(BTACT) with Stop & Go Switch Task (SGST) Margie E. Lachman, Project

Brief Test of Adult Cognition by Telephone (BTACT) with Stop & Go Switch Task (SGST)

Margie E. Lachman, Project Leader Patricia A. Tun, Co-Investigator Brandeis University

MIDUS II Cognitive Test Battery Manual Updated January 2011

Supported by PO1 AG20166 & RO1 AG17920

Table of Contents

1. Brief Test of Adult Cognition by Telephone form A – p. 1-10

2. Brief Test of Adult Cognition by Telephone form B – p. 11-19

3. BTACT form A answer sheet – p. 20-27

4. BTACT form B answer sheet – p. 28-35

5. Guidelines for Administering and Scoring the BTACT – p. 36-40

6. Options for Administration and Scoring of the Stop and Go Switch Task – p. 41-47

7. Information about Recording and Administering the BTACT and Stop and Go Switch Task – p. 48

8. Information about Automatic Scoring of the Stop and Go Swich Task – p. 49

9. BTACT References – p. 50

MIDUS II Cognitive Test Battery Brief Test of Adult Cognition by Telephone (BTACT) February 2012 For Website

In this phone interview I will ask you to try and do some exercises that involve remembering and making judgments about words and numbers. Before we begin, I need to tell you a few things. Your participation is completely voluntary. If you prefer not to answer any question, just let me know and we will go on to the next question. The information that you give me will be confidential and used for statistical analysis only. It will be identified only by computer code and at no time will your name or other identifying information be attached to the survey results. Therefore, I won’t be able to give any specific feedback.

These tasks are not harmful in any way. The exercises will take about 15 minutes. Do you have any questions about your participation is this study?

We will be tape recording the interview today so that we can score the exercises later. Do I have your permission to go ahead with this?

(If participant seems distracted, or there is noise or commotion in background such as young children, TV or radio, or other people talking, say “It is important that you are able to concentrate without being distracted while we do these exercises. Would it be better for me to call you back another time?” If so, make an appointment for another time.)

First I would like to make sure that you are able to hear me clearly. Please repeat these numbers after me: 2, 8, 3, 6, 9. (If not loud enough, ask person to speak up clearly.) Could you hear me clearly?

Now you will hear some words and numbers. Please do not use a paper and pencil for any of the questions. We suggest that you close your eyes while you are doing these to help you concentrate. Some of the questions will be easy for you, and some will be harder. We do not expect anyone to get all of these correct - just do the best you can.

WORD LIST RECALL (1.5 minutes on average) Rey Auditory-Verbal Learning Test (Lezak, 1983)

I am going to read a list of words. Listen carefully. When I am finished, you are to repeat as many of the words as you can remember. It doesn’t matter in what order you repeat them. Just try to remember as many as you can. I will say each word only one time, and I cannot repeat any words. You will have up to one and a half minutes, and I will not say anything until I tell you that your time is up. Do you have any questions? Are you ready?

(Read with one second interval between each word)

List of items not included

Now tell me as many words as you can remember.

(Record words recalled correctly by entering the one or two letter code , as well as repetitions of same word and intrusions).

If person stops before 1 1/2 minutes is up, say, “There’s still time left, can you think of any more?”

Good, now let’s go on.

DIGITS BACKWARD (2.5 minutes) WAIS III (1997)

I am going to say some strings of numbers, and when I am done I would like you to repeat them backwards, in the reverse order from which I said them. So if I said “3, 8”, you would say “8, 3”. Do you understand? The sets will get larger as we go.

Items not available.

Good, now let’s go on.

CATEGORY FLUENCY (1.5 minutes) Drachman & Leavitt (1972)

Now I am going to name a category and you will name things that belong in that category. Let’s practice with the category “fruit”. You could say peach, or pear. Can you think of any other fruits? ( wait for 2 correct items ). In a moment I will give you another category. When I say begin, you will name all the things from this new category you can think of, as fast as you can. You will have one minute to do this. I will let you know when your time is up. The new category is not included here. Do you have any questions? Ready? Begin. (Time for one minute). If person stops before 1 minute is up, say “There’s still more time, can you think of any more?”

Good, now let’s go on.

STOP AND GO TASK (3-3.5 minutes)

Next I am going to see how quickly you can respond to the words RED and GREEN. Every time I say RED you will say STOP, and every time I say GREEN you will say GO. Try to be accurate, but respond as quickly as you can. So when I say RED you will say… And when I say GREEN you will say… Do you have any questions? Let’s begin. This will last about 1 minute.

Trials not included here

Good, now let’s do something different.

NUMBER SERIES (2.5 minutes) Salthouse & Prill (1987)

In the next exercise I will read you a series of numbers that may get larger or smaller in value. At the end you will try to figure out what the next number would be. So if the numbers were 2,4,6,8,10, the next number would be 12. After I say each number I will pause for as long as you need, and then you should say “okay” when you are ready for me to go on to the next number in the group. So if I said 2, you should say “okay” when you are ready for me to go on to the next number, then I say 4, you say okay, 6, okay, 8, okay, 10, and at the end I will ask you what you think the next number would be. In this case the next number would be 12, as each number has increased by 2.

Let’s try one for practice: 35 (okay), 30 (okay), 25 (okay), 20 (okay), 15 (okay) AND the next number would be….???? (The answer should be 10 as each number has decreased by 5). There will be different patterns, and some of these will be harder than others, so just do the best you can. If you are not sure of the answer, it is okay to guess. Do you have any questions? (Pause after each of the first 4 items for okay response; after the last item, say AND the next number is…?).

Items not included here

Good, let’s move on.

30 SECONDS AND COUNTING TASK (30-SACT) (45 seconds)

Next, I would like to see how fast you can count You will have half a minute. Do you have any questions? I will let you know when the time is up.

Specific instructions not included

Begin (Time for 30 seconds) Record final number reached, and number of errors.

Good, now one more question.

WORD LIST RECALL II (40 seconds on average)

List of items not included

Thank you very much for your help. We appreciate you taking the time to help us with this research project.

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Information about Recording and Administering the BTAC T and the Stop and Go Switch Task

Recording audio: There are many programs that can be used to record audio. The one we use here is called Audacity. This is available at http://audacity.sourceforge.net/ to download for free. I would recommend downloading the most recent non-beta version. If you are using a computer that does not have a built-in microphone, there are many different ones available for purchase. A good one is the Labtec pc mic 333, which plugs into the microphone jack and can be mounted to a laptop (comes with adhesive and peel-off backing). It was about ten dollars when we purchased it from Amazon a couple years ago.

Administering the stop and go switch task: The software we use to run the red-green/Stop and Go Switch Task is called DirectRT and is put out by Empirisoft. For information on this software visit the web site: http://www.empirisoft.com/directrt.aspx To see pricing and place your order, see the following link: http://www.empirisoft.com/order.aspx

I can give you all the files that you will need to run the red-green once you purchase DirectRT. Here is how to arrange these files on the computer(s) you will use for testing: Create a folder (which you can place on the desktop or wherever is best for you) and name it red-green or stop and go switch task, or whatever you like so that you will know what it is. Inside of this folder you will place the styles.drt file (this is the file that tells DirectRT what fonts and colors and such to use for the presentation) and the RedGreen version 3 with fixed response stimulus intervals.csv file (this is the file that runs the red-green program). Inside of this main folder you should create another folder named "Stim". The name of this folder has to be exactly that so that the DirectRT software knows where to access the stimuli. Inside of this Stim folder you should place all of the other files (the instructions test files, and the "red3" "green3" "normal2" and "reverse2" sound files). Then when you open up DirectRT and you want to run red-green, click on the File menu and then click "Select and run input file." Browse your computer until you find the RedGreen version 3 with fixed response stimulus intervals.csv file, and select that one. Then when the little window pops up, enter your participant ID number and click OK and then you are off and running. If you have any questions about this or have any trouble, feel free to call or email me ([email protected] or 781.736.3245) and I will help you the best I can. For issues relating to problems with DirectRT, if I can’t help you, they have a support form here: http://support.empirisoft.com/forumdisplay.php?f=3 or you can email [email protected]. My experience has been that it is quite slow getting a response, so make sure to test the program out long before you need to start running participants.

48 Automatic scoring of the red-green

We are able to do automatic presentation and scoring of the red-green by using the software DirectRT in conjunction with a microphone attached to your computer and the speaker phone function of a land line telephone (we have stayed away from cell phones so far because there is a sometimes a minor to significant delay, which would affect reaction times). The software presents each pre-recorded “red” or “green” stimulus through the speakers of the computer. When the participant responds “stop” or “go,” the computer microphone picks this up (assuming your voice response settings in DirectRT are adjusted properly1). The software automatically moves on to the next trial and plays the next stimulus word 1000 milliseconds after the onset of the participant’s vocal response. Reaction times are recorded by the software and output into an Excel spreadsheet. This spreadsheet can be found in the Data folder of your project, and the reaction time is in the column labeled “RT.” This represents the length of time from the end of the stimulus word “red” or “green” until the onset of the participant’s vocal response. If one wishes to consider the reaction time from the beginning of the stimulus word, one must add 350 milliseconds to the RT in order account for the length of the “red” or “green” stimulus. These reaction times can be manipulated by using a macro or other similar procedure to put them in a format that can easily transferred to Excel or other statistical package.

1 In DirectRT click on Tools>Voice Response Setup to test the sensitivity of your microphone and adjust to a level low enough that the participant will always be “heard” by the microphone, but not so low that breathing and other random noises will set it off.

BTACT Bibliography

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Combined effects of psychosocial and behavioral factors. The Journals of Gerontology,

Series B: Psychological Sciences and Social Sciences, 66B(S1) , i130–i140.

doi:10.1093/geronb/gbr017

Lachman, M. E., Agrigoroaei, S., Murphy, C., & Tun, P. A. (2010). Frequent cognitive activity

compensates for education differences in episodic memory. American Journal of

Geriatric Psychiatry, 18, 4-10.

Lachman, M. E., & Tun, P. A. (2008). Cognitive testing in large-scale surveys: Assessment by

telephone. In S. Hofer & D. Alwin (Eds.). Handbook on Cognitive Aging:

Interdisciplinary Perspectives (pp. 506-522). Thousand Oaks, CA: SagePublishers.

Seeman, T. E., Miller-Martinez, D. M., Merkin, S. S., Lachman, M. E., Tun, P. A., &

Karlamangla, A. S. (2011). Histories of social engagement and adult cognition: Midlife in

the U.S. study. The Journals of Gerontology, Series B: Psychological Sciences and Social

Sciences, 66B(S1) , i141–i152. doi:10.1093/geronb/gbq091

Stawski, R. S., Almeida, D. M., Lachman, M. E., Tun, P. A., Rosnick, C. B., & Seeman, T.

(2011). Associations between cognitive function and naturally occurring daily cortisol

during middle adulthood: Timing is everything. The Journals of Gerontology, Series B:

Psychological Sciences and Social Sciences, 66B(S1), i71–i81.

doi:10.1093/geronb/gbq094 Stawski, R. S., Almeida, D. M., Lachman, M. E., Rosnick, D. B., & Tun, P. A. (2010). Fluid

cognitive ability is associated with greater exposure and smaller reactions to daily

stressors. Psychology and Aging, 25, 330-342.

Tun, P. A., & Lachman, M. E. (2006). Telephone assessment of cognitive function in adulthood:

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doi:10.1093/ageing/afl095

Tun, P. A., & Lachman, M. E. (2008). Age differences in reaction time and attention in a

national telephone sample of adults: Education, sex, and task complexity matter.

Developmental Psychology, 44, 1421-1429. PMCID: PMC2586814.

Tun, P. A., & Lachman, M. E. (2010). The association between computer use and cognition

across adulthood: Use it so you won’t lose it. Psychology and Aging, 25, 560-568.