Dataset Information

Inferring Cognitive Abilities from Response Times to Web-Administered Survey Items in a Population-Representative Sample.

ABSTRACT: Monitoring of cognitive abilities in large-scale survey research is receiving increasing attention. Conventional cognitive testing, however, is often impractical on a population level highlighting the need for alternative means of cognitive assessment. We evaluated whether response times (RTs) to online survey items could be useful to infer cognitive abilities. We analyzed >5 million survey item RTs from >6000 individuals administered over 6.5 years in an internet panel together with cognitive tests (numerical reasoning, verbal reasoning, task switching/inhibitory control). We derived measures of mean RT and intraindividual RT variability from a multilevel location-scale model as well as an expanded version that separated intraindividual RT variability into systematic RT adjustments (variation of RTs with item time intensities) and residual intraindividual RT variability (residual error in RTs). RT measures from the location-scale model showed weak associations with cognitive test scores. However, RT measures from the expanded model explained 22-26% of the variance in cognitive scores and had prospective associations with cognitive assessments over lag-periods of at least 6.5 years (mean RTs), 4.5 years (systematic RT adjustments) and 1 year (residual RT variability). Our findings suggest that RTs in online surveys may be useful for gaining information about cognitive abilities in large-scale survey research.

SUBMITTER: Junghaenel DU

PROVIDER: S-EPMC9864969 | biostudies-literature | 2022 Dec

REPOSITORIES: biostudies-literature

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Inferring Cognitive Abilities from Response Times to Web-Administered Survey Items in a Population-Representative Sample.

Junghaenel Doerte U DU Schneider Stefan S Orriens Bart B Jin Haomiao H Lee Pey-Jiuan PJ Kapteyn Arie A Meijer Erik E Zelinski Elizabeth E Hernandez Raymond R Stone Arthur A AA

Journal of Intelligence 20221223 1

Monitoring of cognitive abilities in large-scale survey research is receiving increasing attention. Conventional cognitive testing, however, is often impractical on a population level highlighting the need for alternative means of cognitive assessment. We evaluated whether response times (RTs) to online survey items could be useful to infer cognitive abilities. We analyzed >5 million survey item RTs from >6000 individuals administered over 6.5 years in an internet panel together with cognitive t ...[more]

PMID: 36662133

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Project description:Cognitive abilities are closely related to social emotional competences (SEC). These abilities are important foundations in order to adapt to school, interact with peers and adults, as well as to navigate the wider socio-cultural context in which one develops. Further, young children are also acquiring and deepening their language and preliteracy skills which are important for later academic learning. Central to cognitive abilities are the processes that enable deliberate and goal-oriented actions, which fall under the conceptual umbrella of executive functions (EFs). In this study, we applied a conceptually broad perspective to examine cognitive abilities, preliteracy and SEC in preschool aged children. Children were participants in an intervention trial of the preschool edition of Promoting Alternative Thinking Strategies (PATHS®) conducted in preschools located in three municipalities within a large city in Sweden. Pre-test data were used to examine cognitive abilities and SEC in this sample of Swedish 4 to 5-year-old children (N = 247). We first performed an exploratory factor analysis including the wide range of examined abilities, and found that measures of abilities typically viewed as SEC, did not group with measures of preliteracy skills and abilities typically considered as EFs. Second, we performed confirmatory factor analyses on remaining relevant indicators of cognitive abilities, which indicated a two-factor model best fit the data, with one factor involving inhibitory control and one factor involving more complex and high-demanding skills (working memory, cognitive flexibility, and preliteracy skills). Results indicated that more complex EFs and preliteracy skills were closely linked, and can be differentiated from inhibitory control, already in the preschool years. Findings also point to the importance of including a broad range of cognitive abilities (e.g., pre-literacy skills) in order to gain a nuanced description of possible interrelations between cognitive and social emotional development. Furthermore, this study contributes to the theoretical discussion on EF structure during childhood, and provides a sound empirical rationale for the further development of early interventions that consider young children's executive functions and preliteracy skills.

Project description:BackgroundSARS-CoV-2 infection is believed to adversely affect the brain, but the degree of impact on socially relevant cognitive functioning and decision-making is not well-studied, particularly among those less vulnerable to age-related mortality. The current study sought to determine whether infection status and COVID-19 symptom severity are associated with cognitive dysfunction among young and middled-aged adults in the general population, using self-reported lapses in executive control and a standardized decision-making task.MethodThe survey sample comprised 1958 adults with a mean age of 37 years (SD = 10.4); 60.8% were female. Participants reported SARS-CoV-2 infection history and, among those reporting a prior infection, COVID-19 symptom severity. Primary outcomes were self-reported symptoms of cognitive dysfunction assessed via an abbreviated form of the Barkley Deficits in Executive Functioning Scale (BDEFS) and performance on a validated delay-discounting task.ResultsYoung and middle-aged adults with a positive SARS-CoV-2 infection history reported a significantly higher number of cognitive dysfunction symptoms (M adj = 1.89, SE = 0.08, CI: 1.74, 2.04; n = 175) than their non-infected counterparts (M adj = 1.63, SE = 0.08, CI: 1.47,1.80; n = 1599; β = 0.26, p = .001). Among those infected, there was a dose-response relationship between COVID-19 symptom severity and level of cognitive dysfunction reported, with moderate (β = 0.23, CI: 0.003-0.46) and very/extremely severe (β = 0.69, CI: 0.22-1.16) COVID-19 symptoms being associated with significantly greater cognitive dysfunction. These effects remained reliable and of similar magnitude after controlling for demographics, vaccination status, mitigation behavior frequency, and geographic region, and after removal of those who had been intubated during hospitalization. Very similar-and comparatively larger-effects were found for the delay-discounting task, and when using only PCR confirmed SARS-CoV-2 cases.ConclusionsPositive SARS-CoV-2 infection history and moderate or higher COVID-19 symptom severity are associated with significant symptoms of cognitive dysfunction and amplified delay discounting among young and middle-aged adults with no history of medically induced coma.

Dataset Information

Inferring Cognitive Abilities from Response Times to Web-Administered Survey Items in a Population-Representative Sample.

Publications

Inferring Cognitive Abilities from Response Times to Web-Administered Survey Items in a Population-Representative Sample.

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