Deficits in Attention and Visual Processing but not Global Cognition Predict Simulated Driving Errors in Drivers Diagnosed With Mild Alzheimer's Disease.

IF 2.6 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL Cognition and Instruction Pub Date : 2016-06-01 Epub Date: 2015-12-10 DOI:10.1177/1533317515618898

Stephanie Yamin, Arne Stinchcombe, Sylvain Gagnon

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Abstract

This study sought to predict driving performance of drivers with Alzheimer's disease (AD) using measures of attention, visual processing, and global cognition. Simulated driving performance of individuals with mild AD (n = 20) was contrasted with performance of a group of healthy controls (n = 21). Performance on measures of global cognitive function and specific tests of attention and visual processing were examined in relation to simulated driving performance. Strong associations were observed between measures of attention, notably the Test of Everyday Attention (sustained attention; r = -.651, P = .002) and the Useful Field of View (r = .563, P = .010), and driving performance among drivers with mild AD. The Visual Object and Space Perception Test-object was significantly correlated with the occurrence of crashes (r = .652, P = .002). Tests of global cognition did not correlate with simulated driving outcomes. The results suggest that professionals exercise caution when extrapolating driving performance based on global cognitive indicators.

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注意力和视觉处理缺陷而非整体认知缺陷可预测被诊断患有轻度阿尔茨海默病的驾驶员的模拟驾驶错误。

本研究试图通过对注意力、视觉处理和整体认知的测量来预测阿尔茨海默病（AD）患者的驾驶表现。将轻度阿尔茨海默病患者（20 人）的模拟驾驶表现与一组健康对照组（21 人）的表现进行对比。研究人员结合模拟驾驶表现，考察了整体认知功能测试以及注意力和视觉处理特定测试的表现。在轻度注意力缺失症驾驶者中，注意力测试，尤其是日常注意力测试（持续注意力；r = -.651，P = .002）和有用视野（r = .563，P = .010）与驾驶表现之间存在密切联系。视觉物体和空间感知测试-物体与车祸发生率有明显相关性（r = .652，P = .002）。整体认知测试与模拟驾驶结果没有相关性。结果表明，专业人员在根据整体认知指标推断驾驶表现时应谨慎行事。

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.