The title of each session is linked to its abstract in the Table of Contents included at the start of the PDF file. Readers wishing to view a particular abs tract can select the appropriate session title in the Table of Contents.

Delaying assessment until emergence from post-traumatic amnesia increases completion rates, but this practice causes variable time delays from the date of injury to testing, which can complicate the interpretation of research findings. In the current study, the performance of 105 head injury survivors on simple tests of language comprehension and attention was used to predict global outcome. It was hypothesized that 1 month performance on these measures would aid in the prediction of Disability Rating Scale (DRS) and Glasgow Outcome Scale (GOS) scores collected at 6 months post injury. Only raw scores on the modified Test of Complex Ideational Material accounted for a significant amount of the variance in DRS scores (4.4%) above that accounted for by age, education, Glasgow Coma Scale score, and pupil response. However, testability at 1 month post injury on all four tests consistently accounted for a larger portion of the variance in DRS scores (10.1–13.2%) and significantly improved prediction of GOS scores. Galveston Orientation and Amnesia Test scores collected at 1 month post injury accounted for substantially less variance in DRS scores (7.7–8.4%). Neuropsychological data, including the testability of patients, collected uniformly at 1 month following injury can contribute to the prediction of global outcome. (JINS, 2004, 10, 807–817.)

The title of each session is linked to its abstract in the Table of Contents included at the start of the PDF file. Readers wishing to view a particular abstract can select the appropriate session title in the Table of Contents.

To evaluate effects of unilateral frontal lesions on psychosocial and global outcome of traumatic brain injury (TBI) in children, Study 1 compared matched groups of 22 school aged children who had sustained TBI either with or without unilateral frontal lesions. Study 2 evaluated effects of unilateral extrafrontal lesions in 18 TBI patients as compared with 18 nonlesional TBI patients. Communication, Daily Living, and Socialization domains and the Maladaptive Behavior Scale of the Vineland Adaptive Behavior Scales (VABS) were used to assess psychosocial outcome, and the Glasgow Outcome Scale (GOS) measured global outcome. All patients underwent magnetic resonance imaging at least 3 months post injury. Children with frontal lesions had worse scores on the Daily Living and Socialization domains and a higher frequency of maladaptive behavior than those without frontal lesions, but there was no difference in cognitive function. Disability was twice as common in the frontal lesion group relative to children without frontal lesions. Volume of frontal lesion was related to the Socialization domain. Side of lesion had no effect, nor did presence of an extrafrontal lesion (Study 2). Unilateral frontal lesions adversely affect late psychosocial outcome of TBI in children. (JINS, 2004, 10, 305–316.)

Obsessive-compulsive disorder (OCD) has been associated with frontostriatal abnormality. This has led to the hypothesis that the disorder is characterized by abnormality of procedural memory. However, evidence for either procedural or declarative memory disturbance has been mixed, and few studies have directly assessed both of these forms of memory in the same patient group. In the present study, we assessed encoding and retrieval in declarative memory using the Rey Auditory Verbal Learning Test (RAVLT), and procedural memory using the Pursuit Rotor Task, in 27 adults with OCD and 29 matched healthy controls. Groups did not differ with respect to salient demographic characteristics or memory on the RAVLT. In contrast, patients with OCD performed significantly better than controls during the early, but not later trial blocks of the Pursuit Rotor Task. This pattern of results indicates intact encoding and retrieval in declarative memory, but abnormally enhanced procedural memory during the early course of learning in OCD. These findings may be consistent with striatal overactivation observed in neuroimaging studies of OCD, as well as the prominent role of the striatum during early stages of procedural memory. (JINS, 2004, 10, 647–654.)

Both HIV infection and methamphetamine dependence can be associated with brain dysfunction. Little is known, however, about the cognitive effects of concurrent HIV infection and methamphetamine dependence. The present study included 200 participants in 4 groups: HIV infected/methamphetamine dependent (HIV+/METH+), HIV negative/methamphetamine dependent (HIV−/METH+), HIV infected/methamphetamine nondependent (HIV+/METH−), and HIV negative/methamphetamine nondependent (HIV−/METH−). Study groups were comparable for age, education, and ethnicity, although the HIV−/METH− group had significantly more females. A comprehensive, demographically corrected neuropsychological battery was administered yielding a global performance score and scores for seven neurobehavioral domains. Rates of neuropsychological impairment were determined by cutoff scores derived from performances of a separate control group and validated with larger samples of HIV+ and HIV− participants from an independent cohort. Rates of global neuropsychological impairment were higher in the HIV+/METH+ (58%), HIV−/METH+ (40%) and HIV+/METH− (38%) groups compared to the HIV−/METH− (18%) group. Nonparametric analyses revealed a significant monotonic trend for global cognitive status across groups, with least impairment in the control group and highest prevalence of impairment in the group with concurrent HIV infection and methamphetamine dependence. The results indicate that HIV infection and methamphetamine dependence are each associated with neuropsychological deficits, and suggest that these factors in combination are associated with additive deleterious cognitive effects. This additivity may reflect common pathways to neural injury involving both cytotoxic and apoptotic mechanisms. (JINS, 2004, 10, 1–14.)Note: Dr. Erin D. Bigler served as action editor during the course of this review.

To investigate the effects of very low birth weight (VLBW, <1500 g) on the development of neuropsychological skills, we assessed 67 children with birth weight <750 g, 64 with birth weight 750–1499 g, and 67 term-born controls. Growth modeling of raw scores from mean ages 7–14 years revealed persistent VLBW sequelae. Even when adjusting for IQ, the <750 g group scored more poorly than the term-born group on measures of language processing, verbal list learning, and perceptual–motor and organizational abilities. This group also made slower age-related progress than the control group on tests of perceptual-motor and executive functions. Environmental factors moderated group differences in change on other cognitive measures. These results revealed further evidence for slower skill development in both VLBW groups relative to controls, as well as“catch-up” growth in the 750–1499 g group on some measures. The findings suggest age-related changes in the cognitive sequelae of VLBW that depend on the skill assessed, the degree of VLBW, and environmental factors. (JINS, 2004, 10, 149–163.)

The year 2004 marks the 10th anniversary of the decision of the INS governing board to establish the Journal of the International Neuropsychological Society as its official publication. I was honored that the governing Board selected me to be the founding editor. With my term as Editor-in-Chief coming to a close at the end of this year, I wanted to take this opportunity to provide our readers with a few brief reflections, and in particular to offer my sincere appreciation to the many individuals who have contributed to JINS' success.

The central executive component of working memory has been argued to play an important role in the performance of span tasks, particularly backward span. Age-related decline in central executive function has also been reported, and yet there have been inconsistent findings to indicate that with increasing age, the discrepancy between forward and backward span increases. A secondary analysis of the Wechsler Memory Scale–Third Edition standardization sample (N = 1030) was performed to investigate this relationship. It was hypothesized on the basis of past research indicating an age-related decline in central executive performance, that backward digit and spatial span performance would decrease at a greater rate than forward span performance. However, the results indicated that the rate of age-related performance decline was equivalent for both measures. It is proposed that both forward and backward span tasks recruit central executive resources for successful task performance. (JINS, 2004, 10, 475–481.)

I am very honored to be the new Editor-in-Chief of the Journal of the International Neuropsychological Society, JINS, beginning in January 2005. It is a daunting task to follow in Dr. Grant's footsteps. He has done a stellar job of developing this journal from its conception to its current status, and the statistics that he presents tell only part of the story. He appropriately recognizes all of the help he has received, but JINS' success is largely due to his vision, organization, innovation, and leadership. In order to concretely recognize that vision and its continuing influence on JINS, Dr. Grant's name will be listed on the cover of JINS as its Founding Editor. He had the vision to develop a journal that “fits” the INS from the standpoint of its breadth, multidisciplinary contributions, and scientific rigor. He selected and has led an impressive group of senior editors with expertise in a variety of areas, and these editors have provided a level of editorial expertise that would not be possible with a single Editor-in-Chief. Dr. Grant has also brought electronic submission and review to JINS. Web-based submission began August 1. Even though electronic submission and review should facilitate logistics, the quality of JINS will still be most dependent on high quality peer review provided by the Editorial Board and a large group of dedicated reviewers.

To investigate the effects of dopamine on the dynamics of semantic activation, 39 healthy volunteers were randomly assigned to ingest either a placebo (n = 24) or a levodopa (n = 16) capsule. Participants then performed a lexical decision task that implemented a masked priming paradigm. Direct and indirect semantic priming was measured across stimulus onset asynchronies (SOAs) of 250, 500 and 1200 ms. The results revealed significant direct and indirect semantic priming effects for the placebo group at SOAs of 250 ms and 500 ms, but no significant direct or indirect priming effects at the 1200 ms SOA. In contrast, the levodopa group showed significant direct and indirect semantic priming effects at the 250 ms SOA, while no significant direct or indirect priming effects were evident at the SOAs of 500 ms or 1200 ms. These results suggest that dopamine has a role in modulating both automatic and attentional aspects of semantic activation according to a specific time course. The implications of these results for current theories of dopaminergic modulation of semantic activation are discussed. (JINS, 2004, 10, 15–25.)

Author Index: 2004 Annual Meeting of the Australian Society for the Study of Brain Impairment (ASSBI) and the International Neuropsychological Society (INS): July 7–10, 2004 Brisbane, Australia

Reading and writing were studied in 31 young adults with spina bifida and hydrocephalus (SBH). Like children with this condition, young adults with SBH had better word decoding than reading comprehension, and, compared to population means, had lower scores on a test of writing fluency. Reading comprehension was predicted by word decoding and listening comprehension. Writing was predicted by fine motor finger function, verbal intelligence, and short-term and working memory. These findings are consistent with cognitive models of reading and writing. Writing, but not reading, was related to highest level of education achieved and writing fluency predicted several aspects of functional independence. Reading comprehension and writing remain deficient in adults with SBH and have consequences for educational attainments and functional independence. (JINS, 2004, 10, 655–663.)

We assessed 300 healthy adults in Greece on measures of semantic and phonemic verbal fluency in order to develop norms for the Greek population. We also evaluated the strategies that the participants used spontaneously in order to maximize word production, namely clustering and switching techniques. Our tasks comprised three semantic and three phonemic categories. Consistent with previous investigations of English-speaking samples, we found a contribution of demographic variables to word fluency. Specifically, level of education contributed to total word production, number of switches, and number of repetitive responses on both semantic and phonemic tasks, and the average cluster size only on the phonemic task. Age contributed to total word production and cluster size on the semantic task, and to number of switches on both semantic and phonemic tasks. Sex contributed only to total word production on the semantic task. In our sample, clustering and switching strategies were related to total word production on both tasks, suggesting that these strategies were used effectively. We present tables of normative data stratified by age and level of education. We have also included detailed guidelines for scoring clusters relevant to the Greek population. (JINS, 2004, 10, 164–172.)

HIV-1 infection can be associated with neuropsychological (NP) deficits ranging from subtle to severe. The purpose of this study was to evaluate the functional, or “real-world” impact of HIV-associated NP impairment in a group of 267 HIV-infected participants. All participants received comprehensive NP, neuromedical, and standardized functional evaluations that included laboratory measures of shopping, cooking, financial management, medication management and vocational abilities. Compared to NP-normal participants, those with NP impairment performed significantly worse on all laboratory measures of everyday functioning. Multivariate analyses revealed that the NP ability domains of Abstraction/Executive Function, Learning, Attention/Working Memory and Verbal abilities most strongly and consistently predicted failures on the functional battery. Both NP impairment and impairment on the functional battery were significantly associated with subjective experiences of cognitive difficulties, as well as unemployment and increased dependence in activities of daily living; multivariate prediction models that also considered depressed mood and biological measures of disease progression revealed that impairment on the functional battery and depression were the only unique predictors of all three indicators of “real-world” functioning. The current results add to growing evidence concerning the clinical significance of HIV-associated NP impairment. Objective, laboratory based functional measures, such as those used here, may compliment NP testing in future studies directed at understanding the impact on life quality of central nervous system disorders and their treatments. Finally, there is a need for additional research investigating the apparently independent effect of depression on level of everyday functioning in HIV infected persons.NOTE: Dr. Erin D. Bigler served as action editor during the course of this review. (JINS, 2004, 10, 317–331.)

The title of each session is linked to its abstract in the Table of Contents included at the start of the PDF file. Readers wishing to view a particular abstract can select the appropriate session title in the Table of Contents.

Researchers of cognitive processing in illiteracy have proposed that the acquisition of literacy modifies the functional organization of the brain. They have suggested that, while illiterate individuals have access only to innate semantic processing skills, those who have learned the correspondence between graphemes and phonemes have several mechanisms available to them through which to process oral language. We conducted 2 experiments to verify that suggestion with respect to language processing, and to elucidate further the differences between literate and illiterate individuals in the cognitive strategies used to process oral language, as well as hemispheric specialization for these processes. Our findings suggest that semantic processing strategies are qualitatively the same in literates and illiterates, despite the fact that overall performance is augmented by increased education. In contrast, explicit processing of oral information based on phonological characteristics appears to be qualitatively different between literates and illiterates: effective strategies in the processing of phonological information depend upon having had a formal education, regardless of the level of education. We also confirmed the differential abilities needed for the processing of semantic and phonological information and related them to hemisphere-specific processing. (JINS, 2004, 10, 818–827.)

One hundred sixty-seven children with traumatic brain injury (TBI), selected from an 8-year series of consecutive referrals to a Midwestern rehabilitation hospital, completed the California Verbal Learning Test–Children's Version (CVLT–C) and the Wechsler Intelligence Scale for Children–Third Edition (WISC–III) within 1 year after injury. A large proactive interference (PI) effect, defined as performance on the second list that was at least 1.5 standard deviations below that on the 1st one, was statistically significantly more common in this clinical sample (21%) than in the CVLT–C standardization sample (11%). Other performance discrepancies, including retroactive interference, rapid forgetting, and retrieval problems, occurred at approximately the same rate in the clinical and standardization samples. Children with anterior cerebral lesions were about 3 times less likely to have a large PI effect than children without such lesions, but the former group performed worse on the first CVLT–C list. The impact of pediatric TBI on a wide range of CVLT–C quantitative variables was mediated by speed of information processing, as assessed by the WISC–III Processing Speed factor index. It is concluded that failure to release from PI is somewhat common, although certainly not universal, in children with TBI. Unlike with adults, anterior cerebral lesions are not associated selectively with an increased risk for PI after pediatric TBI but rather with a reduced efficiency of allocation of cognitive resources. Deficits in speed of information processing appear to be primarily responsible for the learning deficits on the CVLT–C after pediatric TBI. (JINS, 2004, 10, 482–488.)

Age-related declines in working memory performance have been associated with deficits in inhibition, strategy use, processing speed, and monitoring. In the current study, cross-sectional and longitudinal methodologies were used to investigate the relative contribution of these components to age-related changes in working memory. In Experiment 1, a sample of 140 younger and 140 older adults completed an abstract design version of the Self-Ordered Pointing Task modeled after Shimamura and Jurica (1994). Experiment 1 revealed that only processing speed and monitoring explained age differences in SOPT performance. Participants in Experiment 2 were 53 older adults who returned 4 years after the initial testing and 53 young adults. A task that assessed the ability to generate and monitor an internal series of responses as compared to an externally imposed series of responses was also administered. Experiment 2 replicated the key findings from Experiment 1 and provided some further evidence for age-related internal monitoring difficulties. Furthermore, the exploratory longitudinal analysis revealed that older age and lower intellectual abilities tended to be associated with poorer performance on the SOPT at Time 2. (JINS, 2004, 10, 489–503.)

Studies concerning time perception lack a validated assessment tool and a consensual “gold-standard” measure. Moreover, the present evidence suggests modification of timing with aging. This study aimed to develop and validate a neuropsychological tool to measure time perception and to study temporal perception with aging. Eighty-six healthy participants, aged 15–90 years old, were asked to verbally estimate and produce empty intervals signaled by auditory beeps, of 7-, 32-, and 58-s duration. Two tests were used as “gold-standards”: estimation of the duration of time necessary to draw a clock (“clock time”) and estimation of the duration of neuropsychological evaluation (“global time”). Results showed a correlation between estimation and production (p < .01) and a correlation between estimation or production and “global time” (p < .01). The correlation between either estimation or production and age (p < .01), suggested a faster “internal-clock” in the older participants. However, this finding lost significance when controlled for literacy. The results suggest that these tests are potentially a useful tool to measure subjective perception of time. They also corroborate the hypothesis of a change in subjective time perception with aging. It was not possible to conclude if this effect was a specific result of aging or biased by the interference of literacy. (JINS, 2004, 10, 332–341.)