• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.20 no.2
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• pp.68-75
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• 2009

Objectives: This study was conducted in order to develop and obtain the nonnative data of the computerized Comprehensive Attention Test(CAT) in Korean children and adolescents. It also aimed to evaluate the reliability and validity of the CAT. Methods: We developed the computerized CAT which includes the selective attention task, the sustained attention to response task, the flanker task, the divided attention task, and the spatial working memory task. We investigated the test-retest reliability and the construction validity of this computerized version by using the data from 21 children, and gathered the nonnative data of 9l2 subjects, aged 4 to 15 years, dwelling in the Metropolitan Seoul area in 2008. Results: No statistical differences between means of the tests and retests of the CAT were observed. The mean of the correlation coefficient of the test-retest scores was 0.715. The results from the factor analyses explained 51.7% of the cumulative variance. In addition, the nonnative data for all of the CAT subtests were obtained. Conclusion: The computerized CAT can be used as a reliable and valid tool in both clinical and research settings for Korean children and adolescents with or without neuropsychiatric conditions such as attention deficit.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.11 no.4
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• pp.339-348
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• 2017

The purpose of this study was to verify the validity and reliability of the computerized general neurocognitive test using intuitive evaluation techniques to reflect the needs of the elderly and to validate neurocognitive function appropriately. The subjects were 100 elderly people who were over 60 healthy people. To evaluate the comprehensive neurocognitive function of the elderly, Computerized Neuro-cognitive Function Test (CNT, cybermedic. Co., Korea) developed by CyberMedic was used. The test consist of attention test, memory test and the problem solving ability test. As a result of correlation analysis of CNT test items, it was possible to confirm the characteristics of measuring single domain of attention and memory test. The problem-solving ability test also showed a high level of significant correlation, although the purpose of measurement was different, but a comprehensive cognitive function test for problem solving was possible. In the reliability analysis, the half reliability and internal consistency of test - retest were significantly higher. As a result of the above study, we conclude that the comprehensive neurocognitive test items constituted in this study have achieved reproducibility and effectiveness.

• Therapeutic Science for Rehabilitation
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• v.6 no.1
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• pp.55-69
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• 2017

Objective : The purpose of this study was to investigate the reliability and concurrent validity of the computerized cognitive function test system (called CNFT) for evaluating the cognitive function and to provide its normative data. Methods : For this purpose, 140 normal adults participated in a investigation to provide the normative data of CNFT. 40 normal adults participated in an evaluating experiment to verify the reliability and validity. CNFT consists of attention, memory, sensori-motor coordination, and frontal lobe & higher cognitive function domains. Because CNFT is a computerized evaluation tool, all results and operations are processed consistently and automatically. Results : In the results, as the age of subjects increased, the average accuracy decreased and response time increased. Additionally, memory and frontal lobe & higher cognitive function was lower than other domains. Test-retest reliability of 2 weeks interval was highly correlated (r=.48~.85) and there is no significant difference between test and retest scores. CNFT was highly correlated with computerized neurocognitive function test (r=.67~.79; p<.05). Conclusion : Normative data of CNFT were obtained, and the guidelines for the interpretation were provided. A reliable and valid clinically applicable computerized cognitive function test was developed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.27 no.2
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• pp.109-118
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• 2016

Objectives: The aim of this study was to develop the computerized Comprehensive Learning Test-Reading (CLT-R) to evaluate the cognitive processes and achievements related to their basic reading ability and identify dyslexia in children and adolescents in South Korea. We also obtained the normative data and evaluated the reliability and validity of the test. Methods: We developed the CLT-R, including the word attack/nonword decoding, paragraph reading, sound blending, nonword repetition, rapid automatized naming, letter-sound matching, visual attention, orthography awareness, and digit span tests, for the purpose of diagnosing dyslexia. We investigated the reliability and validity of the tests and gathered the normative data from 399 subjects (male 48.9%), aged 5-14 years, from the last grade in kindergarten to middle school, dwelling in Seoul and Gyeonggi Province, South Korea. Results: No statistical differences were observed between the means of the tests and retests of the CAT. The mean of the correlation coefficient of the test-retest scores was 0.85. According to the construct validity test calculated by principal constant analysis using the oblique rotation method, 4 factors explained 70.0% of the cumulative variances. In addition, the normative data were obtained for all of the CLT-R subtests. Conclusion: The computerized CLT-R can be used as a reliable and valid tool to evaluate the reading achievement and reading related cognitive process in Korean children and adolescents in schools, clinics, and research institutes.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.30 no.2
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• pp.66-73
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• 2019

Objectives: This study aimed to investigate the trajectory of change of diverse attention and working memory in Koreans from 4 to 40 years of age. Methods: The data of 912 subjects from 4 to 15 years of age obtained from a previous standardization study of the computerized comprehensive attention test were merged with the newly obtained data of 150 subjects aged 16 to 40 years from this study. We evaluated the various kinds of attention, in which each subtest had five indicators. Working memory, with parameters such as number of correct responses and span, was also measured. Results: Our findings indicated that attention developed as age increased, and it decreased or was maintained after a certain age. Selective and sustained attention developed rapidly in children and adolescents, until mid-teens or 20 s when it ceased development. Divided attention, however, developed up to approximately age 20. In addition, working memory developed until mid-teens or 20 s. Conclusion: We presented the standardized data on diverse kinds of attention and working memory in children, adolescents, and adults in Korea. We could recognize any patterns of change in attention and working memory with increasing age.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.2
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• pp.123-131
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• 2017

Objectives: Executive dysfunction including working memory deficit has been suggested to be one of the major neuropsychological etiologies of attention-deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate the augmentative effects of Cogmed working memory training on the symptoms and neurocognitive functions in medicated children and adolescents with ADHD. Methods: Twenty-five children with ADHD, aged 7 to 19 years, taking ADHD medication participated in this study. The participants were trained for 5 weeks with a commercially available and computerized working memory program ($Cogmed^{(R)}$) without any changes to their medication. The Korean version of the ADHD Rating Scale, Clinical Global Impression Scale, and Comprehensive Attention Test were administered before training and 4 weeks and 7 months after training, respectively. Results: After completing the training, the clinical symptoms and function, rated by the parents and clinician, were improved. In addition, the level of commission errors was significantly reduced in the selective attention (visual/auditory) task, sustained attention to response task, and flanker task. The untrained visuospatial short-term memory and working memory were also improved. These effects were still observed 7 months after the training. Conclusion: Cogmed working memory training can be a promising training option for the additional improvement of the symptoms and deficits in working memory and response inhibition in medicated children with ADHD.