In 2008 in Canada, 99.1% of households own and use a telephone (home or cellular) compared to other communication devices such as the computer (79.4%). The telephone is still the most widely adopted technology. A number of factors explain the proliferation of IVR systems. An example of such system is the Computer Automated Dementia Screening instrument (IVR-ADS) ( 13). In a few instances, the computer program performs the administration and the scoring of the tests. Researchers have expressed concerns about the construct validity of the adapted tests and suggested that tests administered by a technology platform (WEB, computer, telephone) may measure additional and/or different cognitive abilities ( 11).Īn example of an assisted computerized assessment is the Computer Assisted Telephone Interview (CATI) ( 12), which adapted the TICS-m for a computerized telephone administration. The use of such tests for dementia screening may be appropriate in population studies but may not be as useful to establish more precise diagnosis such as mild cognitive impairment or sufficient to make a final diagnosis of dementia ( 9). Various studies that examined the validity of these telephone-administered tests reported good validity ( 7– 10). Other examples include the Minnesota Cognitive Acuity Screen (MCAS) for screening of dementia ( 4), the Telephone-Administered Cognitive Test battery (TACT) ( 5) and the Indiana university telephone-based assessment of neuropsychological status ( 6). These include the Telephone Adaptation of the Mini Mental State Examination (T3MS) ( 1), the Telephone Screening of Cognitive Status (TICS) ( 2), and its modified version TICS-m ( 3), used for dementia screening purposes. In the early applications, a “real” person performed both the administration and the scoring of the tests. The use of IVR systems in psychological and neuropsychological assessment is a relatively new development.Ĭognitive testing over the telephone has been used for over a decade. Interactive voice response (IVR) systems are generally described as computer systems interacting with people who, in turn, use the telephone keypad or speech to give answers to computer prompts. We discuss how valid and useful IVR systems are for neuropsychological testing in the elderly. The correlation between the IVR digit span forward and backward and the in-person administration was 0.46. The correlation between the IVR verbal fluency and the WAIS-IV Similarities subtest was 0.31. In the digit span, these errors led to the erroneous discontinuation of the test: however the correlation between IVR scoring and clinical scoring was still high (93–95%). The IVR system typically underestimated the performance of participants because of voice recognition errors. The IVR system correctly recognized 90% of the fruits in the verbal fluency task and 93–95% of the number sequences in the digit span. Participants were also administered the Wechsler Intelligence Scale fourth edition (WAIS-IV) and Wechsler Memory Scale fourth edition subtests. Only six participants could not complete all tasks mostly due to early technical problems in the study. We examined the ability of an IVR system to administer and score a verbal fluency task (fruits) and the digit span forward and backward in 158 community dwelling people aged between 65 and 92 years of age (full scale IQ of 68–134). Interactive voice response (IVR) systems are computer programs, which interact with people to provide a number of services from business to health care. 2TelAsk Technologies, Ottawa, ON, Canada.1School of Psychology, University of Ottawa, Ottawa, ON, Canada.Complex working memory correlated with the recognition tests showing more incidental learning gains for learners with higher complex working memory. Vocabulary knowledge was positively related to picking up new words from video. Results revealed that learning gains occurred at the level of form and meaning recognition. After viewing the video, four surprise vocabulary tests on form and meaning were administered. Participants also took a forward digit-span (phonological short-term memory), a backward digit-span, and an operation-span task (complex working memory). Prior vocabulary knowledge was measured by means of a French meaning recognition test. Sixty-three higher-intermediate learners of French participated in this study. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants' prior vocabulary knowledge and working memory. There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences.
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