Neuropsychological short assessment of disease- and treatment-related intelligence deficits in children with brain tumours.

OBJECTIVE: The Wuerzburger Psychologische Kurz-Diagnostik (WUEP-KD) is a short screening battery for cognitive deficits in children with brain tumour. We report on its psychometric quality and testing efficiency. MATERIAL AND METHODS: WUEP-KD was founded on Cattell-Horn-Carroll (CHC) framework of cognitive abilities. We assessed the construct validity of the short battery by conducting factor analysis and the concurrent validity by multiple linear regressions with Kaufman Assessment Battery for Children (K-ABC). The concurrent validity was explored by multiple linear regressions with Wechsler Intelligence Scale for Children (WISC). The discriminant validity was examined by a reanalysis of harmful effects of brain tumour treatments in a medulloblastoma cohort. RESULTS: The construct validity assessment revealed three neuropsychological domains: cognitive operations, executive abilities, and psychomotor abilities. The retest reliabilities for individual testing and the convergent coefficients of the WUEP-KD with K-ABC and WISC yielded satisfactory results. The cognitive effects of different treatment modalities in the medulloblastoma cohort matched exactly previously reported data on the decline of general intelligence scores and delivered the details for the harmful effects. An in-depth analysis based on Hedges' g effect sizes confirmed specific harmful late effects on all abilities of cognitive operations, on the executive ability of perceptual speed and on psychomotor ability of movement steadiness. CONCLUSION: WUEP-KD is a valid and efficient short test instrument, which may be especially useful in larger cohorts, multicenter settings or if patients do not tolerate longer tests. Due to its foundation on the CHC framework, our findings provide a rationale to create a common data set along with scores from other factor-based tests in international studies.

The relation between lateralisation, early start of training, and amount of practice in musicians: a contribution to the problem of handedness classification.

This study investigates the influence of extensive bimanual training in professional musicians on the incidence of handedness in the most basic form of right-handedness (RH) and non-right-handedness (NRH), according to Annett's "right shift theory". The lateralisation coefficients (LCs) of a total sample of 128 bimanually performing music students were calculated for speed, regularity, and fatigue of tapping by using the speed tapping paradigm. Additionally, the accumulated amount of practice was recorded by means of retrospective interviews. The proportion of designated right-handers (dRH) and non-right-handers (dNRH) in hand performance was identified by binary logistic regression from LCs. A proportion of 30.8% designated NRH in the group of musicians was found, while in the control group of non-musicians (matched for age range) a proportion of 21.7% designated NRH was observed. Incidence of dNRH was higher in string players (35.6%) than in pianists (27.1%). As an effect of the extensive training of the left hand, tapping regularity increased and tapping fatigue decreased among those participants who evidenced an increased amount of accumulated practice time on the instrument. However, speed difference between hands (as indicated by LCs) remained uninfluenced by bimanual training. This finding is in contrast to those of Jancke, Schlaug, and Steinmetz (1997). Finally, our study provides a more reliable (statistical) classification as an external criterion for future genetic analyses of handedness.

The advantage of a decreasing right-hand superiority: the influence of laterality on a selected musical skill (sight reading achievement).

In this study, the unrehearsed performance of music, known as 'sight reading', is used as a model to examine the influence of motoric laterality on highly challenging musical performance skills. As expertise research has shown, differences in this skill can be partially explained by factors such as accumulated practise and an early start to training. However, up until now, neurobiological factors that may influence highly demanding instrumental performance have been widely neglected. In an experiment with 52 piano students at a German university music department, we could show that the most challenging musical skill, sight reading (which is characterized by extreme demands on the performer's real time information processing), is positively correlated with decreasing right-hand superiority of performers. Laterality was measured by the differences between left and right-hand performance in a speed tapping task. SR achievement was measured using an accompanying task paradigm. An overall superiority of 22% for non-right-handed pianists was found. This effect is gender-related and stronger in non-right-handed males (r(24) = -0.49, p<0.05) than in non-right-handed females (r(28) = -0.16, p>0.05). We conclude that non-right-handed motoric laterality is associated with neurobiological advantages required for sight reading, an extremely demanding musical subskill.

Do mental speed and musical abilities interact?

The relation between mental speed and musical ability was investigated. Seventeen subjects aged 3-7 years were divided into two subgroups: one (G1; n = 9) consisted of children who participated in an early childhood music program and who received informal musical guidance, but no special training; the other (G2; n = 8) consisted of highly talented young violin players who received intensive parental support and special training by daily deliberate practice. Mental and musical abilities of both groups were controlled by standardized tests (Kaufman's ABC and Gordon's PMMA) and compared with data taken from recordings of saccadic eye movement using online identification from an electrooculogram (EOG). Results of EOG measurement are referred to as "mental speed," which correlates highly with general mental abilities (intelligence). These results were compared with EOG scores taken from a larger sample of children of the same age range (n = 82) who received no music instruction. The grand average of their scores served as a reference line for mental speed, which is normally expected to be performed by an equivalent age group. Data in the two experimental groups did not differ statistically; however, all musically experienced children had a highly significant advantage in mental age (P <0.01) compared to the reference line of the normal population who did not exhibit any effect of training and practice. This indicates strong interaction between mental speed and music ability, which can be interpreted in terms of the expertise model and cognitive transfer effects.