title: Effects of face masks and tele-neuropsychological assessment on memory performance for commonly used neuropsychological tests in New Zealand

authors: Benge, Olivia

subjects: Neuropsychological Assessment

abstract: Research has shown that using face masks within a neuropsychological assessment can negatively affect an individual's recall and recognition performance (Rodriguez, 2022; Smerdon, 2022; Truong & Weber, 2021). Similarly, previous literature states that administering neuropsychological assessment through videoconferencing software has also been found to negatively affect an individual's test performance during neuropsychological assessment (Zendel et al., 2021). These effects are thought to be explained by face masks and online assessments increasing cognitive load and, therefore, affecting working memory (Byyny, 2016; Lee et al., 2022). This study aims to extend previous literature by examining whether face masks and online home-based neuropsychological assessment affect memory test performance for cognitively healthy adults in New Zealand. The tests examined in this study are Logical Memory (WMS-IV), The Rey Auditory Verbal Learning (RAVLT), Digit Span and Letter Number Sequencing (WAIS-IV). Sixty-three participants were recruited through the University of Waikato, posters/flyers, Facebook, and researcher networks. All participants were screened for eligibility; inclusion criteria to participate were English being their primary language, no current illnesses, impairments, or medical conditions that may affect cognitive functioning (Mahon et al., 2021). Participants were placed into two groups (online or in-person). Each participant completed two test sessions in a counterbalanced order; one session was completed with the examiner wearing a face mask and one unmasked. A series of two-way repeated measures ANOVAs were conducted to investigate test performance differences between mask and location conditions. Results found no evidence to support that the use of face masks and online home-based assessment significantly affected examinee memory test performance. These findings support the feasibility of using face masks and online assessments to meet pandemic mandates.

text: Effects of face masks and tele-neuropsychological assessment on memory performance for commonly used neuropsychological tests in New Zealand Research has shown that using face masks within a neuropsychological assessment can negatively affect an individual's recall and recognition performance (Rodriguez, 2022; Smerdon, 2022; Truong & Weber, 2021). Similarly, previous literature states that administering neuropsychological assessment through videoconferencing software has also been found to negatively affect an individual's test performance during neuropsychological assessment (Zendel et al., 2021). These effects are thought to be explained by face masks and online assessments increasing cognitive load and, therefore, affecting working memory (Byyny, 2016; Lee et al., 2022). This study aims to extend previous literature by examining whether face masks and online home-based neuropsychological assessment affect memory test performance for cognitively healthy adults in New Zealand. The tests examined in this study are Logical Memory (WMS-IV), The Rey Auditory Verbal Learning (RAVLT), Digit Span and Letter Number Sequencing (WAIS-IV). Sixty-three participants were recruited through the University of Waikato, posters/flyers, Facebook, and researcher networks. All participants were screened for eligibility; inclusion criteria to participate were English being their primary language, no current illnesses, impairments, or medical conditions that may affect cognitive functioning (Mahon et al., 2021). Participants were placed into two groups (online or in-person). Each participant completed two test sessions in a counterbalanced order; one session was completed with the examiner wearing a face mask and one unmasked. A series of two-way repeated measures ANOVAs were conducted to investigate test performance differences between mask and location conditions. Results found no evidence to support that the use of face masks and online home-based assessment significantly affected examinee memory test performance. These findings support the feasibility of using face masks and online assessments to meet pandemic mandates.

year: 2023

title: Network analysis of mindfulness facets, affect, compassion, and distress.

authors: Medvedev, Oleg N.

subjects: Affect

abstract: Objectives: Mindfulness, positive affect, and compassion may protect against psychological distress but there is lack of understanding about the ways in which these factors are linked to mental health. Network analysis is a statistical method used to investigate complex associations among constructs in a single network and is particularly suitable for this purpose. The aim of this study was to explore how mindfulness facets, affect, and compassion were linked to psychological distress using network analysis. Methods: The sample (n = 400) included equal numbers from general and student populations who completed measures of five mindfulness facets, compassion, positive and negative affect, depression, anxiety, and stress. Network analysis was used to explore the direct associations between these variables. Results: Compassion was directly related to positive affect, which in turn was strongly and inversely related to depression and positively related to the observing and describing facets of mindfulness. The non-judgment facet of mindfulness was strongly and inversely related to negative affect, anxiety, and depression, while non-reactivity and acting with awareness were inversely associated with stress and anxiety, respectively. Strong associations were found between all distress variables. Conclusions: The present network analysis highlights the strong link between compassion and positive affect and suggests that observing and describing the world through the lens of compassion may enhance resilience to depression. Taking a non-judging and non-reacting stance toward internal experience while acting with awareness may protect against psychological distress. Applicability of these findings can be examined in experimental studies aiming to prevent distress and enhance psychological well-being.

text: Network analysis of mindfulness facets, affect, compassion, and distress. Objectives: Mindfulness, positive affect, and compassion may protect against psychological distress but there is lack of understanding about the ways in which these factors are linked to mental health. Network analysis is a statistical method used to investigate complex associations among constructs in a single network and is particularly suitable for this purpose. The aim of this study was to explore how mindfulness facets, affect, and compassion were linked to psychological distress using network analysis. Methods: The sample (n = 400) included equal numbers from general and student populations who completed measures of five mindfulness facets, compassion, positive and negative affect, depression, anxiety, and stress. Network analysis was used to explore the direct associations between these variables. Results: Compassion was directly related to positive affect, which in turn was strongly and inversely related to depression and positively related to the observing and describing facets of mindfulness. The non-judgment facet of mindfulness was strongly and inversely related to negative affect, anxiety, and depression, while non-reactivity and acting with awareness were inversely associated with stress and anxiety, respectively. Strong associations were found between all distress variables. Conclusions: The present network analysis highlights the strong link between compassion and positive affect and suggests that observing and describing the world through the lens of compassion may enhance resilience to depression. Taking a non-judging and non-reacting stance toward internal experience while acting with awareness may protect against psychological distress. Applicability of these findings can be examined in experimental studies aiming to prevent distress and enhance psychological well-being.

year: 2020

title: What (actually) matters in literacy education: Contributions from community psychology

authors: Furness, Jane Amanda

subjects: Family literacy

abstract: This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

text: What (actually) matters in literacy education: Contributions from community psychology This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

year: 2013