Adquisición y Recuerdo de Palabras Emocionales en Población Monolingüe y Bilingüe / Acquisition and Retrieval of Emotional Words in Monolingual and Bilingual Populations

Resumen La memoria emocional alude al efecto que poseen las emociones sobre la formación de recuerdos. En personas que utilizan un segundo idioma, este efecto presenta resultados controversiales. El objetivo de este trabajo fue indagar sobre la relación entre memoria y emoción en sujetos monolingües (ML) y bilingües (BL) español-inglés, a través de una tarea de valoración emocional y de dos tareas de memoria. Participaron 49 sujetos, quienes codificaron una lista de palabras en español (ML y BL) o en inglés (BL) indicando valencia y arousal para cada una. Inmediatamente y siete días después, se evaluaron recuerdo libre y reconocimiento. Para aquellos sujetos que codificaron los estímulos en español (ML y BL) las palabras fueron calificadas con una mayor carga emocional que para aquellos participantes que las codificaron en inglés (BL). Además, el grupo ml presentó mayor cantidad de intrusiones que ambos grupos BL. Existirían factores particulares en el procesamiento de la información emocional que modularían el recuerdo emocional en BL y ML.

Abstract The term emotional memory refers to the particular effect where emotions influence memory formation. This effect is controversial for people who use a second language. This study aims to explore the relationship between memory and emotion on Spanish-English bilingual (BL) and monolingual (ML) adults through an emotional rating task and two memory tasks. The 49 participants (15 ML and 34 BL) encoded a wordlist in either Spanish (ML and BL) or English (BL) while reporting the valence and arousal ratings for each word. All groups took a free recall and recognition task for the list immediately and seven days after encoding. For those subjects who encoded the stimuli in Spanish (ML and BL), the words had a higher emotional load than the ones encoded them in English (BL). Furthermore, the ML-group presented more intrusions than both BL-groups. Particular forms of information processing could modulate memory retrieval on emotional memory for bilinguals and monolinguals.

Normative data of the Brazilian elderly in Logical Memory subtest of WMS-R / Dados normativos de idosos brasileiros no subteste Memória Lógica da WMS-R / Datos normativos de los adultos mayores brasileños en sub-test de Memoria Lógica de WMS-R

The aim of this study was to establish normative data for the Brazilian elderly population in the Logical Memory (LM) subtest of the Wechsler Memory Scale, revised version (WMS-R) and investigate the ability of scores in this subtest (immediate and delayed recall) to discriminate the elderly with and without depressive symptoms. The sample consisted of 334 elderly participants. Participants answered a sociodemographic and health questionnaire, the MMSE, the GDS-15, and the LM subtest. Data were analyzed by descriptive statistics, Student's t test, multiple linear regression, univariate analysis, and discriminant analysis. Age, education, and depressive symptoms significantly influenced all the scores of LM. Normative data were available according to three age groups, three levels of education, sex, and presence or absence of depressive symptoms. Results are in agreement with the literature, demonstrating the importance of establishing reference standards in accordance with sociodemographic and cultural characteristics.(AU)

O presente estudo teve por objetivo estabelecer dados normativos a idosos brasileiros no subteste Memória Lógica (ML) da WMS-R e investigar a capacidade dos escores desse subteste (recordação imediata e tardia) para discriminar idosos com e sem sintomas depressivos. A amostra foi composta por 334 idosos. Os idosos responderam a um questionário sociodemográfico, ao MEEM, à GDS-15 e ao subteste ML. Os dados foram analisados por estatística descritiva, teste t de Student, regressão linear múltipla, análise univariada e análise discriminante. A idade, escolaridade e sintomas depressivos influenciaram significativamente todas as pontuações da ML. Os dados normativos foram disponibilizados de acordo com três grupos etários, três níveis de escolaridade, sexo e presença ou ausência de sintomas depressivos. Os resultados estão de acordo com a literatura, demonstrando a importância de estabelecer padrões de referência de acordo com características demográficas e socioculturais.(AU)

Este estudio tuve como objetivo establecer los datos normativos para mayores brasileños en la sub-prueba de la Memoria Lógica (ML) de la Escala de Memoria de Wechsler, versión revisada (WMS-R), e investigar la capacidad de las puntuaciones de la sub-prueba (memoria inmediata y retardada) para discriminar mayores con y sin los síntomas depresivos. La muestra se compuso de 334 personas mayores. Los participantes respondieron a un cuestionario sociodemográfico y de la salud, lo MEEM, la GDS-15 y la sub-prueba de ML. Los datos fueron analizados utilizándose la estadística descriptiva, la prueba t de Student, la regresión lineal múltiple, el análisis univariado y el análisis discriminante. La edad, la educación y los síntomas depresivos influenciaron significativamente todas las puntuaciones de la ML. Los datos normativos incluyen tres grupos de edad, tres niveles de educación, el género y la presencia o ausencia de los síntomas depresivos. Los resultados son consistentes con la literatura, lo que demuestra la importancia de establecer puntos de referencia de acuerdo a las características sociodemográficas y culturales.(AU)

Does the Moderate Altitude Environment Impair the Words of our Memory?.

Introduction: It is known that hypoxia affects human physiology and consequently impairs cognitive functions. In particular, low memory performances are common in a hypoxic extreme altitude environment. Aims: The aim of our study was to evaluate the effects of moderate hypoxia on the specific words of memory and the persisting effects after hypoxia exposure. Place and Duration of Study: The study was carried out in the Neurophysiology Laboratory in the Department of Neuroscience Imaging and Clinical Science (University of Chieti) in two distinct times: before and after the departure for the Ararat mountain expedition. Methods: Seven (7) volunteers climbed to a moderate altitude and underwent a cognitive assessment before and after the expedition, by using the 15-Rey Words test. Descriptive statistics (mean and standard deviation) and two tailed t-tests were used. Data were analyzed with STATISTICA-Soft 8.0. Results: Our results suggested a relevant impairment of words and verbal memory as well as a false recognition of words after the expedition. No significant results were found in the recognition of words memorised. Conclusion: The moderate altitude hypoxia affects the memory of words for one week. In accordance with previous investigations, we could deduct that altitude-hypoxia is an important experimental model to study human cognitive impairment.

The Development and Validation of Memory Tasks Using Smart Devices for School Aged Children

OBJECTIVES: The aim of this study was to develop auditory-verbal and visual-spatial memory tasks using smart devices for children aged 8 to 10 years and examine their validity. METHODS: One-hundred and fourteen school-aged children were recruited through internet advertising. We developed memory tasks assessing auditory-verbal memory, visual-spatial memory, and working memory, and then examined their construct validity by examining the developmental trend of the children's mean scores with age. In order to examine the concurrent validity of the tasks, we conducted correlation analyses between the children's scores on the newly developed auditory-verbal, visual-spatial memory and working memory tasks and their scores on well-known standardized tests of memory and working memory, including the auditory-verbal memory subtests of the Korean Luria-Nebraska Neuropsychological Battery for Children, Korean Rey-Osterrieth Complex Figure Test, digit span and arithmetic subtest of Korean Educational Development Institute Wechsler Intelligence Scale for Children Revised, and Corsi block test. RESULTS: The memory and working memory scores measured by the newly developed tasks tended to increase with age. Further, there were significant correlations between the scores of the four cognitive tasks and the corresponding scores of the standardized assessment tools. CONCLUSION: This study revealed promising evidence for the validity of the memory tasks using smart devices, suggesting their utility for school-aged children in research and clinical settings.

Efecto de la música sobre la memoria emocional verbal / Music effect on verbal emotional memory

Los sucesos emocionales se evocan en mayor medida y con más detalle que los neutros. La música puede afectar la consolidación de la memoria de los eventos emocionales, fortaleciendo o deteriorando los recuerdos. Por ello el objetivo del estudio fue evaluar el efecto de la música sobre la consolidación de la memoria verbal. Los participantes debían leer y oír una serie de palabras emocionales o neutras y evaluar el grado de activación/emocionalidad que les producían. De manera inmediata uno de los grupos fue expuesto a ruido blanco y el otro, a una pieza musical activante. Se evaluó el recuerdo libre y reconocimiento, inmediato y diferido, de las palabras. Los participantes expuestos a la pieza musical tuvieron un mejor recuerdo. Las palabras emocionales fueron mayormente recordadas que aquellas con valencia neutra. Por ende, la música modula la consolidación de la memoria verbal.

The emotional content of the events affects the posterior recall due that emotional events are remembered better and with more detail than the neutral ones. Music can affect memory consolidation of emotional events, either strengthening or deteriorating memories. The goal of this study was to evaluate the effect of music on verbal memory consolidation. The participants had to read and listen to neutral and emotional words and then evaluate the emotionality/arousal that these stimuli produced to them. Immediately one group was exposed to white noise; the other one, to an activating piece of music. Free recall and recognition tests were evaluated, immediately and deferred. The participants that were exposed to the musical piece had a better free. Besides, the emotional words were remembered better than the neutral ones. Our findings conclude that music modulates verbal memory consolidation.

Memória de trabalho fonológica, atenção visual e leitura em crianças de 5ª e 6ª séries do ensino fundamental / Phonological working memory, visual attention, and reading in children in 5th and 6th grades of fundamental school / Memoria de trabajo fonológica, atención visual y lectura en los niños de 5º e 6º grado de la escuela primaria

Neste estudo avaliamos a memória de trabalho fonológica, a atenção visual e a habilidade de leitura em 37 escolares (16 meninas e 21 meninos) de 5ª série (média de 11,3 anos) e de 6ª série (média de 12,2 anos). Os participantes passaram pelo subteste de leitura do Teste de Desempenho Escolar, por um teste de atenção visual (paradigma de Posner) e por três testes de memória de trabalho fonológica (palavras, pseudopalavras e dígitos). Crianças de ambas as séries apresentaram desempenho semelhante nas tarefas de leitura e memorização de dígitos. As crianças de 6ª série foram mais rápidas no teste de atenção visual e recordaram mais palavras e pseudopalavras que as crianças de 5ª série. Os resultados indicam o aumento na velocidade de processamento e maturação da memória de trabalho dos 11 aos 13 anos, mas o teste de memória para dígitos não detectou essa diferença.

In this study we investigated phonological working memory, visual attention, and reading in 37 scholars (16 girls and 21 boys), fifth (mean age of 11.3 years) and sixth graders (mean age of 12.2 years). The participants were administered a reading subtest from an academic achievement test, a visual attention task (Posner paradigm), and three phonological working memory tests (words, pseudowords, and digits). Children from both grades had similar performances in reading and working memory for digits. Sixth graders had faster reaction times in the visual attention task, and they recalled more words and pseudowords than fifth graders. The results indicate the increase of processing speed and the development of working memory from 11 to 13 years, but the digit span test did not detect this change.

Memoria de trabajo fonológica, atención visual y lectura en los niños de 5º e 6º grado de la escuela primaria. Este estudio evaluó la memoria de trabajo fonológica, atención visual y capacidad de lectura en 37 niños (16 niñas y 21 niños) de quinto grado (media 11,3 años) y sexto grado (media 12,2 años). Los participantes respondieron al test de lectura del Teste de Desempenho Escolar, a una tarea de atención visual (paradigma de Posner) y a tres tareas de memoria de trabajo fonológica (palabras, pseudopalabras y dígitos). Los niños de ambas series presentan el mismo rendimiento en las tareas de lectura y memorización de dígitos. Los niños de sexto grado fueron más rápidos en la tarea de atención visual y recordaron más palabras y pseudopalabras. Los resultados indican un aumento en la velocidad de procesamiento y la maduración de la memoria de trabajo de 11 a 13 años, pero la tarea de memoria para los dígitos no detectó esta diferencia.

La memoria audioverbal en adultos mayores con deterioro cognitivo leve y un grupo control / Auditory verbal memory in elderly people with Mild Cognitive Impairment MCI and a control group

El Deterior Cognitivo Leve (DCL) se caracteriza por una queja subjetiva de pérdida de memoria, déficit de memoria objetivado mediante test cognitivos, cognición general normal, actividades de la vida diaria conservadas y ausencia de criterios diagnósticos de demencia. Su prevalencia es de 9.7% en personas mayores de 50 años y en la población colombiana existen pocos estudios. El objetivo fue describir la memoria audioverbal, en un grupo de 10 adultos mayores con DCL en comparación a un grupo control. Para la evaluación se utilizó la escala del NEUROPSI atención y memoria. Los resultados indican cambios estadísticamente significativos (p≤0.05) en las medias de la memoria audioverbal, el porcentaje de la curva de aprendizaje, recobro espontáneo, por claves y en el reconocimiento. Mostrando que los adultos mayores con DCL presentan dificultades en la fase de registro de información, afectando a su vez los procesos de almacenamiento y evocación, con incremento de intrusiones.

Mild Cognitive Impairment (MCI) is characterized by a subjective complaint of memory loss, memory deficit by cognitive tests, normal general cognition, preserved daily life activities, lack of diagnostic criteria for dementia, The prevalence is 9.7% in people over 50 years, and there are few studies in our population. The objective of this study was to describe auditory verbal memory in a group of ten elderly people with MCI compared to a control group. The NEUROPSI attention and memory scale was used. Results indicate statistically significant changes (p ≤ 0.05) in audio verbal memory, the learning curve rate, spontaneous recovery, cued recall and recognition. The elderly people’s group with MCI shows difficulty in the phase of information processing that affects the storage and recall process, with increased intrusions.

Effect of Iron and Zinc Deficiency on Short Term Memory in Children.

Objective: To evaluate the effect of iron and zinc deficiency on short term memory of children in the age group of 6-11 years and to assess the response to supplementation therapy. Design: Interventional study. Setting: 100 children in the age group of 6-11 years (subdivided into 6-8 yr and 9-11 yr groups) from an urban corporation school. Methods: After collection of demographic data, the study children underwent hematological assessment which included serum iron, serum zinc, and hemoglobin estimation. Based on the results, they were divided into Iron deficient, Zinc deficient, and Combined deficiency groups. Verbal and nonverbal memory assessment was done in all the children. Intervention: Iron (2mg/kg bodyweight in two divided doses) and zinc (5mg once-a-day) supplementation for a period of 3 months for children in the deficient group. Results: All children with iron and zinc deficiency in both the age groups had memory deficits. Combined deficiency in 9-11 years group showed severe degree of affectation in verbal (P<0.01) and non-verbal memory (P<0.01), and improved after supplementation (P = 0.05 and P<0.01, respectively). In 6-8 years group, only non-verbal form of memory (P =0.02) was affected, which improved after supplementation. Conclusion: Iron and zinc deficiency is associated with memory deficits in children. There is a marked improvement in memory after supplementation. Post supplementation IQ scores do not show significant improvement in deficient groups in 6-8 year olds.

Binding spatial location and stimulus identity in short-term memory

In the working memory model, phonological and visuospatial information are stored by separate and independent systems. However, sometimes binding of visual and verbal information must occur. This study investigated whether these memory systems cooperate in the recall of spatial location of a stimulus defined by both types of information. Participants memorized the spatial locations in which name-and-face pairs were presented and either recalled the position of a test stimulus in which the two types of information were always present (Experiment 1) or recalled the position of a test stimulus that non-predictively contained either the visual or verbal information (Experiment 2). The results showed no cooperation between visuospatial and phonological systems when both types of information were present in the test stimulus. Rather, a clear preference for verbal information was found (Experiment 1). When the test stimulus contained only one type of information, recall based on both verbal and visual information was impaired (Experiment 2). These results suggest that visual and verbal information are not automatically integrated into memory and that storage capacity is smaller for integrated information than for isolated information.

Verbal Memory Test Performance In Patients With Bipolar I Disorder Attending A Psychiatric Clinic Of A University Hospital In Kuala Lumpur, Malaysia

Objective: The study aims to determine pattern of verbal memory and learning impairment and its associated factors among patients with bipolar I disorder in a psychiatric clinic of a university hospital. Methods: A case control study comparing verbal memory test performance in 40 patients with bipolar I disorder to that of 40 healthy normal subjects using Rey Auditory Verbal Learning Test (RAVLT). The association between demographic, clinical characteristics and poor verbal memory performance were examined. Results: Up to 92% of patients with bipolar I disorder have impaired short term working memory in this hospital-based study. They also recalled fewer words in all the RAVLT trials and had difficulties learning the word list in comparison to that of normal healthy individuals. Verbal memory and learning impairment are observed in bipolar illness in the absence of active mood symptoms while duration and severity of illness are not found to have any effect on verbal memory and learning. Conclusion: There is consistent verbal memory and learning problems in individuals with bipolar I disorder and their presence in the absence of mania, depression and mixed symptoms during the course of the illness suggests a trait related deficit.

Cognitive Dysfunction and Improvement after Antidepressant Treatment in Patients with Non-Psychotic Major Depressive Disorder in Mild to Moderate Severity: A Prospective Study / 대한정신약물학회지

OBJECTIVE: This study was conducted to evaluate the impairment of cognitive functions, which include verbal and visual memory, visuospatial function, and executive function, and also to investigate if there is improvement of cognitive impairment after antidepressant treatment in patients with major depressive disorder (MDD). METHODS: Fifteen female patients with non-psychotic MDD in mild to moderate severity and 25 age-matched female normal control subjects participated in this study. Clinical severity of depression was measured by Beck Depression Inventory (BDI), Zung's Self-Rating Depression Scale (Zung), and Hamilton Rating Scale for Depression (HAMD). Cognitive functions were tested using Ray Complex Figure Test (RCFT) to evaluate visuospatial function and visual memory, Stroop test to evaluate conflict monitoring, Wisconsin Card Sorting Test (WCST) to evaluate executive function, and Seoul Verbal Learning Test (SVLT) to evaluate verbal memory. Both clinical depression scales and cognitive function tests were conducted at baseline and after 12 months of antidepressant treatment. RESULTS: At baseline, there were deficits in immediate and delayed recall of SVLT in patients with MDD compared to normal control subjects, while the impairment in visuospatial function, visual memory, and executive function was not clear. After antidepressant treatment, improvement of executive function, i.e. percent of error response and perseverative response of WCST in MDD patients was greater than that in normal control subjects. Improvement of executive function, however, did not show a significant correlation with the change of clinical severity of depression. CONCLUSION: The verbal memory was the most prominent domain of cognitive dysfunction in non-psychotic depression with mild to moderate severity. Of further note, differential improvement in executive function was observed in MDD patients after antidepressant treatment, although the improvement in executive function was not directly associated with the improvement of clinical depression.

Verbal Memory Function and Characteristics of Memory Process in Schizophrenia and Affective Disorder

OBJECTIVES: This study was to compare verbal memory ability among patients with schizophrenia, bipolar manic patients and unipolar depressive patients, and to understand their charicteristics of memory process. METHODS: All subjects were hospitalized patients and had been interviewed by using the Structured Clinical Interview for DSM-IV(SCID). Schizophrenic patients(N=40), bipolar manic patients(N=17), and unipolar depressive patients(N=20) were assessed with K-AVLT for verbal memory and with K-WAIS for verbal IQ. Three groups were compared regarding total immediate recall, delayed recall, delayed recognition, learning curve, memory retention, and retrieval efficiency under controlled verbal IQ. Multiple regression analysis was performed to find which clinical factors have an influence on verbal memory ability. RESULTS: In MANCOVA, differences of verbal memory test scores among the groups were statistically significant(F=1.800, p<.05). In post hoc analysis, Patients with schizophrenia and bipolar mania showed poorer performance in immediate recall, delayed recall, delayed recognition, retrieval efficiency than unipolar depressive patients. And schizophrenics performed poorly in delayed recall, delayed recognition, retrieval efficiency than nonpsychotic affective disorder group, but no difference in total immediate recall, delayed recall, delayed recognition, retrieval efficiency between the schizophrenic group and the psychotic affective group. CONCLUSIONS: These results partially confirm previous reports of verbal memory ability among major psychiatric disorders. Our results showed that psychotic symptoms were related with verbal memory, and longer duration of illness was related with poorer performance in schizophrenia and unipolar depression.

Contrasts between Remitted Schizophrenic Patients and Euthymic Bipolar Patients on Verbal Memory and Learning / 신경정신의학

OBJECTIVES: This study was to investigate the verbal memory and learning ability in remitted schizophrenic patients and euthymic bipolar patients in order to explore trait-dependent cognitive deficits of each disorder. METHODS: Verbal memory was assessed with KAVLT(the Korean version of Rey Auditory Verbal Learning Test) in outpatients with remitted schizophrenia(N=30), euthymic bipolar disorder(N=28), and normal control(N=72). KAVLT is made for assessment of immediate supraspan memory, registration, retention, retrieval, recognition, learning strategy, and interference effect. Several confounding factors including age, sex, educational level, attention span, residual psychopathology, and extrapyramidal symptoms were controlled among 3 groups. Patient groups were matched according to the age of onset, duration of illness, and frequency of hospitalization. RESULTS: 1) The performance of bipolar group generally fall between the performance of schizophrenia and normal controls, while being most impaired in retroactive interference. Schizophrenic group showed significant impairment on most variables of KAVLT in comparison with the groups of bipolar disorder and normal control. 2) Within group analysis revealed that residual negative symptoms, duration of illness, and number of admission were highly correlated with the impairment of verbal memory and learning in schizophrenics. Number of depressive episodes and age were negatively correlated with verbal memory and learning among bipolar disorder patients. CONCLUSIONS: Both remitted schizophrenia and euthymic bipolar patients showed distinctive impairment in verbal memory and learning compared with controls. These results suggest that specific impairment of verbal memory and learning in remitted state can be a trait-dependent marker in both diseases. These deficits can give clues to the understanding of the pathophysiology and searching for more appropriate therapeutic interventions of mental disorders to improve cognitive deficits in remitted patients.

Research for Difference between Neurodegenerative and Vascular Mild Cognitive Impairment with Neuropsychological Assessment / 中国临床心理学杂志

Objective: To analyze neuropsychological test identification of neurodegenerative (NMCI) and vascular (VMCI) subtypes of mild cognitive impairment. Methods: 94 normal elderly, 107 NMCI and 32 VMCI were evaluated by neuropsychological tests, such as mini mental state examination(MMSE), auditory verbal memory test (AVMT), Rey-Osterrich complex figure test (CFT), trailmaking test (TMT), Stroop Color Words Test (CWT), Verbal fluency test (VFT) and Clock Drawing Test (CDT). MMSE total score of 3 groups were 28.1?1.6, 26.9?1.8 and 26.2?1.7 , respectively. Results: There are similar global severity between NMCI and VMCI groups. VMCI group performed better than NMCI group in verbal delay memory rather than verbal short memory, or figure memory. Stroop interference effect and TMT interference effect of VMCI group were more powerful significantly than that of NMCI. VMCI group also generated fewer figure copy score on CFT. But there wasn't difference on VFT and CDT. Conclusion: These results suggest that decline in executive function is associated with cerebral vascular factors, and decline in episodic memory (such as verbal delay memory) is associated with neurodegenerative factors.

A Neuropsychological Study of Frontal Lobe Function in Obsessive-compulsive Disorder / 신경정신의학

OBJECTIVES: Non-verbal memory deficits, impairments in executive function and deficits in visuospartial functions have been repeatedly reported in subjects with obsessive-compulsive disorder (OCD). The present study aimed to evaluate the frontal lobe function using neuro-psychological test in subjects with OCD and normal control. METHODS: A battery of neuropsychological tests (Wisconsin Card Sorting test, Rey-Osterrieth Complex Figure test, Controlled Oral Word Association test, Trail Making test, Verbal Learning test) reflecting frontal lobe function was administrated to 32 OCD patients and 28 healthy comparison subjects. RESULT: There were no significant differences in age, years of education, or estimated IQ between the groups. Scores in category fluency, immediate recall and delayed recall of Rey-Osterrieth Complex Figure test in OCD subjects were significantly lower than those of healthy comparison subjects (ANCOVA, F=15.07, df=58, p< .001; ANCOVA, F=6.33, df=57, p=0.015; ANCOVA, F=5.53, df=57, p=0.022, respectively). CONCLUSION: OCD patients had selective deficits in task involving non-verbal memory and categorical word fluency relative to healthy comparisons.

Cut-off Value of Wada Memory Score in Verbal and Visual Memory Domain

BACKGROUND: The cut-off value which determine pass or fail in Wada memory test has not been thoroughly studied, especially in regard to modality-specific memory domains. To investigate the optimal cut-off value, we tried to know what value is appropriate to forecast good postoperative memory outcome in verbal and visual memory domains. METHODS: Eighteen temporal lobe epilepsy patients underwent preoperative Wada test and pre- and postoperative neuropsychological evaluation. Corrected Wada memory score (cWMS) was calculated by ipsilateral Wada retention score divided by pre-Wada score. As a measure of postoperative memory outcome, neuropsycholgical asymmetry index (NPAI) was defined as [(postoperative memory score ? Preoperative memory score) / their mean] and analyzed in verbal and visual memory domains respectively. We made six arbitrary cut-off cWMS values (40, 50, 60, 70, 80, and 90%) and dichotomized the patients into pass or fail group at each arbitrary cut-off value. Verbal and visual NPAIs were compared statistically between two groups. RESULTS: Verbal NPAIs were significantly different between pass and fail groups at 80% cut-off value (p=0.044). Visual NPAIs were significantly different between two groups at 50% (p=0.043) and 60% (p=0.003) cut-off values. CONCLUSIONS: Higher cut-off values may be better for differentiating good and poor postoperative memory outcomes in verbal memory domain, and, in contrast, lower cut-off values may be better in visual memory domain. The verbal and visual memory in Wada test should be analyzed with different cut-off values.