Norm Determination Study of Trail Making Test, Enhanced Cued Recall Test and Clock Drawing Test for Turkish Sample Between 6-18 Years of Age

Hasan Gündüz; Gökçe Baykuzu Gündüz; Hilal Kaya; Özgü Inal; Hünkar Gülveren; Banu Cangöz Tavat

doi:10.29399/npa.27601

Norm Determination Study of Trail Making Test, Enhanced Cued Recall Test and Clock Drawing Test for Turkish Sample Between 6-18 Years of Age

Noro Psikiyatr Ars. 2021 Aug 2;58(4):314-320. doi: 10.29399/npa.27601. eCollection 2021.

Authors

Hasan Gündüz¹, Gökçe Baykuzu Gündüz², Hilal Kaya², Özgü Inal³, Hünkar Gülveren⁴, Banu Cangöz Tavat¹

Affiliations

¹ Hacettepe University, Department of Psychology, Ankara, Turkey.
² Ankara University, Department of Interdisciplinary Forensic Sciences, Ankara, Turkey.
³ Health Sciences University, Faculty of Gülhane Health Sciences, Department of Occupational Therapy, Ankara, Turkey.
⁴ Self-Employed Clinical Psychologist, Ankara, Turkey.

Abstract

Introduction: The aim of this study was to determine the developmental stages-specific normative values of Trial Making Test (TMT), Enhanced Cued Recall Test (ECRT) and Clock Drawing Test (CDT) which are commonly used in adults for the evaluation of cognitive functions affected by psychiatric and neurological diseases and developmental disorders for a healthy Turkish sample between 6-18 years of age.

Method: A total of 249 primary and secondary school students between 6-18 years of age and living in Ankara and educated in public and/or private schools participated in the study. Primary analysis was conducted by appropriate ANOVA and/or MANOVA for 2 (Developmental Stage: Middle-Late Childhood (6-11 years) and Adolescence (12-18 years)) x 2 (Gender: Female and Male) factorial design. In addition, another group of ANOVA and/or MANOVA analyses for 3 (Adolescence Sub-Stages) x 2 (Gender) was also performed for the adolescence stage that was sub-grouped as early (12-13 years), middle (14-15 years) and late (16+ years).

Results: Normative values were determined both for two different developmental stages and for the adolescence sub-stages. Comparisons indicated that main effect of gender and interactions were non-significant for all tests. On the other hand, the main effects of the developmental stage and adolescence sub-stages were significant for many of the test scores.

Conclusion: As a result of the study, three neuropsychological tests and their normative values for children and adolescents were presented as available for use in future research.

Keywords: Executive functions; clock drawing test; enhanced cued recall test; memory; neuropsychological tests; trail making test.