlinear positive association with education tending to a plateau at higher levels (P<0.001). These data reinforce the need of adjusting cutoffs for schooling in populations with heterogeneous educational backgrounds. Even using a more conservative suggestion (22 points), 67% of our normative sample would be regarded as impaired. The MoCA is particularly useful for detecting cognitive changes in those with higher levels of education, or where mild cognitive changes are the primary. ResultsAccording to the original proposed cutoff (25 points), 87% of our sample would be considered impaired. The Montreal Cognitive Assessment (MoCA) is a brief cognitive screening test with high sensitivity and specificity for detecting Mild Neurocognitive Disorder / Mild Cognitive Impairment (MCI). To account for nonlinear relationships, we have used fractional polynomials that provide a flexible parameterization for continuous variables. The final sample consisted of 597 cognitively healthy Brazilians aged 50 to 90years. Dementia has been excluded with the Functional Activities Questionnaire. MethodsCommunity-dwelling outpatients were enrolled if they had no history of neurologic or psychiatric diseases and were not taking any drugs with effects on the central nervous system. ObjectiveTo provide age-corrected and education-corrected norms for the Montreal Cognitive Assessment (MoCA) and the Memory Index Score (MoCA-MIS) in Brazil. INTERNATIONAL JOURNAL OF GERIATRIC PSYCHIATRY, v.33, n.7, p.893-899, 2018 Normative data for the Montreal Cognitive Assessment (MoCA) and the Memory Index Score (MoCA-MIS) in Brazil: Adjusting the nonlinear effects of education with fractional polynomialsĪPOLINARIO, Daniel SANTOS, Marilia Funchal dos SASSAKI, Eduardo PEGORARO, Fernanda PEDRINI, Anna Vitoria Alves CESTARI, Bruna AMARAL, Ana Helena MITT, Mayra MUELLER, Marina Bellatti SUEMOTO, Claudia Kimie APRAHAMIAN, Ivan Please use this identifier to cite or link to this item:
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