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Online assessment of cognitive functioning across the adult lifespan using the eCOGTEL: a reliable alternative to laboratory testing.

ABSTRACT: As the population ages, risks for cognitive decline threaten independence and quality of life of older adults. Classically, psychological assessment tools that evaluate cognitive functioning are administered in face-to-face laboratory sessions, which are time- and resource-consuming. The present study set out to examine whether the eCOGTEL-an online adaptation of the Cognitive Telephone Screening Instrument (COGTEL; Kliegel et al. in J Psychol 141(2):147-170, 2007)-represents a reliable measure of cognitive performance in adulthood. Therefore, an age-stratified adult lifespan sample of 253 participants (aged 19-86 years) completed a face-to-face assessment in the laboratory and a self-administered online version, at their homes. A second, independent sample of 176 younger adults (aged 19-30 years) performed a test-retest assessment of the eCOGTEL. Results showed strong correlations between overall cognitive scores assessed online and in the laboratory, as well as a high test-retest reliability. Further, comparable data distributions between both assessment modes underline the feasibility of the eCOGTEL across the adult lifespan and particularly in older age. Our findings thereby indicate that the eCOGTEL can reliably measure cognitive performance across the lifespan at reduced costs, which may help detecting individuals at risk of developing age-related cognitive decline. Due to these strengths, the eCOGTEL represents a valuable contemporary approach for the resource-efficient online assessment of cognition, which may benefit a broad array of fundamental and applied research fields, such as clinical and organizational psychology. Supplementary Information:The online version contains supplementary material available at 10.1007/s10433-021-00667-x.

SUBMITTER: Haas M

PROVIDER: S-EPMC8655327 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundOnline assessment of narrative production and comprehension became an important component of language assessment during the COVID-19 pandemic. This study aimed to establish quantitative measures of narrative macrostructure in the production and comprehension of adult Irish-English bilinguals in an online assessment.MethodsA total of 30 Irish-English bilingual adults participated in an online assessment of oral narrative production and comprehension. Narratives were elicited using LITMUS-MAIN for Irish and English. Story-tell elicitation method was used for all stories. Twenty participants produced Baby Birds and Baby Goats story pairs while 10 participants produced Cat and Dog story pairs. Quantitative measures of story structure, comprehension score, and the overall number of Internal State Terms (ISTs) in production and comprehension were compared across the story pairs, languages, and the output type (production vs. comprehension).ResultsA general linear model indicated no differences in either story structure or story comprehension scores across languages for both sets of stories. Combined analysis for all participants and stories indicated no difference in the story structure scores or comprehension scores across the languages or the story pairs. While the overall number of ISTs was the same across languages, a higher number of ISTs was observed in comprehension relative to production in both languages for Cat and Dog story pair only, but not for Baby birds and Baby goats' stories. The major benefit of using online assessment was the accessibility of participants. The major drawback was the inability to control the environment and the quality of the internet connection.Conclusion and implicationsWhile online assessment increased the availability of participants, which is a significant factor in rural Ireland characterized by low population density and the high percentage of Irish speakers, the availability of stable internet connection limited the applicability of online assessment. Measures of narrative macrostructure were stable across the languages and the story pairs. This is important because of high variability in exposure to Irish, frequent code-switching, and a high number of morphosyntactic errors due to rapid language change that characterizes Irish-English bilinguals. Identifying reliable measures of language performance for Irish-English adult speakers is an important step toward establishing developmental norms for Irish-English bilinguals.

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Online assessment of cognitive functioning across the adult lifespan using the eCOGTEL: a reliable alternative to laboratory testing.

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