Biomedical subjects

R Villodre

Publications and source records attributed to R Villodre.

3 recordsLinked to original sources

PubMed2006

[Verbal fluency tasks in a Spanish sample of young adults (20-49 years of age): normative data of clustering and switching strategies].

INTRODUCTION: The aim of this study is to establish normative data on phonological and semantic verbal fluency tests, measuring total production of words, clusters and switching of words in a healthy young adult Spanish population. MATERIAL AND METHODS: We assessed 53 healthy adults between 20-49 years old (32.8 +/- 9.5) with 8-18 years of formal education (9 +/- 3.3 years). The semantic fluency category included: animals, fruits, clothes and the initial letters F, A, S in 1 minute of time. Clustering and switching strategies were examined and scored according to a protocol elaborated ad hoc by the authors. Pearson correlations between number of "clusters", "switching" and total number of words was used and we evaluated the possible influence of age, years of schooling and gender in each one of the categories in 1 minute and in intervals of 15 seconds. RESULTS: The variable years of formal education was the only demographical factor that significantly influenced semantic verbal fluency (r = 0.43; p = 0.04). Switching and clustering were positively correlated with the number of words generated. Clustering was highly correlated with total number of words generated on semantic fluency (r = 0.846; p < 0.01). In contrast, switching was more highly correlated than clustering with total number of words generated on phonemic fluency (r = 0.864; p < 0.01). CONCLUSIONS: Rules for scoring switching and clustering in our population are provided. Optimal fluency performance requires some type of balance between clustering and switching strategies and should be taken into account in studies regarding verbal fluency.

Adult↗

PubMed2005

Self-awareness after acquired brain injury--predictors and rehabilitation.

OBJECTIVE: To investigate the factors contributing to deficit in self-awareness following acquired brain injury and to study change in self-awareness during a group support program. METHODS: Sixty-two patients (mean age: 35.4 +/- 15.3 years) attending our Service (295 +/- 525 days after injury) were included in the study (41 of them had sustained a head injury). Thirty-six patients were admitted to a multidisciplinary rehabilitation program including a group support program designed to improve self-awareness deficits. All patients were assessed with the Patient Competency Rating Scale as a measure of self-awareness and with a broad range of neuropsychological tests, checklists of psychopathological symptoms, and several functional scales. RESULTS: Thirty patients showed high levels of self-awareness while 32 showed impaired self-awareness. Patients with appropriate perception of their deficits showed less psychopathological symptoms, better neuropsychological function and higher functional independence than those with impaired SA (Student's t test, p < 0.05). Both groups improved, but with different patterns, after rehabilitation (MANOVA, p < 0.05). Multiple regression analysis revealed that cognitive status was predictive of level of self-awareness. CONCLUSION: The level of self-awareness after acquired brain injury is a useful prognostic index of the neuropsychological, psychopathological and functional status of the patient. We recommend the evaluation of this symptom after acquired brain injury due to its clinical relevance.

Activities of Daily Living↗

PubMed2003

[Complutense Verbal Learning Test versus Wechsler Memory Scale-Revised].

INTRODUCTION: We present a comparative study (sensitivity and convergent validity) between a new verbal memory test Complutense Verbal Learning Test (TAVEC) and the Wechsler Memory Scale-Revised (WMSr) in a sample of patients with acquired brain injury. PATIENTS AND METHODS: Twenty-eight patients with acquired brain injury were included in this study. Twelve patients were reevaluated six months after their inclusion in a cognitive multidisciplinary rehabilitation program. All patients were assessed with the WMSr (verbal memory, general memory and long-term memory) and the TAVEC (verbal learning, immediate memory and delayed memory). Results obtained with both scales were compared (chi-square) and correlated (Pearson correlation). RESULTS: Globally, learning and memory deficits were detected with both scales. Initially 32.1 % of our sample showed general memory deficits, and 44.4 % long-term memory deficits when assessed with WMSr. These percentages were significantly lower compared to the 57.1 %, 75 % and 78.5 % of our sample who showed learning, recent memory and delayed memory difficulties when evaluated with the TAVEC. The results obtained by the 12 patients included in a cognitive rehabilitation program significantly improved. Numerous strong correlations between the TAVEC and the WMSr were found, suggesting a high degree of convergence between the two instruments. CONCLUSIONS: The TAVEC is a sensitive measure of learning and memory after acquired brain injury. Due to its sensitivity, ecological value and multifactorial structure we recommend this test for the evaluation of learning and memory of these patients.

Adolescent↗