1

Park Aging Mind

Laboratory
Innovation. Intellect. Integrity

THE DALLAS LIFESPAN BRAIN

STUDY
Keys to the Kingdom
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The Dallas Lifespan Brain Study

Data Methods and Access
Version 1.3.
April 2024
Investigators
Denise C Park, PhD
Kristen Kennedy, PhD
Will Moore, MD
Neil Rofsky, MD
Karen Rodrigue, PhD
Carol Tamminga, MD
Gagan Wig, PhD

Sponsors
The investigators would like to thank the NIA for support of this project (5R37AG-006265-27,
RC1AG036199).

Research Scientists
Micaela Chan, PhD
Joseph Hennessee, PhD

Present Post Docs and Graduate Students

Evan Smith, PhD
Sarah Monier
Ekarin Pongipat

Present Research Staff

Julia Bacci
Hector Gonzalez
Carson Katen

Past Post Docs and Graduate Students

Gerard Bischof (University Hospital Cologne)
Aysecan Bodurolglu (Bogazici University)
Scott Brown (University of Miami)
Alison Chasteen (University of Toronto)
Xi Chen (University of California-Berkeley)
Katie Cherry (Louisiana State University)
Avanti Dey
Katherina Echt (Emory University)
Michelle Ferrell (Massachusetts General Hospital)
Sara Festini (University of Tampa)
Jennifer Glass (University of Michigan)
Josh Goh (National Taiwan University)
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Angela Gutchess (Brandeis University)

Sara Haber-Pixley (Rutgers University)
Linda Liu Hand (University of Iowa)
Trey Hedden (Martinos Center for Biomedical Imaging)
Marci Horn (University of Texas at Dallas)
Eric Leshikar (University of Illinois at Chicago)
Jennifer Lodi-Smith (Canisius College)
Mike Martin (University of Zurich)
Chris Mayhorn (North Carolina State University)
Ian McDonough (University of Alabama)
Michelle Meade (Montana State University)
Joseph Mikels (DePaul University)
Meredith Minear (University of Wyoming)
Catherine Munro (Harvard Partners Consortium)
Doris Payer (Centre for Global Mental Health)
Jenny Rieck (University of Toronton)
Svetlana Shinkareva (University of South Carolina)
Jingting Zhang
Melissa Zwahr (ICF International)

Past Research Personnel

Andrew Hebrank (Lab Manager)
Lucas Jenkins (Lab Manager)
Melissa Rundle (Lab Manager)
Pamela Smith (Lab Manager)
Alexandra Collyer
Aaron Dotson
Patrick Evans
Victor Faner
Blaire Flicker
Kimberly Flicker
Sarah Frank
Jacqueline Gauer
Eliza Hearst
Yu (Cindy) Hong
Mandeep Kaur
Ashley Kuvet
Matthew Martin
Rob Park
Allison Parker
Kristen Smart
Jeffrey Toth
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“What is the “Keys to the Kingdom”

The “Keys to the Kingdom” is a master document that includes all the components of the Dallas
Lifespan Brain Study. Within this document are listed the types of data that were collected, the
source documents for each, how to access the study’s source documents and spreadsheets, and
the coded item names and their abbreviations for each variable found in the spreadsheets.

Describe design briefly and time frame

The Dallas Lifespan Brain Study is an ongoing longitudinal study to examine changes in human
cognition as well as changes in brain structure and function across the lifespan. This study
represents the first systematic investigation of changes in neural activation across the lifespan,
including middle-age. The present work is particularly noteworthy in that we have integrated
structural measures of the brain with functional activation patterns to predict both cognitive
function and neural activation for encoding tasks. Few, if any, studies have combined both types
of neural measures; the standard paradigm in the aging literature has been to use behavioral
differences to predict brain function, rather than the reverse, as we have done.

The study was designed to test the same set of subjects approximately every 4 years with the
following measures: 2 days of cognitive behavioral testing, take-home questionnaires, and an
MRI scan session. 464 people participated in Wave 1, which was collected between 2008-2014.
Approximately 4 years later, between 2012-2017, 338 participants (73%) came back for wave 2
repeated testing. Finally, approximately 4 years later, between 2018-2022, 224 participants
(48%) came back for wave 3 data collection. The wave 3 intervals are somewhat less
standardized due to interference from Covid 19 restrictions.

Types of Data Collected

i. Cognitive Data Constructs
1. Speed of processing
2. Working memory
3. Executive Function
4. Long term (episodic memory)
5. Reasoning
6. Vocabulary
7. Verbal Fluency
ii. Health and Psychosocial Data
8. Physical Health
9. Mental Health and AD screening Data
10. Psychosocial
iii. Structural MRI Data
iv. Amyloid PET imaging (AV-45) and TAU PET imaging (AV 14-51)
v. Functional MRI
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Cognitive Data Constructs

The Dallas Lifespan Brain Study
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Using the cognitive data

The cognitive data includes all task information, data coding, and data spreadsheets for each of
the cognitive constructs in the Dallas Lifespan Brain Study. Please click here for information on
how to access the cognitive data on Box.

The cognitive data in the KTTK is organized by 7 constructs which includes Speed of
Processing, Working Memory, Executive Function, Episodic Memory, Reasoning, Vocabulary,
and Verbal Fluency.

Each of the 7 constructs has various tasks associated with it and there are a total of 30 tasks that
can be found listed below. To access any of the tasks within each construct, select the task of
interest. The key to the names and data structure used for data coding of each construct
spreadsheet is also included in this document and can be accessed by selecting “Data Coding
sheet” included under each construct listed below. Finally, the spreadsheet for each construct can
be found listed below and accessed by selecting “Spreadsheet of data” listed under each
construct.

Task and Assessment Numbering

1 Speed of Processing Construct

Task 1: Digit Comparison
Task 2: WAIS-III Digit Symbol
Task 3: NIH Toolbox Pattern Comparison Processing Speed Test
Data Coding sheet for speed of processing
Spreadsheet of Speed of Processing Data
2 Working Memory
Task 4: CANTAB Spatial Working Memory
Task 5: WAIS-III Letter Number Sequencing Task
Task 6: Operation Span Task
Task 7: NIH Toolbox List Sorting
Task 8: CANTAB Delayed Matching to Sample Task
Task 9: CANTAB Spatial Recognition Memory Task
Data Coding sheet for working memory
Spreadsheet of Working Memory data
3 Executive Function
Task 10: Educational Testing Service (ETS) Cards Rotation
Task 11: NIH Toolbox Flanker Center- Arrow
Task 12: Task Switching
Task 13: NIH Toolbox Flanker Inhibitory Control and Attention Test
Task 14: NIH Toolbox Dimensional Change Card Sort Test
4 Episodic Memory
Task 15: Hopkins Verbal Learning, Parts 1-4 (Immediate & Delayed
Recall)
Task 16: CANTAB Verbal Recognition Memory Parts 1-4
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Task 17: Woodcock-Johnson Memory for Names Immediate & Delayed

Task 18: Wechsler Memory Scale Logical Memory
Task 19: NIH Toolbox Picture Sequence Memory, Parts 1-2
Data Coding sheet for Episodic Memory
Spreadsheet of Episodic Memory data
5 Reasoning
Task 20: Raven’s Matrices
Task 21: ETS Letter Sets
Task 22: CANTAB Stockings of Cambridge
Task 23: Everyday Problem Solving
Data Coding sheet for Reasoning
Spreadsheet of Reasoning data
6 Vocabulary
Task 24: Educational Testing Service Advanced Vocabulary
Task 25: Shipley Vocabulary
Task 26: CANTAB Graded Naming Task
Task 27: NIH Toolbox Oral Reading Recognition Test
Task 28: NIH Toolbox Picture Vocabulary
Data Coding sheet for Vocabulary
Spreadsheet of Vocabulary data
7 Verbal Fluency
Task 29: Controlled Oral Word Association (FAS)
Task 30: Controlled Oral Association: Categories
Data Coding sheet for Verbal Fluency
Spreadsheet of Verbal Fluency data
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Accessing DLBS Cognitive Data

DLBS Datasheets How-To

Each cognitive construct in the DLBS is separated into an individual folder in Box to allow for
ease of use.

To access the construct spreadsheets in Box you must have been granted access.
1. Once you have secured access, click on the construct of interest
2. You will be able to select from 3 tabs that include:
a. Complete task information which provides references and details about the task
b. The source document which is a blueprint to the data sheet.
c. Three spreadsheets with wave 1, wave 2, and wave 3 data which are fully
described in the source document.
3. Indicate which wave you want to look at by clicking on the Wave 1, Wave 2, or Wave 3
tab at the bottom of the spreadsheet.
4. You may use the excel file to create your own data set. Please note that there are separate
spreadsheets for wave 1, 2 and 3. You will need to integrate across these datasheets to
create a longitudinal data set.
5. As an alternative, you may download the entire data set.

To download the spreadsheet onto your computer, follow these steps:

1. Click on the folder containing the construct
2. Hover your mouse over the spreadsheet and click the button with the three dots that
appears toward the right of the construct
a. If you hover over this button with your mouse it indicates “More Options”

3. Select “Download” from the drop-down list to download the file

4. Once downloaded, navigate between the waves by clicking on the W1, W2, or W3 tabs at
the bottom of the spreadsheet

This website section will briefly describe Box folder navigation as it pertains to exportable
DLBS data. The main folder is named, “DLBS Cognitive Data.” Within this folder, are 6 folders
housing cognitive data. The “Keys to the Kingdom” is a document that describes the structure of
the data.

Cognitive Data
Six folders contain the currently organized cognitive and are named aptly: “Construct 1: Speed
of Processing,” “Construct 2: Working Memory,” “Construct 4: Episodic Memory,” “Construct
5: Reasoning,” “Construct 6: Vocabulary,” and “Construct 7: Verbal Fluency.” Within each of
these folders, a spreadsheet can be found containing the corresponding cognitive data as well as
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abbreviated individual difference variables. Each spreadsheet contains all 3 longitudinal waves
sorted by tabs in Excel. More details regarding the data can be found in the KTK document.

Downloading the Data

Users with experience using Box may use their usual procedure to download all necessary files.
For users unfamiliar with Box, a word document titled, "DLBS Data Box Download - How To"
provides detailed guidance.
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Health and Psychosocial Data

The Dallas Lifespan Brain Study
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Using the Health and Psychosocial data

The health and psychosocial data include all task information, data coding, and data spreadsheets
for each of the health and psychosocial constructs in the Dallas Lifespan Brain Study. Please
click here for information on how to access the health and psychosocial data on Box.

The health and psychosocial data in the KTTK is organized by 3 constructs which includes
Physical Health, Mental Health and AD screening, and Psychosocial.

Each of the 3 constructs has various tasks associated with it and there are a total of 20 tasks that
can be found listed below. To access any of the tasks within each construct, select the task of
interest. The key to the names and data structure used for data coding of each construct
spreadsheet is also included in this document and can be accessed by selecting “Data Coding
sheet” included under each construct listed below. Finally, the spreadsheet for each construct can
be found listed below and accessed by selecting “Spreadsheet of data” listed under each
construct.

8 Physical Health
Task 8.32: Fitness Survey
Task 8.33: Sf-36
Task 8.34: Blood Pressure
Task 8.35: NIH Toolbox Motor Assessment
Data Coding Sheet
9 Mental Health and AD Screening
Task 9.36: Geriatric Depression Scale
Task 9.37: Center for Epidemiological Studies-Depression (CESD)
Task 9.38: Alzheimer’s Disease Assessment Scale—Cognitive Subscale
(ADAS-Cog)
Mental Health and AD Screening Data Set: Key to Names and Data
Structure in Data Set
Mental Health and AD Screening Data Set: Key to Additional Raw Data
Available
Mental Health and AD Screening Data Set: Instruments
Data Coding Sheet
10 Psychosocial
Task 10.39: Martin and Park Environmental Demands (MPED)
Questionnaire
Task 10.40: Daily Activities Questionnaire
Task 10.41: Lifetime Cognitive Activities
Task 10.42: Need for Cognition Survey (NFC)
Task 10.43: Metamemory in Adulthood (MIA) Questionnaire
Task 10.44: Self-Concept Clarity (SCC) Survey
Task 10.45: Satisfaction with Life Scale
Task 10.46: Revised Neuroticism-Extraversion-Openness Personality
Inventory (NEO-PI-R)
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Task 10.47: Big 5 Inventory

Task 10.48: Personality Survey
Task 10.49: NIH Toolbox Emotion Measures
Task 10.50: Scale of Positive and Negative Experience (SPANE)
Task 10.51: Psychological Well-being (SWQ)
Data Coding Sheet
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Accessing DLBS Health and Psychosocial Data

DLBS Datasheets How-To

Each Health and Psychosocial construct in the DLBS is separated into an individual folder in
Box to allow for ease of use.

To access the Health and Psychosocial spreadsheets in Box you must have been granted access.
1. Once you have secured access, click on the DLBS: Psychosocial
2. You will be able to select from 3 tabs that include:
a. Complete task information which provides references and details about the task
b. The source document which is a blueprint to the data sheet.
c. Three spreadsheets with wave 1, wave 2, and wave 3 data which are fully
described in the source document.
3. Indicate which wave you want to look at by clicking on the Wave 1, Wave 2, or
Wave 3 tab at the bottom of the spreadsheet.
4. You may use the excel file to create your own data set. Please note that there are
separate spreadsheets for wave 1, 2 and 3. You will need to integrate across these
datasheets to create a longitudinal data set.
5. As an alternative, you may download the entire data set.

To download the spreadsheet onto your computer, follow these steps:

1. Click on the folder containing the construct
2. Hover your mouse over the spreadsheet and click the button with the three dots
that appears toward the right of the construct
a. If you hover over this button with your mouse it indicates “More Options”

3. Select “Download” from the drop-down list to download the file

4. Once downloaded, navigate between the waves by clicking on the W1, W2, or
W3 tabs at the bottom of the spreadsheet

This website section will briefly describe Box folder navigation as it pertains to exportable
DLBS data. The main folder is named, “DLBS: Psychosocial.” Within this folder is one folder
housing individual difference data. The “Keys to the Kingdom” is a document that describes the
structure of the data.

Health and Psychosocial Data

One folder currently contains the expanded individual difference data, another folder contains
physical health data, and the third folder contains mental health data.

Downloading the Data

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Users with experience using Box may use their usual procedure to download all necessary files.
For users unfamiliar with Box, a word document titled, "DLBS Data Box Download - How To"
provides detailed guidance.
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Structural Data
The Dallas Lifespan Brain Study
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Using the Structural data

The structural data includes all task information, data coding, and data spreadsheets for the MRI
structural measures in the Dallas Lifespan Brain Study. Please click here for information on how
to access the structural data on Box.

The structural data in the KTTK is parcellated into 4 morphometric parameters which includes
cortical thickness, gray matter volume, surface area, and subcortical volume. Additionally, we
include summary global measures.

Each of the cortical parameters include regional parcellations conducted independently in the
two hemispheres. To access any of the tasks within each construct, select the task of interest.
The key to the names and data structure used for data coding of each construct spreadsheet is
also included in this document and can be accessed by selecting “Data Coding sheet” included
under each construct listed below. Finally, the spreadsheet for each construct can be found listed
below and accessed by selecting “Spreadsheet of data” listed under each
construct.

11 Structural Data
Structural MRI Data Processing Description
Data Coding Sheets
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Accessing DLBS Structural Data

DLBS Datasheets How-To

The structural construct in the DLBS is separated into an individual folder in Box to allow for
ease of use.

To access the structural measure spreadsheet in Box you must have been granted access.
1. Once you have secured access, click on DLBS: Structural
2. You will be able to select from 3 tabs that include:
a. Complete task information which provides references and details about the
task
b. The source document which is a blueprint to the data sheet.
c. Three spreadsheets with wave 1, wave 2, and wave 3 data which are fully
described in the source document.
3. Indicate which wave you want to look at by clicking on the Wave 1, Wave 2, or
Wave 3 tab at the bottom of the spreadsheet.
4. You may use the excel file to create your own data set. Please note that there are
separate spreadsheets for wave 1, 2 and 3. You will need to integrate across these
datasheets to create a longitudinal data set.
5. As an alternative, you may download the entire data set.

To download the spreadsheet onto your computer, follow these steps:

1. Click on the folder containing the construct
2. Hover your mouse over the spreadsheet and click the button with the three
dots that appears toward the right of the construct
a. If you hover over this button with your mouse it indicates “More
Options”

3. Select “Download” from the drop-down list to download the file

4. Once downloaded, navigate between the waves by clicking on the W1, W2, or
W3 tabs at the bottom of the spreadsheet

This website section will briefly describe Box folder navigation as it pertains to exportable
DLBS data. The main folder is named, “DLBS Integrated Datasheets.” Within this folder is one
folder housing individual difference data. The “Keys to the Kingdom” is a document that
describes the structure of the data.

Structural MRI Data

One folder contains the processed structural data. Within the folder, a spreadsheet can be found
containing the 3 longitudinal waves of structural data sorted by tabs.
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Downloading the Data

Users with experience using Box may use their usual procedure to download all necessary files.
For users unfamiliar with Box, a word document titled, "DLBS Data Box Download - How To"
provides detailed guidance.
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Amyloid and Tau Data

The Dallas Lifespan Brain Study
 20

Using the Amyloid and Tau data

The amyloid and tau data include all task information, data coding, and data spreadsheets for
each of the amyloid and tau constructs in the Dallas Lifespan Brain Study. Please click here for
information on how to access the amyloid and tau data on Box.

The amyloid and tau data in the KTTK is organized by 3 constructs which includes Amyloid,
Tau, and Genotyping (APOE, BDNF, COMT, DRD2).

To access any of the construct, select the construct of interest. The key to the names and data
structure used for data coding of each construct spreadsheet is also included in this document and
can be accessed by selecting “Data Coding sheet” included under each construct listed below.
Finally, the spreadsheet for each construct can be found listed below and accessed by selecting
“Spreadsheet of data” listed under each construct.

17 Amyloid
PET Processing Data Description
Data Coding Sheet
18 Tau
PET Processing Data Description
Data Coding Sheet
19 Genotyping
Data Description
Data Coding Sheet
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Accessing DLBS Amyloid and Tau Data

DLBS Datasheets How-To

Each construct in the DLBS is separated into an individual folder in Box to allow for ease of use.

To access the construct spreadsheets in Box you must have been granted access.
1. Once you have secured access, click on the construct of interest
2. You will be able to select from 3 tabs that include:
d. Complete task information which provides references and details about the task
e. The source document which is a blueprint to the data sheet.
f. Three spreadsheets with wave 1, wave 2, and wave 3 data which are fully
described in the source document.
3. Indicate which wave you want to look at by clicking on the Wave 1, Wave 2, or
Wave 3 tab at the bottom of the spreadsheet.
4. You may use the excel file to create your own data set. Please note that there are
separate spreadsheets for wave 1, 2 and 3. You will need to integrate across these
datasheets to create a longitudinal data set.
5. As an alternative, you may download the entire data set.

To download the spreadsheet onto your computer, follow these steps:

1. Click on the folder containing the construct
2. Hover your mouse over the spreadsheet and click the button with the three dots
that appears toward the right of the construct
a. If you hover over this button with your mouse it indicates “More Options”

3. Select “Download” from the drop-down list to download the file

4. Once downloaded, navigate between the waves by clicking on the W1, W2, or
W3 tabs at the bottom of the spreadsheet

This website section will briefly describe Box folder navigation as it pertains to exportable
DLBS data. The main folder is named, “DLBS: PET Data .” Within this folder, are 3 separate
folders housing the amyloid, tau, and Genotype data. The “Keys to the Kingdom” is a document
that describes the structure of the data.

Amyloid and Tau Data

One folder contains the processed amyloid data, another folder contains the processed tau data,
and a separate folder houses the Genetic information. Within each folder, a spreadsheet can be
found containing the 3 longitudinal waves of data sorted by tabs.

Downloading the Data

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Users with experience using Box may use their usual procedure to download all necessary files.
For users unfamiliar with Box, a word document titled, "DLBS Data Box Download - How To"
provides detailed guidance.
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Construct 1: Speed of Processing

Definition
This construct measures how rapidly individuals can perceptually compare and process
information (Park, 2000 in D.C. Park & N. Schwartz (Eds.)). It is highly sensitive to cognitive
function and is considered a basic core component of cognition. Timothy Salthouse authored a
classic paper that fully describes both theoretical importance and empirical measures of speed of
processing (Salthouse,1996).

References
Salthouse, T.A. (1996). The processing-speed theory of adult age differences in cognition.
Psychological Review, 103, 403-428.
Park, D.C. (2000). The basic mechanisms accounting for age-related decline in cognitive
function. In D.C. Park & N. Schwartz (Eds.), Cognitive Aging: A primer, pp. 3 -21.
Psychology Press.

Sample Sizes by Wave and Task (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

Digit Comparison 463(1) 324 212

WAIS-III Digit 456 323 212

Symbol

NIH Toolbox 0 322(322)a 206(17)a

Pattern Comparison
Processing Speed
Notes on data completeness:
a
NIH Toolbox Pattern Comparison Processing Speed: for wave 2, the computed score is
unavailable and the fully-corrected score is available for only 193 participants; for wave 3, the
age-corrected, percentile, and fully-corrected scores were only available for 189 participants. The
uncorrected standardized or raw scores are recommended for this task.

Task 1.1 Digit Comparison Task

Description (task duration: 2.5 minutes): Participants have to decide whether two number
strings that are either 3, 6, or 9 digits in length, have identical digits or different digits. The task
is divided into 3 separate sets; a set is comprised only of 3-digits, 6-digits, or 9-digits
comparisons (i.e., a set doesn’t contain a mix of different string lengths). Subjects are given 45
seconds for each set to try to complete as many comparisons as they can. The number correctly
completed for 3-, 6-, and 9-item strings, as well as total correct, is available. Higher scores are
better.

Primary Reference (Letter Comparison Task):

Salthouse T. A., Babcock R. L. (1991). Decomposing adult age differences in working memory.
Developmental Psychology, 27, 763-776.
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Development of Cross-culturally Appropriate Measures (Digit Comparison Task)

Hedden, T., Park, D. C., Nisbett, R., Ji, LJ, Jing, Q., & Jiao, S. (2002). Cultural variation in
verbal versus spatial neuropsychological function across the life span. Neuropsychology,
16, 65-73.

Task 1.2 WAIS-III Digit Symbol

Description (task duration: 1.5 minutes):
• Participants are shown nine geometric symbols that are each assigned to a digit from 1 to
9. They are then presented with randomized digits and asked to draw the corresponding
symbol below each digit as quickly as possible for 90 seconds.

Primary Reference:
Wechsler, D., (1997). WAIS-III: Administration and scoring manual: Wechsler Adult
Intelligence Scale. San Antonio, TX: Psychological Corporation.

Task 1.3 NIH Toolbox Pattern Comparison Processing Speed Test

Description (task duration: 1.5 minutes): Participants are shown two pictures side-by-side and
are asked to discern whether the pictures are the same or different. If the pictures are the same,
the participant presses the “Yes” button. If the pictures are not the same, the participant presses
the “No” button. The participant is instructed to only use their index finger on their dominant
hand to press either button. Participants’ raw score is the number of 130 items correct in an 85-
second period. The items are designed to be simple to most purely measure processing speed.
Higher scores reflect faster speeds of processing.

Caution: Participants in DLBS Wave 2 performed the NIH Toolbox Pattern Comparison Speed
Test on a desktop computer, whereas, participants in DLBS Wave 3 performed the task on an
ipad. NIH toolbox provides a computed score to equate the different platforms (desktop and
ipad) used. For additional details, we refer you to the the NIH Toolbox website:
https://www.healthmeasures.net/explore-measurement-systems/nih-toolbox/obtain-and-
administer-measures.

Primary Reference:
Gershon RC, Wagster MV, Hendrie HC, Fox NA, Cook KF, Nowinsky CJ. NIH Toolbox for
Assessment of Neurological and Behavioral Function. Neurology. 2013; 80: S1-S92.

Software Reference:
NIH Toolbox for the iPad test ver. 2.1
https://nihtoolbox.force.com/s/article/nih-toolbox-scoring-and-interpretation-guide

Speed of Processing Ability Construct: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Age at wave recoded into 3-year
Age Interval AgeInterval 20-100
intervals
Sex Sex Participant’s biological sex. m = Male
f = Female
Race Race Race that the participant self- 1 = Asian American/ Pacific
identifies with. Islander
 25

2 = Black/African American
3 = Multiracial
4 = Native American
5 = White/Caucasian
6 = Other
7 = Unknown
Ethnicity Ethnicity Ethnicity that the participant self- 1=Hispanic/Latin(o/a)
identifies with. 0 = Non-Hispanic
Handedness Score HandednessScore Average score of participant hand Score range: 0-4
preference while completing
various tasks. Higher scores 0 = Always left
indicate preference for the right 1 = Usually left
hand. 2 = No preference
3 = Usually right
4 = Always right
Mini-Mental State MMSE Total # of items answered Score range: 0-30
Exam Total correctly.
Cognitive Battery CogW1toW2 Interval between cognitive testing # of Years
Wave 1-2 Interval day 1 for waves 1-2.
Cognitive Battery CogW2toW3 Interval between cognitive testing # of Years
Wave 2-3 Interval day 1 for waves 2-3.
Cognitive Battery CogW1toW3 Interval between cognitive testing # of Years
Wave 1-3 Interval day 1 for waves 1-3.
Take Home Wave TakeHomeW1toW2 Interval between Take Home for # of Years
1-2 Interval waves 1-2.
Take Home Wave TakeHomeW2toW3 Interval between Take Home for # of Years
2-3 Interval waves 2-3.
Take Home Wave TakeHomeW1toW3 Interval between Take Home for # of Years
1-3 Interval waves 1-3.
MRI Wave 1-2 MRIW1toW2 Interval between MRI scan for # of Years
Interval waves 1-2.
MRI Wave 2-3 MRIW2toW3 Interval between MRI scan for # of Years
Interval waves 2-3.
MRI Wave 1-3 MRIW1toW3 Interval between MRI scan for # of Years
Interval waves 1-3.
Amyloid PET PETAmyW1toW2 Interval between amyloid PET # of Years
Wave 1-2 Interval scan for waves 1-2.
Amyloid PET PETAmyW2toW3 Interval between amyloid PET # of Years
Wave 2-3 Interval scan for waves 2-3.
Amyloid PET PETAmyW1toW3 Interval between amyloid PET # of Years
Wave 1-3 Interval scan for waves 1-3.
Highest Level of EduComp5 This is an ordinal measure of 1 = Less than high school
Education participants’ self-reported highest graduate
Completed level of education completed. 2 = High school graduate/GED
3 = Some
college/trade/ technical/business
school
4 = Bachelor’s degree
5 = Some graduate work
6 = Master’s degree
7 = MD/JD/PhD/other
advanced degree
Education EduYrsEstCap5 This is a conversion of the 11 maximum = Less than High
Estimated Years participant's self-reported highest school
Capped level of education into a capped 12 = High School
 26

estimated number of years it 15 maximum = Some College

would take to reach this highest 16 = Bachelor’s degree
level of education. 20 maximum = Some Graduate
Work
The "capped" comes into play 18 = Master’s degree
when someone spend a longer 21 = MD/JD/PhD/ Advanced
time than usual for a certain degree
degree but did not complete it. In
short, someone with a lot of years
of education but did not complete
a degree will not score higher
than someone who did complete
the degree.
Construct Name ConstructName Speed of Processing
Construct Number ConstructNumber Construct 1
Denotes the data collection wave. 1 = Wave 1
See individual differences data set 2 = Wave 2
Wave Wave
for more detail, including testing 3 = Wave 3
date intervals.
1 = Yes, returned for wave
Has Data HasData
2 = No, did not return for wave
Number of Tasks How many tasks make up the
NumTasks 3 Tasks for Speed of Processing
in Construct speed of processing construct
1 = Has data
Task 1—Digit
Task1 2 = Task data partial
Comparison
3 = No task data
Digit Comparison Score Range:
DigComp3_1 Total correct for 3-digit strings
3 0-64
Digit Comparison Dependent Variable: total correct Score Range:
DigComp6_1
6 for 6-digit strings 0-64
Digit Comparison Dependent Variable: total correct Score Range:
DigComp9_1
9 for 9-digit strings 0-64
Dependent Variable: Total correct
Digit Comparison Score Range:
DigCompTotal1 summed across T3, T6, and T9
Total 0-192
trials
1 = Has data
Task 2—Digit
Task2 2 = Task data partial
Symbol
3 = No task data
Digit Symbol Number of items matched Score Range:
DigSymTotal2
Total correctly in 90 sec 0-93
Task 3—NIH
1 = Has data
Toolbox Pattern
Task3 2 = Task data partial
Comparison
3 = No task data
Speed Test
The participant’s raw score is the
number of items answered
NIH Toolbox
correctly in 85 seconds of
Pattern Score Range:
NIHSpeedRaw3 response time, with a range of 0-
Comparison 0-130
130. This score is then converted
Speed Test
to the NIH Toolbox normative
standard scores.
NIH Toolbox
The computed score is a
Pattern Score Range:
NIHSpeedComp3 conversion between the desktop
Comparison 0-130
and iPad data present in wave 3.
Speed Test
 27

It compares the performance of

NIH Toolbox the test-taker to those in the entire
Pattern NIH Toolbox nationally Normative Mean = 100, SD =
NIHSpeedUn3
Comparison representative normative sample, 15
Speed Test regardless of age or any other
variable.
This score compares the score of
the test-taker to those in the NIH
Toolbox nationally representative
NIH Toolbox normative sample at the same
Pattern age, where a score of 100 Mean = 100, Standard
NIHSpeedAge3
Comparison indicates performance that was at Deviation = 15
Speed Test the national average for the test-
taking participant’s age. Age-
corrected standard scores were
derived for adults (ages 18-85).
A Percentile represents the
NIH Toolbox percentage of people nationally
Pattern NIHSpeedPercent3 above whom the participant’s Percentile rank: 0-100
Comparison score ranks (the comparison
Speed Test group will be based on whichever
normative score is used)
This score compares the score of
the test-taker to those in the NIH
Toolbox nationally representative
NIH Toolbox
normative sample, while
Pattern Mean = 50, Standard Deviation
NIHSpeedFully3 adjusting for key demographic
Comparison = 10
variables (education, gender, and
Speed Test
race/ethnicity) collected during
the NIH Toolbox national
norming study.
 28

Construct 2: Working Memory

Definition
The construct of working memory measures the ability of individuals to simultaneously
manipulate and store information. This ability plays a key role in processes involving language
comprehension, reasoning, and planning, highlighting its importance in analyzing cognition.
Baddeley and Hitch present the initial transition from classically accepted short-term memory to
the current definition of working memory.

References
Baddeley, A.D., & Hitch, G. (1974). Working Memory. Psychology of Learning and Motivation,
8, 47-89. https://doi.org/10.1016/S0079-7421(08)60452-1
Salthouse, T. A., & Babcock, R. L. (1991). Decomposing adult age differences in working
memory. Developmental Psychology, 25(5), 763-776.
https://doi.org/10.1037/0033-295X.103.3.403
Park, D.C. (2000). The basic mechanisms accounting for age-related decline in cognitive
function. In D.C. Park & N. Schwartz (Eds.), Cognitive Aging: A primer, pp. 47-89.
Psychology Press.

Sample Sizes by Wave and Task (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

CANTAB Spatial 463 333(1) 212
Working Memory

WAIS-III Letter 463 321 212

Number Sequencing
Task

Operation Span Task 461 94 206

NIH Toolbox List

Sorting 0 316(230)a 206(17)a

CANTAB Delayed
Matching to Sample
Task 463 0 0

CANTAB Spatial
Recognition Memory
Task 463 0 0
Notes on data completeness:
a
NIH Toolbox List Sorting: For wave 2, raw scores are only available for 90 participants and
fully-corrected scores are only available for 198 participants. For wave 3, age-corrected,
percentile, and fully-corrected scores are only available for 189 participants. The uncorrected
standardized scores are recommended for this task.
 29

Task 2.4 CANTAB Spatial Working Memory

Description (task duration: 10 minutes): This task assesses the participant’s ability to retain
spatial information while simultaneously manipulating remembered items in working memory.
The objective of the task is to remember the sequence of locations where blue tokens were found
(spatial memory), and simultaneously continue searching for tokens (processing component)
without revisiting locations that have already yielded a token (memory component). Participants
collect blue tokens that are hidden in an array of boxes (set size from 3-8 boxes). When an array
of boxes is presented, participants must touch each box in turn with a touch-screen stylus until
one reveals a blue token inside (a “search”). Once a blue token has been found, the participant
will place it in the depository column on the right side of the screen (“home”), which indicates
how many tokens remain in the sequence. The participant must search for the remaining tokens
until one has been found in each box on the current screen. The boxes will remain on the screen
after being touched, regardless of whether the participant locates blue tokens inside of them. The
participant’s task is to remember where they find the tokens because, once a token has been
found in a box, that box will never contain another token for that set. After a participant has
found all blue tokens for an array of boxes, the task moves onto the next trial of boxes in a
different array. This task contains 15 total trials. Trials 1-3 contain 3 boxes each, trials 4-7
contain 4 boxes each, trials 8-11 contain 6 boxes each, and trials 12-15 contain 8 boxes each.
Performance in the more difficult trials of this task is enhanced by the use of a heuristic search
strategy, which indicates that participants did not choose boxes at random.
Performance Errors: Two kinds of errors can be made: Between (memory) errors are when a
participant returns to a box in which a token has already been found during the same search trial.
Lower between error scores are better.
Within errors are when participants search any particular box more than once in the same search
sequence. Lower within error scores are better.

Primary References:
Robbins T.W., et al. (1994). Cambridge Neuropsychological Test Automated Battery
(CANTAB): A factor-analytic study of a large sample of normal elderly volunteers.
Dementia, 5(5):266-281. https://doi.org/10.1159/000106735.
CANTAB Eclipse (2007).
https://www.cambridgecognition.com/cantab/cognitive-tests/executive-function/spatial-
executive-function-swm

Task 2.5 WAIS-III Letter-Number Sequencing

Description (task duration: 5 minutes): 7 blocks of 3 trials per block are presented unless
task is terminated for poor performance. Participants listen to a series of numbers and letters
(e.g., 1-J-A-6) and are asked to rearrange the items in their head and recite the sequence with the
numbers first, in ascending order, followed by the letters, in alphabetical order (e.g., 1-6-A-
J). Researchers present the letter-number strings at a rate of one letter or number per second.
Responses are recorded for accuracy and each receives a score of correct (1) or incorrect (0).
There are a total of 21 trials that range from 2-8-item strings and are presented from easiest to
hardest. The task is terminated when a participant responds incorrectly to all three trials within a
3-item block. Otherwise, the researcher will continue and administer the next item of increased
difficulty (higher total number of letters and numbers) until all seven blocks are completed. The
variables of interest are the number of trials answered correctly in each block and the total
 30

number of trials correct across all blocks. A higher score indicates better working memory
performance.

Primary Reference:
Wechsler, D. (1997). WAIS-III: Administration and scoring manual: Wechsler Adult Intelligence
Scale. San Antonio, TX: Psychological Corporation.

Task 2.6 Operation Span Task

Description (task duration: 20 minutes): Participants are presented with a simple arithmetic
equation and they respond “yes” if the equation is accurate (e.g., (6/3) +5=7) and “no” if it is
inaccurate (e.g., (3+6)/3=2). As soon as the subject responds, the equation disappears, and a
concrete noun is presented. Participants read the word aloud. Participants are told to take as
much time as is needed to answer the arithmetic portion but must immediately read the ensuing
word after answering. Immediately after they pronounce the word, the next arithmetic-word
string appears on the screen. After a block of equations and words is complete (number of items
in block varies from 2-5), participants are shown a screen with three question marks and
prompted to write down all the words they remembered from that block in the order that they
were presented. There are 12 blocks presented that each contain 2-5 items within a block, with a
total of 42 arithmetic-word strings. Blocks are randomly ordered but do not vary between
participants. Variables of interest are total number of words correctly recalled for each of the
four block sizes (2, 3, 4, 5) and total recalled, with a higher number of recalled words indicative
of better performance. Responses to the arithmetic portion of each set are not recorded and are
not used for data analysis.

Primary Reference:
Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task dependent? Journal of
Memory and Language, 28(2):127-154. https://doi.org/10.1016/0749-596X(89)90040-5

Task 2.7 NIH Toolbox List Sorting

Description (task duration: 10 minutes): Participants are presented with pictures of commonly
known foods and animals that are displayed along with written text and an accompanying audio
recording of the name of the item (e.g., “elephant”). Each picture is displayed on the screen, one
at a time, in a “flashing” manner at a rate of 2 seconds per item. The objective is to re-order the
block of pictures according to particular rules. In the one-list condition, participants sort each
block of items by size and in the two-list condition, items are sorted by both size as well as by
category. The variable of interest is a sum of the total correct responses across both lists, with
higher scores suggesting greater global working memory capacity.
One-List Condition: Participants are presented with a sequence of 2-7 pictures (either food or
animals) and must order the series from smallest to largest. Participants answer verbally and
must name all the items in the correct order without intrusions. The task begins with a 2-item
block. If answered correctly, the number of items in each block will increase up to seven total
items. If answered incorrectly, participants will get a second block of similar difficulty. If they
then answer correctly for the second block, they advance to the next block of higher difficulty,
otherwise, the testing is terminated. This condition contains two practice blocks in which
immediate feedback is provided and a maximum of 14 testing blocks.
 31

Two-List Condition: Participants are presented with a series of both food and animals and must
order the series by both size and category. Participants will sort the food items from smallest to
largest, followed by the animal items from smallest to largest. This condition contains two
practice blocks, in which feedback is provided, and a maximum of 12 testing blocks. The test
procedure is identical to the one-list condition, only with the added complexity of sorting by both
size and category.

Primary References:
Gershon, R.C., et al. (2013). NIH toolbox for assessment of neurological and behavioral
function. Neurology, 80(11 Suppl 3): S2-6.
https://doi.org/10.1212/WNL.0b013e3182872e5f

Tulsky, D.S., et al. (2013). NIH Toolbox Cognitive Function Battery (NIHTB-CFB): Measuring
working memory. Monographs of the Society for Research in Child Development,
78(4):70–87. https://doi.org/10.1111/mono.12035

Task 2.8 CANTAB Delayed Matching to Sample Task

Description (task duration: 12 minutes): This task measures maintenance of visual memory in
a four-choice delayed recognition memory paradigm. Participants are presented with a complex,
abstract target pattern that consists of four quadrants differing in color and form and they must
match the target to one of four choice patterns. One of the choice patterns is identical to the
target, one is a novel distractor pattern, one has the shape of the sample and the colors of the
distractor, and the fourth has the colors of the sample and the shape of the distractor. All four
choice patterns have at least one quadrant in common with the sample. There a four different
choice conditions: (1) choices added to the screen with the target, (2) choices shown 0 seconds
after the target disappears, (3) choices are shown 4 seconds after the target pattern disappears,
and (4) choices are shown 12 seconds after the target pattern disappears. Participants are asked to
select the choice pattern that matches the presented sample pattern by touching their response
with a touch-screen stylus. Feedback is provided on-screen for incorrect responses and
participants continue their search until they find the matching pattern. The variables of interest
include the total number of items matched correctly across each delay period (simultaneous, 0
second delay, 4 second delay, and 12 second delay) and the total number of correctly matched
items across all delayed periods. Higher scores suggest a more efficient visual memory ability.

Primary References:
Robbins T.W., et al. (1994). Cambridge Neuropsychological Test Automated Battery
(CANTAB): A factor-analytic study of a large sample of normal elderly volunteers.
Dementia, 5(5):266-281. https://doi.org/10.1159/000106735.
CANTAB Eclipse (2007).
https://www.cambridgecognition.com/cantab/cognitive-tests/executive-function/spatial-
executive-function-swm

Task 2.9 CANTAB Spatial Recognition Memory Task

 32

Description (task duration: 5 minutes): This task measures visual-spatial recognition memory
in a two-choice forced discrimination paradigm. The task has two phases: spatial encoding
followed by recognition. In the encoding phase, participants are shown a white square that moves
sequentially to five different locations on the screen, each for three seconds. After a five second
delay, subjects are presented with two white squares for the recognition phase. One of them
occupies a location where a square was presented during encoding and the other square is in a
novel location (distractor stimulus). Participants are asked to select the square that is in location
previously seen in the encoding phase. There are four blocks of five trials, for a total of 20
responses. The variable of interest is total number of locations correctly identified with higher
scores indicating better working memory performance.

Primary References:
Robbins T.W., et al. (1994). Cambridge Neuropsychological Test Automated Battery
(CANTAB): A factor-analytic study of a large sample of normal elderly volunteers.
Dementia, 5(5):266-281. https://doi.org/10.1159/000106735.
CANTAB Eclipse (2007).
https://www.cambridgecognition.com/cantab/cognitive-tests/executive-function/spatial-
executive-function-swm

Working Memory Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Age at wave recoded into 3-year
Age Interval AgeInterval 20-100
intervals
Sex Sex Participant’s biological sex. m = Male
f = Female
Race Race Race that the participant self- 1 = Asian American/ Pacific
identifies with. Islander
2 = Black/African American
3 = Multiracial
4 = Native American
5 = White/Caucasian
6 = Other
7 = Unknown
Ethnicity Ethnicity Ethnicity that the participant self- 1=Hispanic/Latin(o/a)
identifies with. 0 = Non-Hispanic
Handedness Score HandednessScore Average score of participant hand Score range: 0-4
preference while completing
various tasks. Higher scores 0 = Always left
indicate preference for the right 1 = Usually left
hand. 2 = No preference
3 = Usually right
4 = Always right
Mini-Mental State MMSE Total # of items answered Score range: 0-30
Exam Total correctly.
Cognitive Battery CogW1toW2 Interval between cognitive testing # of Years
Wave 1-2 Interval day 1 for waves 1-2.
Cognitive Battery CogW2toW3 Interval between cognitive testing # of Years
Wave 2-3 Interval day 1 for waves 2-3.
Cognitive Battery CogW1toW3 Interval between cognitive testing # of Years
Wave 1-3 Interval day 1 for waves 1-3.
 33

Take Home Wave TakeHomeW1toW2 Interval between Take Home for # of Years
1-2 Interval waves 1-2.
Take Home Wave TakeHomeW2toW3 Interval between Take Home for # of Years
2-3 Interval waves 2-3.
Take Home Wave TakeHomeW1toW3 Interval between Take Home for # of Years
1-3 Interval waves 1-3.
MRI Wave 1-2 MRIW1toW2 Interval between MRI scan for # of Years
Interval waves 1-2.
MRI Wave 2-3 MRIW2toW3 Interval between MRI scan for # of Years
Interval waves 2-3.
MRI Wave 1-3 MRIW1toW3 Interval between MRI scan for # of Years
Interval waves 1-3.
Amyloid PET PETAmyW1toW2 Interval between amyloid PET # of Years
Wave 1-2 Interval scan for waves 1-2.
Amyloid PET PETAmyW2toW3 Interval between amyloid PET # of Years
Wave 2-3 Interval scan for waves 2-3.
Amyloid PET PETAmyW1toW3 Interval between amyloid PET # of Years
Wave 1-3 Interval scan for waves 1-3.
Highest Level of EduComp5 This is an ordinal measure of 1 = Less than high school
Education participants’ self-reported highest graduate
Completed level of education completed. 2 = High school graduate/GED
3 = Some
college/trade/ technical/business
school
4 = Bachelor’s degree
5 = Some graduate work
6 = Master’s degree
7 = MD/JD/PhD/other
advanced degree
Education EduYrsEstCap5 This is a conversion of the 11 maximum = Less than High
Estimated Years participant's self-reported highest school
Capped level of education into a capped 12 = High School
estimated number of years it 15 maximum = Some College
would take to reach this highest 16 = Bachelor’s degree
level of education. 20 maximum = Some Graduate
Work
The "capped" comes into play 18 = Master’s degree
when someone spend a longer 21 = MD/JD/PhD/ Advanced
time than usual for a certain degree
degree but did not complete it. In
short, someone with a lot of years
of education but did not complete
a degree will not score higher
than someone who did complete
the degree.
Construct Name ConstructName Working Memory
Construct Number ConstructNumber Construct 2
Wave Wave Denotes the data collection wave. 1=Wave 1
See individual differences data 2=Wave 2
set for more detail, including 3=Wave 3
testing date intervals.
Has Data HasData Yes =1
No=2
Number of Tasks NumTasks How many tasks make up the 6 tasks for Working Memory
in Construct working memory construct
 34

Task 4-CANTAB Task4 1 = Has data

Spatial Working 2 = Task data partial
Memory 3 =No task data
Spatial WM 4-Box SptlWM4BoxErrs4 Total errors for 4-box trials No max score
Errors*
Spatial WM 6-Box SptlWM6BoxErrs4 Total errors for 6-box trials No max score
Errors*
Spatial WM 8-Box SptlWM8BoxErrs4 Total errors for 8-box trials No max score
Errors*
Spatial WM Total SptlWMTotErrs4 Total number of errors across all No max score
Errors trials.
Task 5 – WAIS Task5 1 = Has data
Letter-Number 2 = Task data partial
Sequencing 3 =No task data
Letter-Number LetNumSeq2Item5 Total number of 2-item trials Score Range: 0-3
Sequencing 2-Item recalled correctly
Trials Total
Correct
Letter-Number LetNumSeq3Item5 Total number of 3-item trials Score Range: 0-3
Sequencing 3-Item recalled correctly
Trials Total
Correct
Letter-Number LetNumSeq4Item5 Total number of 4-item trials Score Range: 0-3
Sequencing 4-Item recalled correctly
Trials Total
Correct
Letter-Number LetNumSeq5Item5 Total number of 5-item trials Score Range: 0-3
Sequencing 5-Item recalled correctly
Trials Total
Correct
Letter-Number LetNumSeq6Item5 Total number of 6-item trials Score Range: 0-3
Sequencing 6-Item recalled correctly
Trials Total
Correct
Letter-Number LetNumSeq7Item5 Total number of 7-item trials Score Range: 0-3
Sequencing 7-Item recalled correctly
Trials Total
Correct
Letter-Number LetNumSeq8Item5 Total number of 8-item trials Score Range: 0-3
Sequencing 8-Item recalled correctly
Trials Total
Correct
Letter-Number LetNumSeqTot5 Total number of trials recalled Score Range: 0-21
Sequencing Total correctly
Task 6 – Task6 1 = Has data
Operation 2 = Task data partial
Span 3 =No task data
OSpan 2-Item OSp2BLTot6 Total # of blocks recalled Score Range:
Block Total correctly for 2-item blocks 0-3
(Blocks 4,7,11)
OSpan 3-Item OSp3BLTot6 Total # of blocks recalled Score Range: 0-3
Block Total correctly for 3-item blocks
(Blocks 1,3,9)
OSpan 4-Item OSp4BLTot6 Total # of blocks recalled Score Range: 0-3
Block Total correctly for 4-item blocks
 35

(Blocks 6,8,12)
OSpan 5-Item OSp5BLTot6 Total # of blocks recalled Score Range: 0-3
Block Total correctly for 5-item blocks
(Blocks 2,5,10)
OSpan Total OSpanTot6 Sum of total # of words recalled Score Range: 0-42
correctly for perfectly recalled
blocks
To get a score of 42, subjects
must correctly recall: Three two-
item blocks (3 blocks x 2 words
each = 6), three three-item blocks
(3 blocks x 3 words each = 9),
three four-item blocks (3 blocks x
4 words each = 12), three five-
item blocks (3 blocks x 5 words
each = 15); total number of
words correct is thus 42.
Task 7 – NIH Task7 1 = Has data
Toolbox List 2 = Task data partial
Sorting 3 =No task data
NIH Toolbox List LstSrtRaw7 Scored sum of total # of items Score Range: 0-26
Sorting Raw Score correctly recalled and sequenced
on both lists
NIH Toolbox List LstSrtUn7 This score compares the normative mean = 100, SD = 15
Sorting performance of the test-taker to
Uncorrected those in the entire NIH Toolbox
Standard Score nationally representative
normative sample, regardless of
age or any other variable.
NIH Toolbox List LstSrtAge7 This score compares the score of mean=100, standard
Sorting Age- the test-taker to those in the NIH deviation=15
Corrected Toolbox nationally representative
Standard Score normative sample at the same
age, where a score of 100
indicates performance that was at
the national average for the test-
taking participant’s age. Age-
corrected standard scores were
derived for adults (ages 18-85).
NIH Toolbox List LstSrtPercent7 A Percentile represents the Percentile Rank: 0-100
Sorting National percentage of people nationally
Percentile above whom the participant’s
score ranks (the comparison
group will be based on whichever
normative score is used).
NIH Toolbox List LstSrtFully7 This score compares the score of mean=50, standard
Sorting Fully- the test-taker to those in the NIH deviation=10
Corrected T-score Toolbox nationally representative
normative sample, while
adjusting for key demographic
variables (education, gender, and
race/ethnicity) collected during
the NIH Toolbox national
norming study.
 36

Task 8 – Task8 1 = Has data

CANTAB 2 = Task data partial
Delayed 3 =No task data
Matching to
Sample
Delayed Matching DMSSimTot8 Total # of items matched Score Range: 0-10
to Sample correctly with simultaneous
Simultaneous presentation
Total*
Delayed Matching DMSImmTot8 Total # of items matched Score Range: 0-10
to Sample correctly with immediate (0
Immediate (0 second delay) presentation
second delay)
Total*
Delayed Matching DMS4SecTot8 Total # of items matched Score Range: 0-10
to Sample 4 correctly with 4 second delay
Second Delay presentation
Total*
Delayed Matching DMS12SecTot8 Total # of items matched Score Range: 0-10
to Sample 12 correctly with 12 second delay
Second Delay presentation
Total*
Delayed Matching DMSTot8 Total # of items matched Score Range: 0-40
to Sample Total correctly
Task 9 – Task9 1 = Has data
CANTAB Spatial 2 = Task data partial
Recognition 3 =No task data
Memory
Spatial SRMTot9 Total # of locations correctly
Recognition identified
Memory Total
 37

Construct 4: Episodic Memory

Definition
This construct measures how well individuals can store, maintain, and retrieve detailed
information in long-term memory. It is highly sensitive to normal aging processes and shows
robust deficits in mild cognitive impairment and Alzheimer’s disease (Koen & Yonelinas, 2014).
Two classic papers by Endel Tulving (1972, 2002) provide both a theoretical conceptualization
of episodic memory and relevant empirical measures.

References
Koen, J. D., & Yonelinas, A. P. (2014). The effects of healthy aging, amnestic mild cognitive
impairment, and Alzheimer’s disease on recollection and familiarity: A meta-analytic
review. Neuropsychology Review, 24(3), 332-354.
https://doi.org/10.1007/s11065-014-9266-5
Tulving, E. (1972). Episodic and semantic memory. Organization of memory, 1, 381-403.
Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1–
25. https://doi.org/10.1146/annurev.psych.53.100901.135114

Note: For all included memory tasks, the same item lists were used at each wave of data
collection as there was an approximately 4-year interval between testing sessions.

Sample Sizes by Wave and Task (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

Hopkins Verbal 463(37)a 323(2) 213
Learning

CANTAB Verbal
Recognition 463(2) 335(335)b 212(212)b
Memory

Woodcock-Johnson
Memory for Names 251(1)c 322(5) 212(2)

Wechsler Memory
Scale Logical
Memory 0 331 213(3)a

NIH Toolbox
Picture Sequence
Memory 0 322(144)d 206(17)d

Notes on data completeness:

a
Hopkins Verbal Learning: For wave 1, the delayed recall and recognition tests were only
administered to 426 participants.
 38

b
CANTAB Verbal Recognition Memory: Wave 2-3 data for the delayed recall portion of the
CANTAB VRM task are unavailable as administration of that test was discontinued due to
extremely skewed score distributions. Use of the immediate recall score is recommended.
c
Woodcock-Johnson Memory for Names: Admnistration of the Woodcock-Johnson began
partway through wave 1, thus data were not collected for approximately the first half of
participants.
d
NIH Toolbox Picture Sequence Memory: For wave 2, the fully-corrected score is only available
for 191 participants. For wave 3, the age-corrected, percentile, and fully-corrected scores are
only available for 189 participants. The uncorrected standardized scores or raw scores are
recommended for this task.

Task 4.15 Hopkins Verbal Learning, Parts 1-4

Description (task duration: 6 minutes):
• Encoding: Participants memorize a semantically categorized list of 12 concrete nouns
that are read aloud by the experimenter at a rate of one word every 1.5 seconds. The three
semantic categories are sports, professions, and vegetables, with 4 words in each
category.
• Immediate Recall: Immediately following the presentation, participants are asked to
recall aloud as many words from the list as they can in any order. The experimenter
records the words recalled on a scoring sheet. The dependent measure is the number of
items correctly recalled out of 12.
• Delayed Recall: After approximately 20 minutes, participants are again asked to recall
aloud as many words as possible from the previous list in any order. The experimenter
records the words recalled on a scoring sheet. The dependent measure is the number of
items correctly recalled out of 12.
• Delayed Recognition: Following delayed recall, participants are given a recognition test
in which the experimenter reads another list of 24 words, including 12 target words (from
recall list) and 12 new words (lures). Of the 12 lures, 6 are semantically related to the
target items (2 for each semantic category) and 6 are not semantically related to the target
items. Participants make “yes”/”no” judgments to indicate if the word was on the original
study list. The dependent measure is the total number of correct judgments (including hits
+ correction rejections) out of 24. In addition, false alarm rates are available for related
and unrelated items, as are hits to old items.

Primary Reference:
Brandt, J. (1991). The Hopkins Verbal Learning Test: Development of a new memory test with
six equivalent forms. The Clinical Neuropsychologist, 5(2), 125-142.
https://doi.org/10.1080/13854049108403297

Task 4.16 CANTAB Verbal Recognition Memory, Parts 1-4

Description (task duration: 7 minutes):
• Encoding: Twelve nouns are presented on the computer screen one at a time. Participants
are asked to read each word aloud and remember as many as they can.
• Immediate Recall: Immediately following the presentation of the word list, participants
are asked to recall aloud as many of the words as possible in any order. Data for the
number of items recalled, out of 12, are available.
 39

• Immediate Recognition: Immediately following recall, participants complete a

recognition test in which the computer displays the 12 target items and 12 distractor
items, one at a time. Participants answer whether they remember seeing the item earlier in
the task on the computer (“yes” or “no”). Performance was near ceiling for this test, and
data are not currently processed/checked.
• Delayed Recognition: The recognition phase is repeated after a delay of approximately
40 minutes. Data for the number of items recognized (and correct rejections), out of 24,
are available. Performance was near ceiling for this task and we advise against using it
but include it to provide a complete accounting of the methodology.

Primary Reference:
Robbins, T.W.,et al., (1994). Cambridge Neuropsychological Test Automated Battery
(CANTAB): A factor analytic
study of a large sample of normal elderly volunteers. Dementia, 5, 266-281.
https://doi.org/10.1159/000106735

Software Reference:
CANTAB Eclipse. Cambridge Cognition (2007).
https://www.cambridgecognition.com/cantab/cognitive-tests/memory/verbal-recognition-
memory-vrm/

Note: It is recommended that the delayed recognition score (CantabVrmDelayRcg16) should

NOT be used as it has strong ceiling effects, resulting in severe skewness and kurtosis. Standard
data transformations were unable to correct this issue.

Task 4.17 Woodcock-Johnson Memory for Names, Parts 1-3

Description (task duration: 15 minutes):
• Task Overview: In this paired-associate recognition task, participants are given 12 trials
that each include both an encoding and recognition component. This task is administered
using color illustrations in a printed flip-book. On each trial, the participant first learns
the name of a single cartoon space creature. Then, they must identify that creature in an
array of nine aliens. Finally, they are asked to identify previously learned creatures in that
array. The difficulty increases across trials as participants are required to remember the
names of an increasingly larger set of creatures (up to 12 unique creatures). A separate
delayed recognition test is administered 20 minutes later.
• Encoding: For the encoding component of each trial, participants are shown a color
illustration of the space creature by itself on a page. Participants are told the name of the
creature and are asked to point to it on the page (e.g., “This is Meegoy. Point to
Meegoy.”; see figure below).
• Immediate Recognition: Next, for the recognition component of that trial, participants
are shown a page of nine space creatures and are asked to point to the newly-introduced
creature among the distractors (“Now point to Meegoy”; see figure below). Then, they
are asked to point to previously learned creatures (“Now point to Kiptron”). For each
trial, the previously learned creatures are tested in a novel order, and whenever the
participant responds incorrectly, they are corrected (e.g., “No, this is Meegoy. Point to
Meegoy.”). For each trial, they are tested on all previously learned creatures up to a total
 40

of 9 creatures; for trials 10-12, the earliest creatures are dropped to keep that total at 9.
Specifically, the total number of creatures to be recognized on each trial progresses
across the 12 trials as follows: 1, 2, 3, 4, 5, 6, 7, 8, 9, 9, 9, 9 (total = 72 items). The
dependent measure is the number of creatures recognized out of 72.
• Delayed Recognition: After a 20-minute delay, participants are given a surprise
recognition test in which they are asked to point to each space creature when prompted
by the experimenter. This delayed test has 3 parts, with 12 trials per part. In each trial, the
participant is shown an array of nine space creatures, as before, and is asked to point to a
previously learned creature (“Now point to Meegoy”). Next, they are shown a new array
and asked to point to a different creature (“Now point to Kiptron”). In this test, incorrect
responses are no longer corrected by the experimenter, and creatures are not presented in
the order originally learned. This process repeats for part 1 until they have been asked to
recognize all 12 unique space creatures in one of the 12 different arrays. For parts 2 and
3, they repeat this processing going through the 12 arrays in the same order, but with the
items tested being put in a new order—for example, in trial 1 they may now be asked to
identify “Delton” instead of “Meegoy”. Thus, all 12 space creatures are tested 3 times
each, and the dependent measure is the number of creatures recognized out of 36.

Primary Reference:
Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Tests of Achievement.
Allen, TX: DLM Teaching Resources.

Task 4.18 Wechsler Memory Scale (WMS-III) Logical Memory, Parts 1-3
Description (task duration: 7 minutes):
• Encoding: The experimenter reads two highly detailed stories to the participant. One
story describes a fictional character reporting a robbery and another describes a character
listening to a weather bulletin.
• Immediate Recall: Immediately after each story, the participant is asked to recall as
much of the story as they can, verbatim. The participant’s response is recorded via tape
recorder. Reviewing the tape, the experimenter scores the participant’s response by
awarding one point per highly specific detail recalled by the participant (called Story
Units, e.g., the main character’s name is Anna, the story took place in Boston, the
weather forecast predicted rain and hail, etc.). Story Unit scores for Story A and Story B
(each out of 25) are calculated by summing all correct details (total out of 50).
• Delayed Recall: After a delay of approximately 30 minutes, the participant is asked to
repeat as much each of the two stories as they can remember with answers recorded.
Story Unit scores for Story A and B (each out of 25) are again calculated, with a
combined score out of 50.

Task Example:
Story A: This story involves a fictional character, Anna Thompson, reporting at a police station
that she was robbed, including additional details about her profession and family. (length: 351
characters)

Story B: This story involves a fictional character, Joe Garcia, hearing a detailed weather bulletin
about inclement weather and then Joe deciding to stay home for the day. (length: 470 characters)
 41

Primary Reference:
Wechsler, D. (1997). Wechsler memory scale (WMS-III). San Antonio, TX:
Psychological Corporation.

Note: The Logical Memory task can also be scored based on the participants’ recall of seven or
eight thematic details from the stories (e.g., broadly, indication of character’s gender, indication
of major events in the story – storm, robbery, etc.). The thematic score is not checked or verified
and is not used.

Task 4.19 NIH Toolbox Picture Sequence Memory, Parts 1-2

Description (task duration: 7 minutes):
• Encoding: This test involves recalling increasingly lengthy series of illustrated objects
and activities that are presented in a particular order on the computer screen. These
picture sequences revolve around two scenarios: playing in a park and going camping.
During encoding, each picture is presented individually in the center of the screen for
approximately 5 s with pre-recorded instructions describing the image (e.g., “roasting a
marshmallow”) and the item then being placed below in a sequence mirroring
presentation order (from left-to-right) (see below example).
• Retrieval: After all items are placed, these pictures are then returned to the center of the
screen in a jumbled pattern, and the participant’s task is to move them below again in the
correct sequence. There are 15 items in the first trial, and 18 items in the second trial.
• Scoring: Participants are given credit for each adjacent pair of pictures that are put in the
correct sequence, regardless of location. For example, if pictures in locations 7 and 8 are
placed in that order and adjacent to each other anywhere–such as slots 1 and 2–one point
is awarded. The maximum score for each trial is one less than the trial length, which
equates to 14 points for trial 1 and 17 points for trial 2 (Total Score Range: 0-31).
Multiple dependent variables are provided via NIH Toolbox: (1) a raw score is their
combined score across the two trials (Score Range: 0-31), (2) a computed score uses item
response theory to put everyone on a scale of 200-750, (3) an unadjusted scale score
compares this computed score with the full NIH Toolbox nationally representative
normative sample (normative M = 100, SD = 15) (4) an age-adjusted scale score
compares the computed score of the test-taker to those in the NIH normative sample at
the same age (M = 100, SD = 15), (5) an age-adjusted national percentile represents the
percentage of people nationally above whom the participant’s score ranks (using NIH
normative sample), and (6) a fully-adjusted scale score further adjusts for key
demographic variables from the NIH normative sample, including age, gender,
race/ethnicity (white/Asian, black, Hispanic, multiracial), and educational attainment (M
= 50, SD = 10; NIH Toolbox: Scoring and Interpretation Guide, 2016).

Primary Reference:
Dikmen, S. S., Bauer, P. J., Weintraub, S., Mungas, D., Slotkin, J., Beaumont, J. L., ... &
Heaton, R. K. (2014). Measuring episodic memory across the lifespan: NIH Toolbox
Picture Sequence Memory Test. Journal of the International Neuropsychological Society,
20(6), 611-619. https://doi.org/10.1017/S1355617714000460
 42

Software Reference:
NIH Toolbox for the iPad test ver. 2.1
https://nihtoolbox.force.com/s/article/nih-toolbox-scoring-and-interpretation-guide

Note: Participants in DLBS Wave 2 performed the NIH Toolbox Picture Sequence Memory on a
desktop computer, whereas, participants in DLBS Wave 3 performed the task on an ipad. For
additional details, we refer you to the the NIH Toolbox website:
https://www.healthmeasures.net/explore-measurement-systems/nih-toolbox/obtain-and-
administer-measures

Episodic Memory Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Age at wave recoded into 3-
Age Interval AgeInterval 20-100
year intervals
Sex Sex Participant’s biological sex. m = Male
f = Female
Race Race Race that the participant self- 1 = Asian American/ Pacific
identifies with. Islander
2 = Black/African American
3 = Multiracial
4 = Native American
5 = White/Caucasian
6 = Other
7 = Unknown
Ethnicity Ethnicity Ethnicity that the participant 1=Hispanic/Latin(o/a)
self-identifies with. 0 = Non-Hispanic
Handedness Score HandednessScore Average score of participant Score range: 0-4
hand preference while
completing various tasks. 0 = Always left
Higher scores indicate 1 = Usually left
preference for the right hand. 2 = No preference
3 = Usually right
4 = Always right
Mini-Mental State MMSE Total # of items answered Score range: 0-30
Exam Total correctly.
Cognitive Battery CogW1toW2 Interval between cognitive # of Years
Wave 1-2 Interval testing day 1 for waves 1-2.
Cognitive Battery CogW2toW3 Interval between cognitive # of Years
Wave 2-3 Interval testing day 1 for waves 2-3.
Cognitive Battery CogW1toW3 Interval between cognitive # of Years
Wave 1-3 Interval testing day 1 for waves 1-3.
Take Home Wave 1- TakeHomeW1toW2 Interval between Take Home # of Years
2 Interval for waves 1-2.
Take Home Wave 2- TakeHomeW2toW3 Interval between Take Home # of Years
3 Interval for waves 2-3.
Take Home Wave 1- TakeHomeW1toW3 Interval between Take Home # of Years
3 Interval for waves 1-3.
MRI Wave 1-2 MRIW1toW2 Interval between MRI scan # of Years
Interval for waves 1-2.
MRI Wave 2-3 MRIW2toW3 Interval between MRI scan # of Years
Interval for waves 2-3.
 43

MRI Wave 1-3 MRIW1toW3 Interval between MRI scan # of Years

Interval for waves 1-3.
Amyloid PET Wave PETAmyW1toW2 Interval between amyloid # of Years
1-2 Interval PET scan for waves 1-2.
Amyloid PET Wave PETAmyW2toW3 Interval between amyloid # of Years
2-3 Interval PET scan for waves 2-3.
Amyloid PET Wave PETAmyW1toW3 Interval between amyloid # of Years
1-3 Interval PET scan for waves 1-3.
Highest Level of EduComp5 This is an ordinal measure of 1 = Less than high school
Education participants’ self-reported graduate
Completed highest level of education 2 = High school graduate/GED
completed. 3 = Some
college/trade/ technical/business
school
4 = Bachelor’s degree
5 = Some graduate work
6 = Master’s degree
7 = MD/JD/PhD/other
advanced degree
Education Estimated EduYrsEstCap5 This is a conversion of the 11 maximum = Less than High
Years Capped participant's self-reported school
highest level of education 12 = High School
into a capped estimated 15 maximum = Some College
number of years it would 16 = Bachelor’s degree
take to reach this highest 20 maximum = Some Graduate
level of education. Work
18 = Master’s degree
The "capped" comes into 21 = MD/JD/PhD/ Advanced
play when someone spend a degree
longer time than usual for a
certain degree but did not
complete it. In short,
someone with a lot of years
of education but did not
complete a degree will not
score higher than someone
who did complete the
degree.
Construct Name ConstructName Episodic Memory
Construct Number ConstructNumber Construct 4
Denotes the data collection 1 = Wave 1
wave. See individual 2 = Wave 2
Wave Wave differences data set for more 3 = Wave 3
detail, including testing date
intervals.
1 = Yes, returned for wave; 2
Has Data HasData
= No, did not return for wave
Number of Tasks in How many tasks make up the
NumTasks 5 tasks for Episodic Memory
Construct episodic memory construct
1 = Has data
Task 15—Hopkins
Task15 2 = Task data partial
Verbal Learning
3 = No task data
Hopkins immediate
HopImmRcll15 Total correctly recalled Score Range: 0-12
recall
 44

Hopkins delayed
HopDelayRcll15 Total correctly recalled Score Range: 0-12
recall
Hopkins delayed Total correct (hits + correct
HopRcgCrrct15 Score Range: 0-24
recognition rejections)
Hopkins delayed Total hits (calling old item
HopRcgHit15 Score Range: 0-12
recognition old)
Total false alarms to
Hopkins delayed distractors semantically
HopRcgFaRelat15 Score Range: 0-6
recognition related to target (calling new
item old)
Total false alarms to
Hopkins delayed distractors semantically
HopRcgFaUnrelat15 Score Range: 0-6
recognition unrelated to target (calling
new item old)
Total false alarms to
Hopkins delayed
HopRcgFaTotal15 distractors (calling new item Score Range: 0-12
recognition
old)
Hopkins delayed
HopRcgHitminusfa15 Total hits – false alarms Score Range: -12-12
recognition
Task 16—
1 = Has data
CANTAB Verbal
Task16 2 = Task data partial
Recognition
3 = No task data
Memory
CANTAB Verbal
Recognition CantabVrmImmRcll16 Total correctly recalled Score Range: 0-12
immediate recall
CANTAB Verbal Total correctly recognized
CantabVrmDelayRcg16 Score Range: 0-24
Recognition delayed (hits + correct rejections)
Task 17— 1 = Has data
Woodcock-Johnson Task17 2 = Task data partial
Memory for Names 3 = No task data
Woodcock-Johnson
immediate WjImm17 Total correctly recognized Score Range: 0-72
recognition
Woodcock-Johnson
WjDelay17 Total correctly recognized Score Range: 0-36
delayed recognition
Task 18—Wechsler 1 = Has data
Memory Scale Task18 2 = Task data partial
Logical Memory 3 = No task data
Logical memory Total immediate Story A
LmStoryAImm18 Score Range: 0-25
immediate recall recall score
Logical memory Total immediate Story B
LmStoryBImm18 Score Range: 0-25
immediate recall recall score
Logical memory Total immediate Story A+B
LmStoryImm18 Score Range: 0-50
immediate recall recall score
Logical memory Total delayed Story A recall
LmStoryADelay18 Score Range: 0-25
delayed recall score
Logical memory Total delayed Story B recall
LmStoryBDelay18 Score Range: 0-25
delayed recall score
Logical memory Total delayed Story A+B
LmStoryDelay18 Score Range: 0-50
delayed recall recall score
Task19--NIH 1 = Has data
Toolbox Picture Task19 2 = Task data partial
Sequence Memory 3 = No task data
 45

Total number of pictures

NIH Toolbox Picture
NIHPicSeqRaw19 placed in the correct Score Range: 0-31
Sequence Memory
sequence across both trials
This computed score uses
NIH Toolbox Picture item response theory to put
NIHPicSeqComp19 Score Range: 200-750
Sequence Memory everyone on a scale of 200-
750
It compares the performance
of the test-taker to those in
NIH Toolbox Picture the entire NIH Toolbox Normative Mean = 100, SD =
NIHPicSeqUn19
Sequence Memory nationally representative 15
normative sample, regardless
of age or any other variable.
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample at the
same age, where a score of
NIH Toolbox Picture Mean = 100, Standard
NIHPicSeqAge19 100 indicates performance
Sequence Memory Deviation = 15
that was at the national
average for the test-taking
participant’s age. Age-
corrected standard scores
were derived for adults (ages
18-85).
A Percentile represents the
percentage of people
nationally above whom the
NIH Toolbox Picture Percentile Rank: 0-100
NIHPicSeqPercent19 participant’s score ranks (the
Sequence Memory
comparison group will be
based on whichever
normative score is used)
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample, while
NIH Toolbox Picture Mean = 50, Standard Deviation
NIHPicSeqFully19 adjusting for key
Sequence Memory = 10
demographic variables
(education, gender, and
race/ethnicity) collected
during the NIH Toolbox
national norming study.
 46

Construct 5: Reasoning

Definition
The construct of reasoning measures an individual’s ability to recognize novel patterns and the
conceptual relationship among objects and effectively apply these patterns to solve similar
problems.

References
Schaie, K. W., & Willis, S. L. (1986). Can decline in adult intellectual functioning be
reversed? Developmental Psychology, 22(2), 223–232. https://doi.org/10.1037/0012-
1649.22.2.223
Boron, Julie Blaskewicz, Turiano, Nicholas A., Willis, Sherry L., Schaie, K. Warner (2007).
Effects of Cognitive Training on Change in Accuracy in Inductive Reasoning Ability
Journal of Gerontology: Psychological Sciences, 62B (3), 179-186.

Sample Sizes by Wave and Task (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

Raven’s Matrices 426(361) 327(45) 212(28)

ETS Letter Sets 461(1) 320(4) 212(3)

CANTAB Stockings
of Cambridge 463 334 212(2)

Everyday Problem
Solving 0 322 0
Notes on data completeness:
a
Raven’s Matrices: For wave 1, completion times were available for only 65 participants. For
wave 2, completion times were available for only 282 participants. For wave 3, completion times
were available for only 184 participants.

Task 5.20 Raven’s Matrices

Description (task duration: 15 minutes):
• Participants are presented with a set of geometric patterns that have a sequential structure
with one piece missing. At the same time, they are also presented with an array of 6 or 8
geometric shape options. Participants must determine which pattern out of these 6 or 8
options is required to complete the visual pattern set.
• The problems are divided into 4 blocks. In the first two blocks, subjects chose the correct
pattern out of 6 options; in the last two blocks, subjects choose the correct pattern out of 8
options. Within a block, problems are arranged by increasing difficulty, with problems 1
and 2 being the easiest, problems 3 and 4 being moderately difficult, and problems 5 and
6 the most difficult.
• Participants are given 15 minutes to complete 24 problems. We note that this is a
modification of the original Raven’s Matrices, which has a larger pattern set.
 47

Primary Reference:
Raven, J., Raven, J. C., & Court, J. H. (1998a). Manual for Raven’s Progressive Matrices and
Vocabulary Scales. Section 1: General Overview. San Antonio, TX: Harcourt
Assessment.

Task 5.21 ETS Letter Sets

Description (task duration: 14 minutes):
• Subjects are presented with 5 sets of letters; each set is made up of 4 letters. Four of the
sets of letters are alike in some way, while the fifth set of letters does not follow the same
rule. Subjects are asked to determine which set of letters does not follow the same rule as
the other 4 sets of letters. Subjects are instructed to mark a line through the set of letters
that does not follow the same rule as the other 4 sets of letters.
• Participants have a total of 14 minutes to complete 30 problems. The task is presented in
2 parts each part lasting 7 minutes with 15 problems to complete.
• Higher scores indicate better reasoning ability.

Primary Reference:
Ekstrom, R. B., French, J. W., Harman, H., & Derman, D. (1976). Kit of factor-referenced
cognitive tests (rev. ed.). Princeton, NJ: Educational Testing Service.

Task 5.22 CANTAB Stockings of Cambridge

Description (task duration: approximately 15 minutes):
• Stockings of Cambridge is a computerized version of Tower of London (Shallice 1982)
in which participants are shown a split screen with two displays each containing three
colored balls.
• Task Phase: The balls are arranged in such a way that they look like they are stacked in
stockings hanging from a beam. Participants must move the balls in the bottom
arrangement one at a time in order to match the top arrangement in as few moves as
possible.
• Motor Phase: The balls are arranged in the same way as in the task phase, but now the
top arrangement and the bottom arrangement begin identical. The computer will
automatically move a ball in the top arrangement. The participant should copy the same
movement on the bottom arrangement, moving the same-colored ball to the same position
the computer moved the ball in the top arrangement.
• Practice Phase: Subjects are given 8 1 or 2-move practice problems, which are not
included in the overall score.
• Stockings of Cambridge is completed in 4 blocks. It starts with the task phase, which is
followed by the motor phase. This sequence is then repeated with a slight increase in
difficulty. In the first task phase subjects see 2, 3 and 4-move problems twice each. In the
second task phase subjects see 4-move problems twice, and 5-move problems four times.
There is a total of 12 scored items.

Primary Reference:
Robbins, T.W., James, M., Owen, A.M., Sahakian, B.J., McInnes, L., Rabbitt, P. (1994).
Cambridge Neuropsychological Test Automated Battery (CANTAB): A factor analytic
 48

study of a large sample of normal elderly volunteers. Dementia, 5, 266-

281. https://doi.org/10.1159/000106735

Software Reference:
CANTAB Eclipse (2007) http://www.cambridgecognition.com/academic/cantabsuite/tests

Task 5.23 Everyday Problem Solving

Description (task duration: approximately 30 minutes):
• Participants are asked to read things taken from things people think are important, such as
labels, credit applications and bus schedules, and answer questions based on them.
• This test has 42 questions and is not timed.

Primary Reference:
Willis, S. L., & Marsiske, M. (1993). Manual for the everyday problems test. University Park:
Pennsylvania State University.

Reasoning Construct: Key to Names and Data Structure in Data Set

Item Name Abbreviation Description Measurement
Subject
S# Subject identifier
Number
Age at wave recoded
Age Interval AgeInterval 20-100
into 3-year intervals
Sex Sex Participant’s biological m = Male
sex. f = Female
Race Race Race that the 1 = Asian American/ Pacific
participant self- Islander
identifies with. 2 = Black/African American
3 = Multiracial
4 = Native American
5 = White/Caucasian
6 = Other
7 = Unknown
Ethnicity Ethnicity Ethnicity that the 1=Hispanic/Latin(o/a)
participant self- 0 = Non-Hispanic
identifies with.
Handedness HandednessScore Average score of Score range: 0-4
Score participant hand
preference while 0 = Always left
completing various 1 = Usually left
tasks. Higher scores 2 = No preference
indicate preference for 3 = Usually right
the right hand. 4 = Always right
Mini-Mental MMSE Total # of items Score range: 0-30
State Exam answered correctly.
Total
Cognitive CogW1toW2 Interval between # of Years
Battery Wave cognitive testing day 1
1-2 Interval for waves 1-2.
Cognitive CogW2toW3 Interval between # of Years
Battery Wave cognitive testing day 1
2-3 Interval for waves 2-3.
 49

Cognitive CogW1toW3 Interval between # of Years

Battery Wave cognitive testing day 1
1-3 Interval for waves 1-3.
Take Home TakeHomeW1toW2 Interval between Take # of Years
Wave 1-2 Home for waves 1-2.
Interval
Take Home TakeHomeW2toW3 Interval between Take # of Years
Wave 2-3 Home for waves 2-3.
Interval
Take Home TakeHomeW1toW3 Interval between Take # of Years
Wave 1-3 Home for waves 1-3.
Interval
MRI Wave 1-2 MRIW1toW2 Interval between MRI # of Years
Interval scan for waves 1-2.
MRI Wave 2-3 MRIW2toW3 Interval between MRI # of Years
Interval scan for waves 2-3.
MRI Wave 1-3 MRIW1toW3 Interval between MRI # of Years
Interval scan for waves 1-3.
Amyloid PET PETAmyW1toW2 Interval between # of Years
Wave 1-2 amyloid PET scan for
Interval waves 1-2.
Amyloid PET PETAmyW2toW3 Interval between # of Years
Wave 2-3 amyloid PET scan for
Interval waves 2-3.
Amyloid PET PETAmyW1toW3 Interval between # of Years
Wave 1-3 amyloid PET scan for
Interval waves 1-3.
Highest Level EduComp5 This is an ordinal 1 = Less than high school
of Education measure of participants’ graduate
Completed self-reported highest 2 = High school graduate/GED
level of education 3 = Some
completed. college/trade/ technical/business
school
4 = Bachelor’s degree
5 = Some graduate work
6 = Master’s degree
7 = MD/JD/PhD/other
advanced degree
Education EduYrsEstCap5 This is a conversion of 11 maximum = Less than High
Estimated the participant's self- school
Years Capped reported highest level 12 = High School
of education into a 15 maximum = Some College
capped estimated 16 = Bachelor’s degree
number of years it 20 maximum = Some Graduate
would take to reach this Work
highest level of 18 = Master’s degree
education. 21 = MD/JD/PhD/ Advanced
degree
The "capped" comes
into play when
someone spend a longer
time than usual for a
certain degree but did
not complete it. In
short, someone with a
 50

lot of years of
education but did not
complete a degree will
not score higher than
someone who did
complete the degree.
Construct
ConstructName Reasoning
Name
Construct
ConstructNumber Construct 5
Number
Denotes the data
collection wave. See
1 = Wave 1
individual differences
Wave Wave 2 = Wave 2
data set for more detail,
3 = Wave 3
including testing date
intervals.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did not
return for wave
Number of How many tasks make
Tasks in NumTasks up the reasoning 4 Tasks for Reasoning
Construct construct
Task 20— 1 = Has data
Ravens Task20 2 = Task data partial
Matrices 3 = No task data
Total number of correct
Ravens Score Range:
RavenAccE20 items for first 18 Easy
Accuracy Easy 0-1
problems divided by 18
Total number of correct
Ravens
items for first 18 Score Range:
Accuracy RavenAccM20
Medium problems 0-1
Medium
divided by 18
Total number of correct
Ravens Score Range:
RavenAccH20 items for first 18 Hard
Accuracy Hard 0-1
problems divided by 18
Ravens Total number of correct
Score Range:
Accuracy All RavenAccAll20 items for all 24
0-1
problems divided by 24
Ravens Number of correct
Score Range:
Number RavenNumCor20 responses for all 24
0-24
Correct problems
Time subjects needed
Ravens Time RavenTime20 0-15 minutes
to complete the task
Ravens
Number of problems Score Range:
Number RavenNumAnswer20
answered in 15 minutes 0-24
Answered
1 = Has data
Task 21—ETS
Task21 2 = Task data partial
Letter Sets
3 = No task data
ETS Letter Total number of correct
Score Range:
Sets Part 1 EtsLsP1_21 items for the first 15
0-15
Sets
Total number of correct
ETS Letter Score Range:
EtsLsP2_21 items for the last 15
Sets Part 2 0-15
Sets
 51

Total number of correct

ETS Letter Score Range:
EtsLsTOTAL21 items for the whole
Sets Total 0-30
task.
Task 22—
1 = Has data
Cantab
Task22 2 = Task data partial
Stockings of
3 = No task data
Cambridge
Cantab
The number of times
Stocking of
upon which the subject
Cambridge –
has successfully
Number of Score Range:
CantabSOCMinMov22 completed a test
Problems 0-12
problem in the
solved in
minimum possible
Minimum
number of moves.
Moves
Cantab
Stocking of The average number of
Cambridge – CantabSOCMeanMove2_22 moves the subject made
Mean 2-move for 2-move problems
problems
Cantab
Stocking of The average number of
Cambridge - CantabSOCMeanMove3_22 moves the subject made
Mean 3-move for 3-move problems
problems
Cantab
Stocking of The average number of
Cambridge – CantabSOCMeanMove4_22 moves the subject made
Mean 4-move for 4-move problems
problems
Cantab
Stocking of The average number of
Cambridge – CantabSOCMeanMove5_22 moves the subject made
Mean 5-move for 5-move problems
problems
Average initial thinking
time is the difference in
Cantab time taken to select the
Stocking of CantabSOCIntialTime2_22 first ball for the same 2-
Cambridge move problems in the
task phase vs. the motor
phase.
Average initial thinking
time is the difference in
Cantab time taken to select the
Stocking of CantabSOCIntialTime3_22 first ball for the same 3-
Cambridge move problems in the
task phase vs. the motor
phase.
Average initial thinking
Cantab time is the difference in
Stocking of CantabSOCIntialTime4_22 time taken to select the
Cambridge first ball for the same 4-
move problems in the
 52

task phase vs. the motor

phase.
Average initial thinking
time is the difference in
Cantab time taken to select the
Stocking of CantabSOCIntialTime5_22 first ball for the same 5-
Cambridge move problems in the
task phase vs. the motor
phase.
The average difference
in time between
selecting the first ball
Cantab and completing the 2-
Stocking of CantabSOCSubsequentTime2_22 move problem for the
Cambridge task vs. motor phase,
and then dividing this
result by the number of
moves made.
The average difference
in time between
selecting the first ball
Cantab and completing the 3-
Stocking of CantabSOCSubsequentTime3_22 move problem for the
Cambridge task vs. motor phase,
and then dividing this
result by the number of
moves made.
The average difference
in time between
selecting the first ball
Cantab and completing the 4-
Stocking of CantabSOCSubsequentTime4_22 move problem for the
Cambridge task vs. motor phase,
and then dividing this
result by the number of
moves made.
The average difference
in time between
selecting the first ball
Cantab and completing the 5-
Stocking of CantabSOCSubsequentTime5_22 move problem for the
Cambridge task vs. motor phase,
and then dividing this
result by the number of
moves made.
Task 23—
1 = Has data
Everyday
Task23 2 = Task data partial
Problem
3 = No task data
Solving
Everyday
Score Range:
Problem Eps23 Total number correct
0-42
Solving
 53

Construct 6: Vocabulary

Definition
This construct measures the breadth of vocabulary known by an individual and is a core measure
of crystallized intelligence (Diehl, Willis, and Schaie, 1995). Unlike most cognitive measures,
verbal ability has been shown to be greater in older adults relative to the young (Park et al.,
2002). A classic paper Horn and Cattell (1967) provides a theoretical conceptualization of verbal
ability—in relation to crystallized intelligence—and relevant measures.

References
Diehl, M., Willis, S.L., Schaie, K.W. (1995). Everyday problem solving in older adults:
Observational assessment and cognitive correlates. Psychology and Aging, 10, 478-491.
https://doi.org/10.1037/0882-7974.10.3.478
Horn, J., & Cattell, R.B. (1967). Age differences in fluid and crystallized intelligence. Acta
Psychologica, 26, 107-129. https://doi.org/10.1016/0001-6918(67)90011-X
Park, D.C., Lautenschlager, G., Hedden, T., Davidson, N.S., Smith, A.D., Smith, P.K. (2002).
Models of visuospatial and verbal memory across the adult life span. Psychology and
Aging, 17, 299–320. https://doi.org/10.1037/0882-7974.17.2.299

Sample Sizes by Wave and Task (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

Educational Testing 463 324 212
Service Advanced
Vocabulary

Shipley Vocabulary 463 0 212

CANTAB Graded
Naming Task 464 70 212

NIH Toolbox Oral

Reading 0 304(304)a 207(17)a
Recognition Test

NIH Toolbox
Picture Vocabulary 0 302(302)b 208(18)b
Notes on data completeness:
a
NIH Toolbox Oral Reading Recognition Test: For wave 2, thetas and theta SEs are unavailable
and fully-corrected scores are only available for 193 participants. For wave 3, age-corrected,
percentile, and fully-corrected scores are only available for 190 participants. Use of the
uncorrected standardized score is recommended.
b
NIH Toolbox Picture Vocabulary: For wave 2, thetas and theta SEs are unavailable and fully-
corrected scores are only available for 192 participants. For wave 3, age-corrected, percentile,
and fully-corrected scores are only available for 191 participants. Use of the uncorrected
standardized score is recommended.
 54

Task 6.24 Educational Testing Service Advanced Vocabulary

• Description (task duration: self-paced, approximately 10-20 minutes): This a paper
and pencil task. Participants compare a target word with five other words and select the
one word that means the same or most nearly the same as the target word. The task is
divided into 2 sections. Participants are given 4 minutes per section to select 18
synonyms (or 36 trials total).
• Scoring: Participants’ scores are penalized for wrong answers; total score equals total
number of items correct - .25*(number of items incorrect). Higher scores indicate better
vocabulary.

Primary Reference:
Ekstrom, R. B., French, J. W., Harman, H., & Derman, D. (1976). Kit of factor-referenced
cognitive tests (rev. ed.). Princeton, NJ: Educational Testing Service.

Task 6.25 Shipley Vocabulary

• Description (task duration: self-paced, approximately 10-20 minutes): This a paper
and pencil task. Participants compare a target word with four other words and select the
one that means the same or most nearly the same as the target word. This task is not
timed and there are 40 trials.
• Scoring: Final score is the total number of items correct. Higher scores indicate better
vocabulary.

Primary Reference:
Zachary, A. & Shipley, W. C. (1986). Shipley Institute of Living Scale. RevisedManual. Los
Angeles, CA: Western Psychological Services.

Task 6.26 CANTAB Graded Naming Task

• Description (task duration: approximately 10-15 minutes): Thirty-line drawings are
present on a computer screen, one at a time, with increasing difficulty. Participants must
orally identify the exact name of each drawing (e.g., kangaroo, bellows). This task is not
timed.
• Scoring: Final score is the total number of items correct. Higher scores indicate better
vocabulary.

Primary Reference:
Robbins, T.W., et al., (1994). Cambridge Neuropsychological Test Automated Battery
(CANTAB): A factor analytic study of a large sample of normal elderly volunteers. Dementia, 5,
266-281. https://doi.org/10.1159/000106735

Software Reference:
CantabEclipse. Cambridge Cognition (2007).
https://www.cambridgecognition.com/cantab/cognitive-tests/graded-naming-test-gnt/

Task 6.27 NIH ToolBox Oral Reading Recognition Test

• Description (task duration: 3 minutes): Participants see a series of letters and words
presented one at a time on the computer screen and are to give the correct pronunciation
 55

for that series of letters or word. Items are presented in order of difficulty; the iPad
adjusts the difficulty level of items depending on the participant’s performance. The
number of items presented will depend on age and performance; for most participants, the
measure will last approximately 3 minutes and will contain about 25 items. The iPad will
administer each item one by one, in an untimed fashion, until the test is completed. The
examiner is responsible for recording whether each response is correct.
• Scoring: Participants are given credit for each series of letters or word pronounced
correctly. Multiple dependent variables are provided via NIH Toolbox: (1) the NIH Oral
Reading Recognition Task Theta score represents the overall ability or performance of
the participant, (2) the NIH Oral Reading Recognition Task Standard Error represents
the standard error, (3) the NIH Oral Reading Recognition Task Uncorrected Standard
Score uses a standard score metric (normative mean=100, SD=15) and compares the
participant’s score to the entire NIH Toolbox nationally representative normative sample,
(4) the NIH Oral Reading Recognition Task Age-Corrected Standard Score compares the
participant’s score to scores of participants of the same age in the NIH Toolbox
nationally representative normative sample, (5) the NIH Oral Reading Recognition Task
National Percentile (age adjusted) represents the percentage of participants the test-taker
scored higher than when being compared to participants of the same age, (6) the NIH
Oral Reading Recognition Task Fully-Corrected T-score represents the performance of
the participant in comparison to the NIH Toolbox nationally representative normative
sample, while adjusting for key demographic values.

Primary Reference:
Gershon, Richard C et al. “NIH toolbox for assessment of neurological and behavioral function.”
Neurology vol. 80,11 Suppl 3 (2013): S2-6. doi:10.1212/WNL.0b013e3182872e5f

Software Reference:
NIH Toolbox for the iPad test ver. 2.1
https://nihtoolbox.force.com/s/article/nih-toolbox-scoring-and-interpretation-guide

Note: Please note the differences in administration for this task across the three waves of data
collection. Participants in DLBS Wave 2 performed NIH Toolbox Oral Reading Recognition
Task on a desktop computer, whereas participants in DLBS Wave 3 performed the task on an
iPad. This change was mandated by developers and standardized scores will differ between the
two forms of administration. For additional details, we refer you to the NIH Toolbox website:
https://www.healthmeasures.net/explore-measurement-systems/nih-toolbox/obtain-and-
administer-measures

Task 6.28 NIH ToolBox Picture Vocabulary

• Description (task duration: 5 minutes): Participants are presented with four pictures on
the iPad screen and an audio recording saying a word. The participant is instructed to
touch the picture that most closely shows the meaning of the word. After the participant
makes a choice, another set of pictures automatically appears with the next item and
associated audio file. The number of items presented depends on age and performance;
for most participants, the measure will last approximately five minutes and will contain
 56

about 25 items. The iPad administers each item one by one, in an untimed fashion, until
the test is completed.
• Scoring: Participants are given credit for each correct pairing of audio recording and
picture. Multiple dependent variables are provided via NIH Toolbox: (1) the NIH Picture
Vocabulary Task Theta score represents the overall ability or performance of the
participant, (2) the NIH Picture Vocabulary Task Standard Error represents the standard
error, (3) the NIH Picture Vocabulary Task Uncorrected Standard Score uses a standard
score metric (normative mean=100, SD=15) and compares the participant’s score to the
entire NIH Toolbox nationally representative normative sample, (4) the NIH Picture
Vocabulary Task Age-Corrected Standard Score compares the participant’s score to
participants of the same age in the NIH Toolbox nationally representative normative
sample, (5) the NIH Picture Vocabulary Task National Percentile (age adjusted)
represents the percentage of participants the test-taker scored higher than when being
compared to participants of the same age, (6) the NIH Picture Vocabulary Task Fully-
Corrected T-score represents the performance of the participant in comparison to the NIH
Toolbox nationally representative normative sample, while adjusting for key
demographic values.

Primary Reference:
Gershon, Richard C et al. “NIH toolbox for assessment of neurological and behavioral function.”
Neurology vol. 80,11 Suppl 3 (2013): S2-6.
https://doi.org/10.1212/WNL.0b013e3182872e5f

Software Reference:
NIH Toolbox for the iPad test ver. 2.1
https://nihtoolbox.force.com/s/article/nih-toolbox-scoring-and-interpretation-guide
Note: Please note the differences in administration for this task across the three waves of data
collection. Participants in DLBS Wave 2 performed NIH Toolbox Picture Vocabulary Task on a
desktop computer, whereas participants in DLBS Wave 3 performed the task on an iPad. This
change was mandated by developers and standardized scores will differ between the two forms
of administration. For additional details, we refer you to the NIH Toolbox website:
https://www.healthmeasures.net/explore-measurement-systems/nih-toolbox/obtain-and-
administer-measures

Vocabulary Construct Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Age at wave recoded into 3-
Age Interval AgeInterval 20-100
year intervals
Sex Sex Participant’s biological sex. m = Male
f = Female
Race Race Race that the participant self- 1 = Asian American/ Pacific
identifies with. Islander
2 = Black/African American
3 = Multiracial
4 = Native American
5 = White/Caucasian
6 = Other
 57

7 = Unknown
Ethnicity Ethnicity Ethnicity that the participant 1=Hispanic/Latin(o/a)
self-identifies with. 0 = Non-Hispanic
Handedness HandednessScore Average score of participant Score range: 0-4
Score hand preference while
completing various tasks. 0 = Always left
Higher scores indicate 1 = Usually left
preference for the right hand. 2 = No preference
3 = Usually right
4 = Always right
Mini-Mental MMSE Total # of items answered Score range: 0-30
State Exam Total correctly.
Cognitive Battery CogW1toW2 Interval between cognitive # of Years
Wave 1-2 testing day 1 for waves 1-2.
Interval
Cognitive Battery CogW2toW3 Interval between cognitive # of Years
Wave 2-3 testing day 1 for waves 2-3.
Interval
Cognitive Battery CogW1toW3 Interval between cognitive # of Years
Wave 1-3 testing day 1 for waves 1-3.
Interval
Take Home TakeHomeW1toW2 Interval between Take Home # of Years
Wave 1-2 for waves 1-2.
Interval
Take Home TakeHomeW2toW3 Interval between Take Home # of Years
Wave 2-3 for waves 2-3.
Interval
Take Home TakeHomeW1toW3 Interval between Take Home # of Years
Wave 1-3 for waves 1-3.
Interval
MRI Wave 1-2 MRIW1toW2 Interval between MRI scan for # of Years
Interval waves 1-2.
MRI Wave 2-3 MRIW2toW3 Interval between MRI scan for # of Years
Interval waves 2-3.
MRI Wave 1-3 MRIW1toW3 Interval between MRI scan for # of Years
Interval waves 1-3.
Amyloid PET PETAmyW1toW2 Interval between amyloid PET # of Years
Wave 1-2 scan for waves 1-2.
Interval
Amyloid PET PETAmyW2toW3 Interval between amyloid PET # of Years
Wave 2-3 scan for waves 2-3.
Interval
Amyloid PET PETAmyW1toW3 Interval between amyloid PET # of Years
Wave 1-3 scan for waves 1-3.
Interval
Highest Level of EduComp5 This is an ordinal measure of 1 = Less than high school
Education participants’ self-reported graduate
Completed highest level of education 2 = High school graduate/GED
completed. 3 = Some
college/trade/ technical/business
school
4 = Bachelor’s degree
5 = Some graduate work
6 = Master’s degree
 58

7 = MD/JD/PhD/other
advanced degree
Education EduYrsEstCap5 This is a conversion of the 11 maximum = Less than High
Estimated Years participant's self-reported school
Capped highest level of education into 12 = High School
a capped estimated number of 15 maximum = Some College
years it would take to reach 16 = Bachelor’s degree
this highest level of education. 20 maximum = Some Graduate
Work
The "capped" comes into play 18 = Master’s degree
when someone spend a longer 21 = MD/JD/PhD/ Advanced
time than usual for a certain degree
degree but did not complete it.
In short, someone with a lot of
years of education but did not
complete a degree will not
score higher than someone
who did complete the degree.
Construct Name ConstructName Vocabulary
Construct
ConstructNumber Construct 6
Number
Denotes the data collection
wave. See individual 1 = Wave 1
Wave Wave differences data set for more 2 = Wave 2
detail, including testing date 3 = Wave 3
intervals.
Yes = 1
Has Data HasData
No = 2
Number of Tasks How many tasks make up the
NumTasks 5 tasks for Vocabulary
in Construct Vocabulary construct
1 = Has data
Task 24—ETS
Task24 2 = Task data partial
Vocabulary
3 = No task data
Dependent Variable: Total #
ETS Advanced Score range:
ETSVocab24 of items correct - .25*(# of
Vocabulary Total 0-36
items incorrect)
Task 25— 1 = Has data
Shipley Task25 2 = Task data partial
Vocabulary 3 = No task data
Shipley Dependent Variable: Total #
ShipVocab25 Score range: 0-40
Vocabulary Total of items correct
Task 26— 1 = Has data
Cantab Graded Task26 2 = Task data partial
Naming Task 3 = No task data
CANTAB
Dependent Variable: Total #
Graded Naming CantabGnt26 Score range: 0-30
of items named correctly
Task Total
Task 27—Oral
1 = Has data
Reading
Task27 2 = Task data partial
Recognition
3 = No task data
Task
NIH Oral Item Response Theory (IRT)
Reading is used to score ORRT. A Mean = 0, Standard Deviation =
NIHOralReadTheta27
Recognition Task score known as a theta score is 1
Theta calculated for each participant;
 59

it represents the relative

overall ability or performance
of the participant.
NIH Oral
Reading
NIHOralReadSE27 Standard Error
Recognition Task
Standard Error
It compares the performance
NIH Oral
of the test-taker to those in the
Reading
entire NIH Toolbox nationally Normative Mean = 100,
Recognition Task NIHOralReadUn27
representative normative Standard Deviation = 15
Uncorrected
sample, regardless of age or
Standard Score
any other variable.
This score compares the score
of the test-taker to those in the
NIH Toolbox nationally
representative normative
NIH Oral
sample at the same age, where
Reading
a score of 100 indicates Mean = 100, Standard
Recognition Task NIHOralReadAge27
performance that was at the Deviation = 15
Age-Corrected
national average for the test-
Standard Score
taking participant’s age. Age-
corrected standard scores were
derived for adults (ages 18-
85).
A Percentile represents the
NIH Oral
percentage of people
Reading
nationally above whom the
Recognition Task Percentile rank: 0-100
NIHOralReadPercent27 participant’s score ranks (the
National
comparison group will be
Percentile (age
based on whichever normative
adjusted)
score is used)
This score compares the score
of the test-taker to those in the
NIH Toolbox nationally
NIH Oral
representative normative
Reading
sample, while adjusting for Mean = 50, Standard Deviation
Recognition Task NIHOralReadFully27
key demographic variables = 10
Fully-Corrected
(education, gender, and
T-score
race/ethnicity) collected
during the NIH Toolbox
national norming study.
Task 28— 1 = Has data
Picture Task28 2 = Task data partial
Vocabulary 3 = No task data
Item Response Theory (IRT)
is used to score the TPVT. A
NIH Picture score known as a theta score is
Mean = 0, Standard Deviation =
Vocabulary Task NIHPicVocabTheta28 calculated for each participant;
1
Theta it represents the relative
overall ability or performance
of the participant.
NIH Picture
Vocabulary Task NIHPicVocabSE28 Standard Error
Standard Error
 60

It compares the performance

NIH Picture of the test-taker to those in the
Vocabulary Task entire NIH Toolbox nationally Normative Mean = 100,
NIHPicVocabUn28
Uncorrected representative normative Standard Deviation = 15
Standard Score sample, regardless of age or
any other variable.
This score compares the score
of the test-taker to those in the
NIH Toolbox nationally
representative normative
NIH Picture sample at the same age, where
Vocabulary Task a score of 100 indicates Mean = 100, Standard
NIHPicVocabAge28
Age-Corrected performance that was at the Deviation = 15
Standard Score national average for the test-
taking participant’s age. Age-
corrected standard scores were
derived for adults (ages 18-
85).
A Percentile represents the
NIH Picture percentage of people
Vocabulary Task nationally above whom the
Percentile rank: 0-100
National NIHPicVocabPercent28 participant’s score ranks (the
Percentile (age comparison group will be
adjusted) based on whichever normative
score is used)
This score compares the score
of the test-taker to those in the
NIH Toolbox nationally
NIH Picture representative normative
Vocabulary Task sample, while adjusting for Mean = 50, Standard Deviation
NIHPicVocabFully28
Fully-Corrected key demographic variables = 10
T-score (education, gender, and
race/ethnicity) collected
during the NIH Toolbox
national norming study.
 61

Construct 7: Verbal Fluency

Definition
The construct of verbal fluency measures verbal knowledge, but also addresses speed of retrieval
from semantic memory and thus, has a speed/working memory component. For this reason,
verbal fluency is treated as a separate construct from vocabulary. The task requires participants
to generate as many words as possible in 60 seconds relating to a letter or a category.

Caution: Please note that there are differences in the administration of the phonemic letter
task across waves. Also note that the semantic category task was not presented in wave 1.

References
Spreen, O., & Benton, A. L. (1977). Neurosensory Center Comprehensive Examination for
Aphasia: Manual of instructions (NCCEA) (rev. ed.). Victoria, BC: University of
Victoria.
Salthouse, T. A. (2019). Trajectories of normal cognitive aging. Psychology and Aging, 34(1),
17–24.
Hedden, T., Lautenschlager, G., & Park, D. C. (2005). Contributions of Processing Ability and
Knowledge to Verbal Memory Tasks across the Adult Life-Span. The Quarterly Journal
of Experimental Psychology Section A, 58(1), 169-190.

Sample Sizes by Wave and Task (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

Controlled Oral 462 331 213
Word Association

Controlled Oral
Association: 0 331 213
Categories

Task 7.29 Controlled Word Oral Association (FAS)

Description (task duration: 3 minutes): This task assesses the spontaneous production of
words under a phonemic search condition. Participants are presented with three blocks of letters
(F, A, and S) and are asked to write down (wave 1) or say out loud (wave 2 and wave 3) as
many words beginning with that specific letter as possible in 60 seconds. Responses are recorded
for accuracy and each unique word response receives a score of correct (1) or incorrect (0).
Proper nouns and repeated words with a different suffix (e.g., friend, friends, friendly) are
counted as incorrect. The variables of interest for this task are the number of correct words
produced for the F, A, and S blocks as well as a total score.

Caution: In Wave 1, participants were instructed to write down their responses for 60 seconds.
In Wave 2 and Wave 3, participants were instructed to orally respond, and responses would be
recorded for later scoring and validation.
 62

Primary Reference:
Bechtoldt, H.P., Benton, A.L. & Fogel, M.L. (1962). An application of factor analysis in
neuropsychology. The Psychological Record, 12, 147–156.

Task 7.30 Controlled Oral Association: Categories

Description (task duration: 2 minutes): This task is similar to the letter task but assesses the
spontaneous production of words under a semantic search condition. Participants are present
with two blocks of categories (animals and vegetables) and asked to verbally respond with all the
items they can think of that fit into that specific category in 60 seconds. Responses are recorded
for accuracy and each unique word response receives a score of correct (1) or incorrect (0). The
variables of interest for this task are the total number of correct words produced for the animal
and vegetable blocks as well as a total score. It is important to note that this task was not
administered in wave 1.

Primary Reference:
Bechtoldt, H.P., Benton, A.L. & Fogel, M.L. (1962). An application of factor analysis in
neuropsychology. The Psychological Record, 12, 147–156.

Verbal Fluency Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Age at wave recoded into
Age Interval AgeInterval 20-100
3-year intervals
Sex Sex Participant’s biological m = Male
sex. f = Female
Race Race Race that the participant 1 = Asian American/ Pacific
self-identifies with. Islander
2 = Black/African American
3 = Multiracial
4 = Native American
5 = White/Caucasian
6 = Other
7 = Unknown
Ethnicity Ethnicity Ethnicity that the 1=Hispanic/Latin(o/a)
participant self-identifies 0 = Non-Hispanic
with.
Handedness HandednessScore Average score of Score range: 0-4
Score participant hand
preference while 0 = Always left
completing various tasks. 1 = Usually left
Higher scores indicate 2 = No preference
preference for the right 3 = Usually right
hand. 4 = Always right
Mini-Mental MMSE Total # of items answered Score range: 0-30
State Exam correctly.
Total
 63

Cognitive CogW1toW2 Interval between cognitive # of Years

Battery Wave 1- testing day 1 for waves 1-
2 Interval 2.
Cognitive CogW2toW3 Interval between cognitive # of Years
Battery Wave 2- testing day 1 for waves 2-
3 Interval 3.
Cognitive CogW1toW3 Interval between cognitive # of Years
Battery Wave 1- testing day 1 for waves 1-
3 Interval 3.
Take Home TakeHomeW1toW2 Interval between Take # of Years
Wave 1-2 Home for waves 1-2.
Interval
Take Home TakeHomeW2toW3 Interval between Take # of Years
Wave 2-3 Home for waves 2-3.
Interval
Take Home TakeHomeW1toW3 Interval between Take # of Years
Wave 1-3 Home for waves 1-3.
Interval
MRI Wave 1-2 MRIW1toW2 Interval between MRI # of Years
Interval scan for waves 1-2.
MRI Wave 2-3 MRIW2toW3 Interval between MRI # of Years
Interval scan for waves 2-3.
MRI Wave 1-3 MRIW1toW3 Interval between MRI # of Years
Interval scan for waves 1-3.
Amyloid PET PETAmyW1toW2 Interval between amyloid # of Years
Wave 1-2 PET scan for waves 1-2.
Interval
Amyloid PET PETAmyW2toW3 Interval between amyloid # of Years
Wave 2-3 PET scan for waves 2-3.
Interval
Amyloid PET PETAmyW1toW3 Interval between amyloid # of Years
Wave 1-3 PET scan for waves 1-3.
Interval
Highest Level EduComp5 This is an ordinal measure 1 = Less than high school
of Education of participants’ self- graduate
Completed reported highest level of 2 = High school graduate/GED
education completed. 3 = Some
college/trade/ technical/business
school
4 = Bachelor’s degree
5 = Some graduate work
6 = Master’s degree
7 = MD/JD/PhD/other
advanced degree
Education EduYrsEstCap5 This is a conversion of the 11 maximum = Less than High
Estimated Years participant's self-reported school
Capped highest level of education 12 = High School
into a capped estimated 15 maximum = Some College
number of years it would 16 = Bachelor’s degree
take to reach this highest 20 maximum = Some Graduate
level of education. Work
18 = Master’s degree
The "capped" comes into 21 = MD/JD/PhD/ Advanced
play when someone spend degree
a longer time than usual
 64

for a certain degree but did

not complete it. In short,
someone with a lot of
years of education but did
not complete a degree will
not score higher than
someone who did
complete the degree.
Construct Name ConstructName Verbal Fluency
Construct
ConstructNumber Construct 7
Number
Denotes the data
collection wave. See
1 = Wave 1
individual differences data
Wave Wave 2 = Wave 2
set for more detail,
3 = Wave 3
including testing date
intervals.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did not
return for wave
Number of How many tasks make up
Tasks in NumTasks the Verbal Fluency 2 Tasks for Verbal Fluency
Construct construct
Task 29—
Controlled 1 = Has data
Oral Task 29 2 = Task data partial
Association 3 = No task data
Letters
Written
Controlled Oral
Total # correct for words DLBS Score Range:
Association WContOralAssocF29
beginning with letter F 0-24
Letters
[Wave 1 Only]
Written
Controlled Oral
Total # correct for words DLBS Score Range:
Association WContOralAssocA29
beginning with letter A 0-21
Letters
[Wave 1 Only]
Written
Controlled Oral
Total # correct for words DLBS Score Range:
Association WContOralAssocS29
beginning with letter S 0-24
Letters
[Wave 1 Only]
Written
Controlled Oral Total # of words correct
DLBS Score Range:
Association WContOralAssocLetterTot29 summed across F, A, and
0-66
Letter S blocks
[Wave 1 Only]
Controlled Oral
Total # correct for words Score Range:
Association ContOralAssocF29
beginning with letter F 0-28
Letters
Controlled Oral
Total # correct for words Score Range:
Association ContOralAssocA29
beginning with letter A 0-29
Letters
 65

Controlled Oral
Total # correct for words Score Range:
Association ContOralAssocS29
beginning with letter S 0-32
Letters
Controlled Oral Total # of words correct
Score Range:
Association ContOralAssocTot29 summed across F, A, and
0-81
Letters S blocks
Task 30—
Controlled 1 = Has data
Oral Task30 2 = Task data partial
Association 3 = No task data
Categories
Controlled Oral
Total # correct for animals Score Range:
Association ContOralAssocCatAni30
produced 0-36
Categories
Controlled Oral
Total # correct for Score Range:
Association ContOralAssocCatVeg30
vegetables produced 0-30
Categories
Total # of words correct
Controlled Oral Score Range:
ContOralAssocCatTot30 summed across animal and
Association 0-66
vegetable blocks
 66

Construct 8: Physical Health

Table of Contents

Section 1: Brief Descriptions of Questionnaires Presented to Subjects on Health

Fitness Survey
SF-36
Blood Pressure
NIH Toolbox Motor Assessment

Section 2: Access to Health Questionnaire Summary Data

Fitness Survey
SF-36
Blood Pressure
NIH Toolbox Motor Assessment

Section 3: Access to Additional Raw Data Available

Fitness Survey
SF-36
Blood Pressure
NIH Toolbox Motor Assessment

Section 4: Instruments
Fitness Survey
SF-36
Blood Pressure
NIH Toolbox Motor Assessment

Sample Sizes by Wave and Assessment (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

Fitness Survey 460 291 153
SF-36 460(7) 289 142
a a
Blood Pressure 454(43) 329(51) 213(4)
NIH Toolbox Motor 0 301(301)b 202(17)b
Notes on data completeness:
a
Blood Pressure: For wave 1, 43 participants are missing data for at least one blood pressure
assessment, though these missing data are relatively evenly distributed across day and time of
assessment. For wave 2, only 294 participants have blood pressure data for the end of day 1.
Averaging blood pressure across all available assessments is recommended for greater reliability.
b
NIH Toolbox Motor: For wave 2, scores for the non-dominant hand are unavailable, raw scores
are only available for 201 participants for pegboard and 197 for grip strength, and fully-corrected
scores are only available for 197 for pegboard. Age-corrected, percentile, and fully-corrected
scores are unavailable for grip strength. For wave 3, pegboard and grip strength scores for the
non-dominant hand, age-corrected, percentile, and fully corrected are only available for 186
participants. Use of the uncorrected standardized score of the dominant hand is recommended.
 67

Task Descriptions

Assessment 8.32: Fitness Survey

Description: Participants were asked about their daily fitness activities. This questionnaire has 9
questions concerning the following: exercise, recreation, physical activities other than regular job
duties, and daily activities including time spent at work. The first four items were used to
develop a summary score, and these items assessed how many times per week the participant
performed at least 20 minutes of strenuous exercise (heavy breathing/sweating), at least 30
minutes of non-strenuous exercise, performed muscle strengthening exercises, and how often
they watched TV (reverse scored).

Scoring: A summary score, Fitness Total, is provided as an average of the first 4 survey items
with the question regarding watching television reverse scored.

Primary Reference: Revised version based on the physical activities section of the Youth Risk
Behavior Surveillance System (YRBSS) 1999.
https://www.cdc.gov/healthyyouth/data/yrbs/questionnaires.htm

Kann, L., Kinchen, S. A., Williams, B. I., Ross, J. G., Lowry, R., Grunbaum, J. A., & Kolbe, L.
J. (2000). Youth risk behavior surveillance—United States, 1999. Journal of School
Health, 70(7), 271-285. https://doi.org/10.1111/j.1746-1561.2000.tb07252.x

Please note this is a revised version of the YRBSS.

Assessment 8.33: SF-36

Description: Participants completed 36 questions to measure functional health and well-being.
There are 8 health domain scales: Physical Functioning, Role Limitations due to Physical
Problems, Bodily Pain, General Health, Vitality, Social Functioning, Role Limitations due to
Emotional Problems, and Mental Health.

Scoring: This assessment produces scores from the 8 domains listed above each ranging from 0-
100, with higher scores indicating better health. Norm-based scores for the 8 domains are also
provided, using the means and standard deviations from the Medical Outcomes Study (N =
2471). Scores were computed manually using the procedure provided by the Rand Corporation.

Primary Reference:
Ware J, Kosinski M, Bjorner J, Turner-Bowker D, Gandek B, Maruish M. Development. User's
Manual for the SF-36v2® Health Survey. Lincoln (RI): QualityMetric Incorporated;
2007.

Scoring Procedure: https://www.rand.org/health-care/surveys_tools/mos/36-item-short-

form/scoring.html

Please note whenever researchers publish/report the outcomes for SF36, we must mention that
“a modified version of the SF-36v2® was used.”
 68

Assessment 8.34: Blood Pressure

Description: Participant’s blood pressure (systolic and diastolic) was taken twice at each of the
two cognitive sessions, once at each MRI session, and twice at each PET session. The tester
assessed the participant’s blood pressure and ensured that it was within an expected range. If the
participant’s blood pressure was outside of the expected range, blood pressure protocol was
followed to ensure the participant had access to EMS if needed. Blood pressure data from the
two cognitive sessions are available in this data set.

Primary Reference: No official citation.

Assessment 8.35: NIH Toolbox Motor Assessment

Description: Participants completed two tasks to assess their motor skills, the 9-Hole Pegboard
Dexterity task and the Grip Strength Task. For the 9-Hole Pegboard Dexterity Task, participants
were timed while they used one hand to place pegs in a pegboard one at a time and then removed
those same pegs one at a time. First, their dominant hand was tested and then their non-dominant
hand was tested. For the Grip Strength Task, participants were asked to squeeze a dynamometer
as hard as they could for three seconds. Their grip strength (in lbs.) was recorded for the left and
right hand.

Scoring: The pegboard and grip strength tasks include a raw score for both hands—seconds to
complete task or pounds of pressure, respectively—as well as scores standardized to the NIH
Toolbox nationally-representative normative sample. The standardized scores include an
uncorrected score, percentile range, age-corrected score, and a score that is corrected for age,
sex, education, and race/ethnicity (“fully-corrected”).

Primary Reference:
Gershon, R. C., Wagster, M. V., Hendrie, H. C., Fox, N. A., Cook, K. F., Nowinsky, C. J.
(2013). NIH Toolbox for assessment of neurological and behavioral function. Neurology,
80(11), S1-S92. https://doi.org/10.1212/WNL.0b013e3182872e5f

Software Reference: NIH Toolbox for the iPad test ver. 2.1.
https://nihtoolbox.force.com/s/article/nih-toolbox-scoring-and-interpretation-guide
Physical Health Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Construct Name ConstructName Physical Health
Construct Number ConstructNumber Construct 8
Denotes the data
collection wave. See 1 = Wave 1
individual differences data 2 = Wave 2
Wave Wave
set for more detail, 3 = Wave 3
including testing date
intervals.
1 = Yes, returned for
wave;
Has Data HasData
2 = No, did not return for
wave
 69

How many assessments

Number of Assessments 4 Assessments for
NumAssess make up the physical
in Data Set Physical
health data set
1 = Has data
Assessment 32—Fitness 2 = Assessment data
Assess32
Survey partial
3 = No data
Average of questions 1-4
Fitness Total FitTot32 Score Range: 1-7
with Q4 reverse scored
1 = Has data
2 = Assessment data
Assessment 33—SF-36 Assess33
partial
3 = No data
Average of Q3-12 put on
Physical Functioning a 0-100 scale. A higher
SFPhysFuncAvg33 Score Range: 0-100
Average Score score indicates better
physical function.
Average of Q13-16 put on
Role Limitations: Physical
a 0-100 scale. A higher
Health Problems Average SFLimitPhysAvg33 Score Range: 0-100
score indicates fewer
Score
physical limitations.
Average of Q21, 22 put on
Bodily Pain Average a 0-100 scale. A higher
SFBodPainAvg33 Score Range: 0-100
Score score indicates less bodily
pain.
Average of Q1, 33-36 put
General Health on a 0-100 scale. A higher
Perceptions Average SFHealthPerceptAvg33 score indicates more Score Range: 0-100
Score positive health
perceptions.
Question 2 put on a 0-100
scale. A higher score
Health Change Score SFHealthChange33 indicates better self- Score Range: 0-100
reported health compared
to one year ago.
Average of Q23, 27, 29,
31 put on a 0-100 scale. A
Vitality, Energy, and
SFVitEnerFatAvg33 higher score indicates Score Range: 0-100
Fatigue Average Score
better vitality and energy
and reduced fatigue.
Average of Q20, 32 put on
Social Functioning a 0-100 scale. A higher
SFSocFunctAvg33 Score Range: 0-100
Average Score score indicates better
social functioning.
Average of Q18-19 put on
a 0-100 scale. A higher
Role Limitations:
SFLimitEmoAvg33 score indicates fewer Score Range: 0-100
Emotional Average Score
limitations due to
emotional problems.
Average of Q24, 25, 26,
28, 30 put on a 0-100
Mental Health Average
SFMentHealAvg33 scale. A higher score Score Range: 0-100
Score
indicates better mental
health.
 70

Domain score was z-

transformed based on
norms from the Medical
Outcomes Study. Scores
Physical Functioning: above 0 are interpreted as
SFPhysFuncNorm33 Score Range: -3-3
Norm-based Score above the US population
average and scores below
0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
norms from the Medical
Outcomes Study. Scores
Role Limitations: Physical
above 0 are interpreted as
Health Problems Norm- SFLimitPhysNorm33 Score Range: -3-3
above the US population
based Score
average and scores below
0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
norms from the Medical
Outcomes Study. Scores
Bodily Pain: Norm-based above 0 are interpreted as
SFBodPainNorm33 Score Range: -3-3
Score above the US population
average and scores below
0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
norms from the Medical
Outcomes Study. Scores
General Health
above 0 are interpreted as
Perceptions: Norm-based SFHealthPerceptNorm33 Score Range: -3-3
above the US population
Score
average and scores below
0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
norms from the Medical
Outcomes Study. Scores
Health Change: Norm- above 0 are interpreted as
SFHealthChangeNorm33 Score Range: -3-3
based Score above the US population
average and scores below
0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
Vitality, Energy, and
norms from the Medical
Fatigue: Norm-based SFVitEnerFatNorm33 Score Range: -3-3
Outcomes Study. Scores
Score
above 0 are interpreted as
above the US population
 71

average and scores below

0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
norms from the Medical
Outcomes Study. Scores
Social Functioning: above 0 are interpreted as
SFSocFunctNorm33 Score Range: -3-3
Norm-based Score above the US population
average and scores below
0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
norms from the Medical
Outcomes Study. Scores
Role Limitations:
above 0 are interpreted as
Emotional: Norm-based SFLimitEmoNorm33 Score Range: -3-3
above the US population
Score
average and scores below
0 are interpreted as below
the US population
average.
Domain score was z-
transformed based on
norms from the Medical
Outcomes Study. Scores
Mental Health: Norm- above 0 are interpreted as
SFMentHealNorm33 Score Range: -3-3
based Score above the US population
average and scores below
0 are interpreted as below
the US population
average.
1 = Has data
Assessment 34—Blood 2 = Assessment data
Assess34
Pressure partial
3 = No data
Systolic pressure recorded
Day 1, Time 1, systolic BPDay1Time1Sys34 early on the first day of Score Range: 73-209
cognitive testing
Diastolic pressure
Day 1, Time 1, diastolic BPDay1Time1Dia34 recorded early on the first Score Range: 49-119
day of cognitive testing
Systolic pressure recorded
Day 1, Time 2, systolic BPDay1Time2Sys34 late on the first day of Score Range: 83-207
cognitive testing
Diastolic pressure
Day 1, Time 2, diastolic BPDay1Time2Dia34 recorded late on the first Score Range: 50-134
day of cognitive testing
Systolic pressure recorded
Day 2, Time 1, systolic BPDay2Time1Sys34 early on the second day of Score Range: 80-211
cognitive testing
Diastolic pressure
Day 2, Time 1, diastolic BPDay2Time1Dia34 Score Range: 51-125
recorded early on the
 72

second day of cognitive

testing
Systolic pressure recorded
Day 2, Time 2, systolic BPDay2Time2Sys34 late on the second day of Score Range: 83-216
cognitive testing
Diastolic pressure
recorded late on the
Day 2, Time 2, diastolic BPDay2Time2Dia34 Score Range: 42-122
second day of cognitive
testing
1 = Has data
Assessment 35—NIH
2 = Assessment data
Toolbox 9-Hole Pegboard Assess35
partial
Dexterity Test
3 = No data
Time, in seconds, to put in
Dominant hand pegboard
NIHPegDomRaw35 and take out all pegs using Score Range: 12-39
raw score
one’s dominant hand.
Time, in seconds, to put in
Non-dominant hand
NIHPegNDomRaw35 and take out all pegs using Score Range: 11-40
pegboard raw score
one’s non-dominant hand.
This score compares the
Dominant hand pegboard score of the test-taker to
uncorrected standardized NIHPegDomUn35 those in the NIH Toolbox Score Range: 59-149
score nationally representative
normative sample.
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample at the
same age, where a score
Dominant hand pegboard of 100 indicates
NIHPegDomAge35 Score Range: 65-152
age-correct score performance that was at
the national average for
the test-taking
participant’s age. Age-
corrected standard scores
were derived for adults
(ages 18-85).
A Percentile represents
the percentage of people
nationally above whom
Dominant hand pegboard the participant’s score
NIHPegDomPercent35 Score Range: 0-100
percentile rank ranks (the comparison
group will be based on
whichever normative
score is used)
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
Dominant hand pegboard
NIHPegDomFully35 normative sample, while Score Range: 30-152
fully-corrected score
adjusting for key
demographic variables
(age, education, gender,
and race/ethnicity)
 73

collected during the NIH

Toolbox national norming
study.
This score compares the
Non-dominant hand score of the test-taker to
pegboard uncorrected NIHPegNDomUn35 those in the NIH Toolbox Score Range: 68-122
standardized score nationally representative
normative sample.
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample at the
same age, where a score
Non-dominant hand
of 100 indicates
pegboard age-corrected NIHPegNDomAge35 Score Range: 72-159
performance that was at
score
the national average for
the test-taking
participant’s age. Age-
corrected standard scores
were derived for adults
(ages 18-85).
A Percentile represents
the percentage of people
nationally above whom
Non-dominant hand the participant’s score
NIHPegNDomPercent35 Score Range: 0-100
pegboard percentile rank ranks (the comparison
group will be based on
whichever normative
score is used)
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample, while
Non-dominant hand
adjusting for key
pegboard fully-corrected NIHPegNDomFully35 Score Range: 32-86
demographic variables
score
(age, education, gender,
and race/ethnicity)
collected during the NIH
Toolbox national norming
study.
Grip strength, in pounds,
Dominant hand grip when squeezing a
NIHGripDomRaw35 Score Range: 9-146
strength raw score dynamometer using one’s
dominant hand.
Grip strength, in pounds,
Non-dominant hand grip when squeezing a
NIHGripNDomRaw35 Score Range: 9-146
strength raw score dynamometer using one’s
non-dominant hand.
This score compares the
Dominant hand grip score of the test-taker to
strength uncorrected NIHGripDomUn35 those in the NIH Toolbox Score Range: 71-141
standardized score nationally representative
normative sample.
 74

This score compares the

score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample at the
same age, where a score
Dominant hand grip
of 100 indicates
strength age-corrected NIHGripDomAge35 Score Range: 55-138
performance that was at
score
the national average for
the test-taking
participant’s age. Age-
corrected standard scores
were derived for adults
(ages 18-85).
A Percentile represents
the percentage of people
nationally above whom
Dominant hand grip the participant’s score
NIHGripDomPercent35 Score Range: 0-100
strength percentile rank ranks (the comparison
group will be based on
whichever normative
score is used)
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample, while
Dominant hand grip
adjusting for key
strength fully-corrected NIHGripDomFully35 Score Range: -3-73
demographic variables
score
(age, education, gender,
and race/ethnicity)
collected during the NIH
Toolbox national norming
study.
This score compares the
Non-dominant hand grip score of the test-taker to
strength uncorrected NIHGripNDomUn35 those in the NIH Toolbox Score Range: 70-143
standardized score nationally representative
normative sample.
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample at the
same age, where a score
Non-dominant hand grip
of 100 indicates
strength age-corrected NIHGripNDomAge35 Score Range: 49-148
performance that was at
score
the national average for
the test-taking
participant’s age. Age-
corrected standard scores
were derived for adults
(ages 18-85).
A Percentile represents
Non-dominant hand grip
NIHGripNDomPercent35 the percentage of people Score Range: 0-100
strength percentile rank
nationally above whom
 75

the participant’s score

ranks (the comparison
group will be based on
whichever normative
score is used)
This score compares the
score of the test-taker to
those in the NIH Toolbox
nationally representative
normative sample, while
Non-dominant hand grip
adjusting for key
strength fully-corrected NIHGripNDomFully35 Score Range: -15-83
demographic variables
score
(age, education, gender,
and race/ethnicity)
collected during the NIH
Toolbox national norming
study.

Physical Health Data Set: Key to Additional Raw Data Available

Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Construct Name ConstructName Psychosocial
Construct Number ConstructNumber Construct 9
Denotes the data collection
1 = Wave 1
wave. See individual
2 = Wave 2
Wave Wave differences data set for
3 = Wave 3
more detail, including
testing date intervals.
1 = Yes, returned for wave;
Has Data HasData 2 = No, did not return for
wave
Number of Tasks in How many tasks make up 4 tasks for the
NumTasks
Construct the physical construct physical construct
1 = Has data
Assessment 32—Fitness
Assess32 2 = Assessment data partial
Survey
3 = No data
0 = 0 times
1 = 1 or 2 times per
During the past year, week
approximately how many 2 = 2 or 3 times per
times per week did you week
20 minute exercise that exercise or participate in 3 = 3 or 4 times per
made you sweat or 20Sweat32 physical activity, that was week
breathe hard not part of your job, for at 4 = 4 or 5 times per
least 20 minutes that made week
you sweat and breathe 5 = 5 or 6 times per
hard? week
6 = 6 or 7 times per
week
During the past year,
30 minute exercise that 0 = 0 times
approximately how many
did not make you sweat 30NoSweat32 1 = 1 or 2 times per
times per week did you
or breathe hard week
participate in physical
 76

activity, that was not part 2 = 2 or 3 times per

of your job, for at least 30 week
minutes that did not make 3 = 3 or 4 times per
you sweat or breathe hard? week
4 = 4 or 5 times per
week
5 = 5 or 6 times per
week
6 = 6 or 7 times per
week
0 = 0 times
1 = 1 or 2 times per
week
During the past year,
2 = 2 or 3 times per
approximately how many
week
Exercises that times per week did you do
3 = 3 or 4 times per
strengthened and toned exercises that were not part
StrengthTrain32 week
your muscle or increased of your job, that
4 = 4 or 5 times per
flexibility strengthened and toned
week
your muscles or increased
5 = 5 or 6 times per
your flexibility?
week
6 = 6 or 7 times per
week
6 = I do not watch
TV on an average
day.
5 = Less than 1
On an average day, how hour per day
How many hours do you
HoursTV32 many hours do you watch 4 = 1 hour per day
watch TV?
TV? 3 = 2 hours per day
2 = 3 hours per day
1 = 4 hours per day
0 = 5 or more
hours per day
In a typical day, including
How many hours do you time spent at work, how
spend in physical activity many hours do you spend *currently
HoursPhysActSweat32
that makes you sweat and in physical activity that unscored
breathe hard? makes you sweat and
breathe hard?
In a typical day, including
How many hours do you time spent at work, how
spend in physical activity many hours do you spend *currently
HourPhysActNoSweat32
that does not make you in physical activity that unscored
sweat or breathe hard? does not make you sweat
or breathe hard?
In a typical day, including
How many hours do you
time spent at work, how
spend in sedentary
many hours do you spend
actions that involve no
in sedentary actions that *currently
physical effort, such as HoursSedAct32
involve no physical effort, unscored
sitting in front of a
such as sitting in front of a
computer or spending
computer or spending time
time on the phone?
on the phone?
 77

During the past year, on

how many group sports
During the past year, on teams did you play?
*currently
how many group sports GroupSports32 (Include any teams run by
unscored
teams did you play? your school, work,
religious or community
groups.)
During the past year, in
how many sporting
During the past year, in contests did you
how many sporting participate, such as *currently
SportContests32
contests did you running, biking or triathlon unscored
participate in? races, softball, tennis or
volleyball tournaments,
etc…?
1 = Has data
Assessment 33—SF-36 Assess33 2 = Assessment data partial
3 = No data
Score Range:
In general, would you say Excellent; Very
General health SFGenHealth33
your health is: good; Good; Fair;
Poor
Score Range:
Much better now
than one year ago;
Somewhat better
now than one year
How is your health Compared to one year ago,
ago; About the
compared to your health a SFOneYearHealth33 how would you rate your
same as one year
year ago health in general now?
ago; Somewhat
worse now than
one year ago;
Much worse now
than one year ago
Because of your health
now, are you limited in
Score Range: Yes,
Vigorous activities such as
Limited in Vigorous limited a lot; Yes,
SFVigActivities33 running / lifting heavy
activities limited a little; No,
objects / participating in
not limited at all
strenuous sports (like
swimming laps)
Because of your health
now, are you limited in Score Range: Yes,
Limited in moderate moderate activities such as limited a lot; Yes,
SFModActivities33
activities moving a table / pushing a limited a little; No,
vacuum cleaner / bowling / not limited at all
or playing golf
Because of your health Score Range: Yes,
Limited in carrying now, are you limited in limited a lot; Yes,
SFCarryGroceries33
groceries lifting or carrying limited a little; No,
groceries? not limited at all
Because of your health Score Range: Yes,
Limited in climbing now, are you limited in limited a lot; Yes,
SFClimbSevStair33
several flights of stairs climbing several flights of limited a little; No,
stairs? not limited at all
 78

Because of your health Score Range: Yes,

Limited in climbing one now, are you limited in limited a lot; Yes,
SFClimbOneStair33
flight of stairs climbing one flight of limited a little; No,
stairs? not limited at all
Because of your health Score Range: Yes,
Limited in bending / now, are you limited in limited a lot; Yes,
SFBendStoop33
kneeling / stooping bending / kneeling / limited a little; No,
stooping? not limited at all
Score Range: Yes,
Because of your health
Limited in walking more limited a lot; Yes,
SFWalkMilePlus33 now, are you limited in
than a mile limited a little; No,
walking more than a mile?
not limited at all
Because of your health Score Range: Yes,
Limited in walking now, are you limited in limited a lot; Yes,
SFWalkSevHundYard33
several hundred yards walking several hundred limited a little; No,
yards? not limited at all
Because of your health Score Range: Yes,
Limited in walking one now, are you limited in limited a lot; Yes,
SFWalkHundYard33
hundred yards walking one hundred limited a little; No,
yards? not limited at all
Because of your health Score Range: Yes,
Limited in bathing or now, are you limited in limited a lot; Yes,
SFBathDress33
dressing self bathing or dressing limited a little; No,
yourself? not limited at all
During the past four weeks,
Score Range: All
how much of the time have
Cut down amount of time of the time; Most
you had to cut down on the
spent on work or other of the time; Some
SFCutDownWork33 amount of time you spent
activities due to physical of the time; A little
on work or other activities
health of the time; None
as a result of your physical
of the time
health?
Score Range: All
During the past four weeks,
of the time; Most
Accomplished less than how much of the time have
of the time; Some
you would like because SFAccomplishLess33 you accomplished less than
of the time; A little
of physical health you would like as a result
of the time; None
of your physical health?
of the time
During the past four weeks, Score Range: All
How much time were you how much of the time were of the time; Most
limited in the kind of you limited in the kind of of the time; Some
SFLimitWorkOthPhys33
work or other activities work or other activities you of the time; A little
due to physical health did as a result of your of the time; None
physical health? of the time
During the past four weeks,
Score Range: All
how much of the time did
of the time; Most
Difficulty performing you have difficulty
of the time; Some
work or other activities SFDiffWorkOthPhys33 performing work or other
of the time; A little
due to physical health activities (for example/ it
of the time; None
took extra effort) as a result
of the time
of your physical health?
During the past four weeks,
Score Range: All
Cut down on amount of how much of the time have
of the time; Most
time spent work due to SFLimitWorkEmo33 you had to cut down on the
of the time; Some
emotional problems amount of time you spent
of the time; A little
on work or other activities
 79

as a result of any emotional of the time; None

problems (such as feeling of the time
depressed or anxious)?
During the past four weeks,
Score Range: All
how much of the time have
of the time; Most
Accomplished less than you accomplished less than
of the time; Some
you would like due to SFAccomplishLessEmo33 you would like as a result
of the time; A little
emotional problems of any emotional problems
of the time; None
(such as feeling depressed
of the time
or anxious)?
During the past four weeks,
how much of the time did Score Range: All
Work or do other you do work or other of the time; Most
activities less carefully activities less carefully of the time; Some
SFLessCareEmo33
due to emotional than usual as a result of any of the time; A little
problems emotional problems (such of the time; None
as feeling depressed or of the time
anxious)?
During the past four weeks,
to what extent has your
To what extent has
physical health or Score Range: Not
physical health or
emotional problems at all; Slightly;
emotional problems SFLimitedSocialPhysEmo33
interfered with your normal Moderately; Quite
interfered with social
social activities with a bit; Extremely
activities
family/friends/neighbors/or
groups?
Score Range:
How much bodily pain None; Very mild;
Bodily pain in the past
SFBodPain33 have you had during the Mild; Moderate;
four weeks
past four weeks? Severe; Very
severe
During the past four weeks,
how much did pain Score Range: Not
Pain interference with
interfere with your normal at all; A little bit;
normal work in the past SFPainInterWork33
work (including both work Moderately; Quite
four weeks
outside the home and a bit; Extremely
housework)?
Score Range: All
of the time; Most
How much of the time
Full of life in the past of the time; Some
SFFullOfLife33 during the past four weeks
four weeks of the time; A little
did you feel full of life?
of the time; None
of the time
Score Range: All
How much of the time of the time; Most
Very nervous in the past during the past four weeks of the time; Some
SFVeryNervous33
four weeks have you been very of the time; A little
nervous? of the time; None
of the time
Score Range: All
How much of the time
of the time; Most
during the past four weeks
Down in the dumps in the of the time; Some
SFDownInTheDumps33 have you felt so down in
past four weeks of the time; A little
the dumps that nothing
of the time; None
could cheer you up?
of the time
 80

Score Range: All

How much of the time of the time; Most
Calm and peaceful in the during the past four weeks of the time; Some
SFCalmAndPeace33
past four weeks have you felt calm and of the time; A little
peaceful? of the time; None
of the time
Score Range: All
How much of the time of the time; Most
A lot of energy in the past during the past four weeks of the time; Some
SFLotOfEnergy33
four weeks did you have a lot of of the time; A little
energy? of the time; None
of the time
Score Range: All
How much of the time of the time; Most
Downhearted and
during the past four weeks of the time; Some
depressed in the past four SFDownDepressed33
have you felt downhearted of the time; A little
weeks
and depressed? of the time; None
of the time
Score Range: All
of the time; Most
How much of the time
Worn out in the past four of the time; Some
SFWornOut33 during the past four weeks
weeks of the time; A little
did you feel worn out?
of the time; None
of the time
Score Range: All
of the time; Most
How much of the time
Happy in the past four of the time; Some
SFHappy33 during the past four weeks
weeks of the time; A little
have you been happy?
of the time; None
of the time
Score Range: All
of the time; Most
How much of the time
Tired in the past four of the time; Some
SFTired33 during the past four weeks
weeks of the time; A little
did you feel tired?
of the time; None
of the time
During the past four weeks,
Score Range: All
how much of the time has
of the time; Most
your physical health or
SFTimeLimitedSocialPhysEmo3 of the time; Some
How much of the time emotional problems
3 of the time; A little
interfered with your social
of the time; None
activities (like visiting
of the time
friends/ relatives/ etc.)?
Score Range:
Definitely true;
I seem to get sick a little Mostly true; Don’t
Sick easier than others SFSickEasier33
easier than other people know; Mostly
false; Definitely
false
Score Range:
Definitely true;
As healthy as anybody I I am as healthy as anybody Mostly true; Don’t
SFHealthAsAny33
know I know know; Mostly
false; Definitely
false
 81

Score Range:
Definitely true;
Expect health to get I expect my health to get Mostly true; Don’t
SFExpectHeathWorse33
worse worse know; Mostly
false; Definitely
false
Score Range:
Definitely true;
Mostly true; Don’t
Health is excellent SFExHealth33 My health is excellent
know; Mostly
false; Definitely
false
1 = Has data
Assessment 34—Blood
Assess34 2 = Assessment data partial
Pressure
3 = No data
Mean of questions 1, 3, 5, Score Range: 85-
Mean Systolic BPMeanSys34
&7 200
Mean of questions 2, 4, 6, Score range: 56-
Mean Diastolic BPMeanDia34
&8 121
 82

Physical Health Data Set: Instruments

Assessment 8.32 Fitness Survey

The first four questions of this survey are about exercise, recreation, or physical activities other
than your regular job duties. For each question, choose the response that best describes your
answer.
1. During the past year, approximately how many times per week did you exercise or
participate in physical activity, that was not part of your job, for at least 20 minutes that
made you sweat and breathe hard?
2. During the past year, approximately how many times per week did you participate in
physical activity that was not part of your job, for at least 30 minutes that did not make
you sweat or breathe hard?
3. During the past year, approximately how many times per week did you do exercises, that
were not part of your job, that strengthened and toned you muscles or increased your
flexibility?
4. On an average day, how many hours do you watch TV?

The next questions are about daily activities, including time spent at work. For each question,
choose the response that best describes your answer.
5. In a typical day, including time spent at work, how many hours do you spend in physical
activity that makes you sweat and breathe hard?
6. In a typical day, including time spent at work, how many hours do you spend in physical
activity that does not make you sweat or breathe hard?
7. In a typical day, including time spent at work, how many hours do you spend in sedentary
actions that involve no physical effort, such as sitting in front of a computer or spending
time on the phone?
8. During the past year, on how many group sports teams did you play? (Include any teams
run by your school, work, religious or community groups.)
9. During the past year, in how many sporting contests did you participate, such as running,
biking, or triathlon race, softball, tennis or volleyball tournaments, etc…?

Assessment 8.33 SF-36

This survey asks for your views about your health. This information will help keep track of how
you feel and how well you are able to do your usual activities. For each question, select the
response that best describes your answer.
1. In general, would you say your health is:
2. Compared to one year ago, how would you rate your health in general now?
3. Because of your health now, are you limited in Vigorous activities such as running/
lifting heavy objects/ participating in strenuous sports (like swimming laps)?
4. Because of your health now, are you limited in Moderate activities such as moving a
table/ pushing a vacuum cleaner/ bowling/ or playing golf?
5. Because of your health now, are you limited in lifting or carrying groceries?
6. Because of your health now, are you limited in climbing several flights of stairs?
7. Because of your health now, are you limited in climbing one flight of stairs?
8. Because of your health now, are you limited in bending/ kneeling/ stooping?
 83

9. Because of your health now, are you limited in walking more than a mile?
10. Because of your health now, are you limited in walking several hundred years?
11. Because of your health now, are you limited in walking one hundred yards?
12. Because of your health now, are you limited in bathing or dressing yourself?
13. During the past four weeks, how much of the time have you had to cut down on the
amount of time you spent on work or other activities as a result of your physical
health?
14. During the past four weeks, how much of the time have you accomplished less than you
would like as a result of your physical health?
15. During the past four weeks, how much of the time were you limited in the kind of work
or other activities you did as a result of your physical health?
16. During the past four weeks, how much of the time did you have difficulty performing
work or other activities (for example/ it took extra effort) as a result of your physical
health?
17. During the past four week, how much of the time have you had to cut down on the
amount of time you spent on work or other activities as a result of any emotional
problems (sch as feeling depressed or anxious)?
18. During the past four weeks, how much of the time have you accomplished less than you
would like as a result of any emotional problems (such as feeling depressed or
anxious)?
19. During the past four weeks, how much of the time did you do work or other activities
less carefully than usual as a result of any emotional problems (such as feeling
depressed or anxious)?
20. During the past four week, to what extent has your physical health or emotional
problems interfered with your normal social activities with family/friends/neighbors/or
groups?
21. How much bodily pain have you had during the past four weeks?
22. During the past four weeks, how much did pain interfere with your normal work
(including both work outside the home and housework)?
23. How much of the time during the past four weeks did you feel full of life?
24. How much of the time during the past four weeks have you been very nervous?
25. How much of the time during the past four weeks have you felt so down in the dumps
that nothing could cheer you up?
26. How much of the time during the past four weeks have you felt calm and peaceful?
27. How much of the time during the past four weeks did you have a lot of energy?
28. How much of the time during the past four weeks have you felt downhearted and
depressed?
29. How much of the time during the past four weeks did you feel worn out?
30. How much of the time during the past four weeks have you been happy?
31. How much of the time during the past four weeks did you feel tired?
32. During the past four weeks, how much of the time have your physical health of
emotional problems interfered with your social activities (like visiting friends/ relatives/
etc.)?
How much would you agree with the following statements?
33. I seem to get sick a little easier than other people.
34. I am as healthy as anybody I know.
 84

35. I expect my health to get worse.

36. My health is excellent.

Assessment 8.34 Blood Pressure

Assessment 8.35 NIH Toolbox Motor Assessment

Please refer to publications for questionnaires.
 85

Construct 9: Mental Health and AD Screening

Table of Contents

Sample Sizes By Wave and Task

Section 1: Brief Descriptions of Questionnaires Presented to Subjects on Mental Health

Geriatric Depression Scale (GDS)
Center for Epidemiological Studies- Depression (CESD)
Alzheimer’s Disease Assessment Scale- Cognitive Subscale (ADAS-Cog)

Section 2: Access to Mental Health Questionnaire Summary Data

Geriatric Depression Scale (GDS)
Center for Epidemiological Studies- Depression (CESD)
Alzheimer’s Disease Assessment Scale- Cognitive Subscale (ADAS-Cog)

Section 3: Access to Additional Raw Data Available

Geriatric Depression Scale (GDS)
Center for Epidemiological Studies-Depression (CESD)
Alzheimer’s Disease Assessment Scale- Cognitive Subscale (ADAS-Cog)

Section 4: Instruments
Geriatric Depression Scale (GDS)
Center for Epidemiological Studies- Depression (CESD)
Alzheimer’s Disease Assessment Scale- Cognitive Subscale (ADAS-Cog)

Sample Sizes by Wave and Assessment (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

GDS 460 289 145
CESD 460 290(1) 147
a
ADAS-Cog 127(15) 331(1) 213
a
ADAS-Cog: For wave 1, only 112 participants have data for the recall and “rest of cognition”
portions of the ADAS-Cog.

Task Descriptions

Assessment 9.36 Geriatric Depression Scale

Description: Participants responded to 21 questions regarding their views about their moods to
assess symptoms of depression. Note the original questionnaire has 30 questions and our version
only includes the first 21.

Scoring: A higher total score represents greater depressive symptoms. This total is determined
by reverse scoring and then summing items 1, 5, 7, 9, 15, 19, and 21.
 86

Primary Reference: Yesavage, J.A., Brink, T.L., Rose, T.L., Lum, O., Huang, V., Adey, M.,
Leirer, V.O. (1982). Development and validation of a geriatric depression screening
scale: a preliminary report. J. Psychiatr. Res. 17(1), 37–49. https://doi.org/10.1016/0022-
3956(82)90033-4

Please note this is not the official 30 or 15 item scale and cannot be used to classify depressed
participants.

Assessment 9.37 Center for Epidemiological Studies-Depression (CESD)

Description: Participants were asked how they felt or behaved during the past week to assess
symptoms of depression. This questionnaire has 20 questions.

Scoring: The total scores range from 0 to 60, with higher scores indicating more symptoms of
depression. This total is determined by reverse scoring and then summing items 4, 8, 12, and 16.

Primary Reference: Radloff, L. (1977). A self-report depression scale for research in the
general population. Appl. Psychol. Meas. 1(3), 385-401.
https://doi.org/10.1177/014662167700100306

Assessment 9.38 Alzheimer’s Disease Assessment Scale—Cognitive Subscale (ADAS-Cog)

Description: ADAS-Cog is a rating of the severity of cognitive symptoms of Alzheimer’s
Disease. This assessment includes 11 tasks that assess the cognitive domains of language,
memory, and praxis (ability to follow instructions). These tasks include:
• Word Recall: The participant read aloud a list of 10 words printed on white cards and was
then asked immediately to verbally recall as many of those words as they could. This was
done for three trials.
• Naming Objects and Fingers: This task required participants to name the fingers of their
dominant hand and twelve objects: flower, bed, whistle, pencil, rattle, mask, scissors,
comb, wallet, harmonica, stethoscope, and tongs.
• Commands: This task asked the participant to perform 5 tasks, each ranging from 1-5
steps.
• Constructional Praxis: The test administrator showed the participant four geometric
shapes (a circle, two overlapping rectangles, a rhombus, and a cube) and participants
were asked to copy those shapes onto a separate sheet of paper.
• Ideational Praxis: The participant was told to pretend to send themselves a letter. The
instructions they were asked to follow are: fold a letter, put letter in envelope, seal
envelope, address envelope, indicate where a stamp goes.
• Orientation: The participant was asked to give the following information: their full name,
the month, the date, the year, the day, the season, the place, and the time of day.
• Word Recognition: The participant read 12 words aloud from the white paper cards, and
then viewed a new list with those 12 old words intermixed with 12 new words. For this
new list of 24 words, the participant was asked to identify which items they had
previously seen. This was conducted for three trials.
• Language: The participant’s language ability was assessed by the test administrator
throughout the completion of the previous tasks.
 87

• Comprehension of Spoken Language: The participant’s comprehension of spoken

language was assessed by the administrator during the previous tasks and assessed how
well a participant understood speech.
• Word Finding Difficulty: The participant’s word finding ability was assessed by the
administrator during the previous tasks and showed if/ how much difficulty a participant
had finding desired words.
• Remembering Test Instructions: The participant’s ability to remember test instructions
was assessed by the administrator and showed how many times the participant had to be
reminded of instructions throughout the administration of the previous tasks.

Scoring: The three Word Recall trials, Object Naming, Commands, Construction Praxis,
Ideation Praxis, Orientation, and Word Recognition are reverse scored. These measures are
summarized by a recall, rest of cognition, impairment, and total score, as described below in the
dataset key.

Primary Reference: Rosen W. G., Mohs R. C., Davis K. L (1984). A new rating scale for
Alzheimer's disease. Am J Psychiatry,141(11):1356–1364.
https://doi.org/10.1176/ajp.141.11.1356

Mental Health and AD Screening Data Set: Key to Names and Data Structure
in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Mental Health and AD
Construct Name ConstructName
Screening
Construct
ConstructNumber Construct 9
Number
Denotes the data
collection wave. See 1=Wave 1
individual differences 2=Wave 2
Wave Wave
data set for more detail, 3=Wave 3
including testing date
intervals.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did not
return for wave
Number of How many assessments
3 Assessments for
Assessments in NumAssess make up the Mental
Mental Health
Data Set Health data set
Assessment
36—Geriatric 1 = Has data
2 = Assessment data
Depression Assess36
partial
Scale 3 = No data
Sum of the 21
Geriatric questions, yes=1, no=0.
GDSTot36
Depression Items 1, 5, 7, 9, 15, 19, Score Range: 0-21
Scale Total and 21 are reverse
scored. A higher score
 88

indicates greater
depressive symptoms.
Assessment
37—Center for 1 = Has data
Epidemiological 2 = Assessment data
Assess37
Studies- partial
Depression 3 = No data

Sum of the 20
Center for
questions. Items 4, 8,
Epidemiological
12, 16 are reverse Score Range: 0-60
Studies- CESDTot37
scored. A higher score
Depression
indicates greater
Total
depressive symptoms.
Center for
Epidemiological
Total number of
Studies- CESDAnswered37 Score Range: 0-20
questions answered
Depression
Answered
Assessment
38—
Alzheimer’s 1 = Has data
Disease 2 = Assessment data
Assess38
Assessment partial
Scale (ADAS)- 3 = No data
Cognitive
Subscale
Mean number of words
ADAS Word
ADASRcll38 not recalled during the Score Range: 0-10
Recall
three trials
Sum of Naming Object,
Commands,
Constructional Praxis,
ADAS Rest of
ADASRestOfCog38 Ideational Praxis, Score Range: 0-40
Task
Orientation, and Word
Recognition (questions
4-9)
Sum of language
impairment,
comprehension of
spoken language, level
ADAS
ADASImpair38 of word finding Score Range: 0-20
Impairment
difficulty, and
remembering test
instruction (questions
10-13)
Sum of Mean Word
Recall, Rest of Cog,
ADAS Total ADASTot38 and Impairment. Higher Score Range: 0-70
scores indicate greater
impairment.
 89

Mental Health and AD Screening Data Set: Key to Additional Raw Data
Available
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Mental Health and AD
Construct Name ConstructName
Screening
Construct
ConstructNumber Construct 9
Number
Denotes which wave the
1=Wave 1
data were collected.
2=Wave 2
Wave Wave See individual
3=Wave 3
differences data set for
more detail.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did not
return for wave
How many tasks make
Number of Tasks 3 tasks for Mental
NumTasks up the Mental Health
in Construct Health
construct
Assessment 36— 1 = Has data
Geriatric 2 = Assessment data
Assess36
Depression Scale partial
3 = No data
Basically satisfied Are you basically Score range: Yes;
LifeSatisfact36
with life satisfied with your life? No
Dropped Have you dropped
Score range: Yes;
activities or DropActInt36 many of your activities
No
interests or interests?
Feeling that life is Do you feel that your Score range: Yes;
LifeEmpty36
empty life is empty? No
Score range: Yes;
Bored often Bored36 Do you often get bored?
No
Hopeful about the Are you hopeful about Score range: Yes;
HopeFut36
future the future? No
Are you bothered by
Bothered by Score range: Yes;
BotherThoughts36 thoughts you can’t get
thoughts No
out of your head?
Are you in good spirits Score range: Yes;
In good spirits GoodSpirit36
most of the time? No
Afraid that Are you afraid that
Score range: Yes;
something bad is SomethingBad36 something bad is going
No
going to happen to happen to you?
Do you feel happy most Score range: Yes;
Feel happy Happy36
of the time? No
Do you often feel Score range: Yes;
Feel helpless Helpless36
helpless? No
Restless and Do you often get Score range: Yes;
RestlessFidget36
Fidgety restless and fidgety? No
Do you prefer to stay at
Prefer to stay at home, rather than going Score range: Yes;
StayatHome36
home out and doing new No
things?
Worry about the Do you frequently Score range: Yes;
WorryAbtFut36
future worry about the future? No
 90

Do you feel you have

Problems with Score range: Yes;
MemProb36 more problems with
memory No
memory than most?
Do you think it is
Wonderful to be Score range: Yes;
Alive36 wonderful to be alive
alive No
now?
Feel downhearted Do you often feel Score range: Yes;
DownheartedBlue36
and blue downhearted and blue? No
Do you feel pretty
Score range: Yes;
Feel worthless Worthless36 worthless the way you
No
are now?
Worry about the Do you worry a lot Score range: Yes;
WorryAbtPast36
past about the past? No
Do you find life very Score range: Yes;
Find life exciting LifeExciting36
exciting? No
Hard to get
Is it hard for you to get Score range: Yes;
started on new StartNewProj36
started on new projects? No
projects
Feel full of Do you feel full of Score range: Yes;
FullEnergy36
energy energy? No
Assessment 37—
Center for 1 = Has data
Epidemiological 2 = Assessment data
Assess37
Studies- partial
Depression 3 = No data

Score Range:
Rarely (Less than
I was bothered by During the last week, I 1 Day); Some (1-
things that was bothered by things 2 Days);
Bothered37
usually don't that usually don't bother Occasionally (3-4
bother me me. Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
I did not feel like During the last week, I
2 Days);
eating, my PoorAppetite37 did not feel like eating,
Occasionally (3-4
appetite was poor my appetite was poor.
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
I felt that I could During the last week, I
1 Day); Some (1-
not shake off the felt that I could not
2 Days);
blues even with CouldNotShakeBlues37 shake off the blues even
Occasionally (3-4
the help from my with the help from my
Days);
family or friends family or friends.
Frequently (5-7
Days)
Score Range:
I felt that I was During the last week, I Rarely (Less than
just as good as JustAsGood37 felt that I was just as 1 Day); Some (1-
other people good as other people. 2 Days);
Occasionally (3-4
 91

Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
I had trouble During the last week, I 1 Day); Some (1-
keeping my mind had trouble keeping my 2 Days);
TroubleKeepMind37
on what I was mind on what I was Occasionally (3-4
doing doing. Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I 2 Days);
I felt depressed Depressed37
felt depressed. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
I felt that During the last week, I
2 Days);
everything I did EverythingEffort37 felt that everything I did
Occasionally (3-4
was an effort was an effort.
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I
I felt hopeful 2 Days);
HopefulFuture37 felt hopeful about the
about the future Occasionally (3-4
future.
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I
I thought my life 2 Days);
LifeFailure37 thought my life had
had been a failure Occasionally (3-4
been a failure.
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I 2 Days);
I felt fearful Fearful37
felt fearful. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
My sleep was During the last week, Rarely (Less than
SleepRestless37
restless my sleep was restless. 1 Day); Some (1-
2 Days);
 92

Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I 2 Days);
I was happy Happy37
was happy. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
I talked less than During the last week, I 2 Days);
TalkedLess37
usual talked less than usual. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I 2 Days);
I felt lonely Lonely37
felt lonely. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
People were During the last week, 2 Days);
PeopleUnfriendly37
unfriendly people were unfriendly. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I 2 Days);
I enjoyed life EnjoyedLife37
enjoyed life. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
I had crying During the last week, I 2 Days);
CryingSpells37
spells had crying spells. Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
During the last week, I
I felt sad Sad37 Rarely (Less than
felt sad.
1 Day); Some (1-
 93

2 Days);
Occasionally (3-4
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
During the last week, I
I felt that people 2 Days);
PeopleDislikeMe37 felt that people dislike
dislike me Occasionally (3-4
me.
Days);
Frequently (5-7
Days)
Score Range:
Rarely (Less than
1 Day); Some (1-
I could not get During the last week, I 2 Days);
CouldNotGetGoing37
going could not get going. Occasionally (3-4
Days);
Frequently (5-7
Days)
Assessment 38—
Alzheimer’s
1 = Has data
Disease
2 = Assessment data
Assessment Scale Assess38
partial
(ADAS)-
3 = No data
Cognitive
Subscale
ADAS Word Number of words Score Range: 0-
ADASRcll1_38
Recall Trial 1 recalled during trial 1 10
ADAS Word Number of words Score Range: 0-
ADASRcll2_38
Recall Trial 2 recalled during trial 2 10
ADAS Word Number of words Score Range: 0-
ADASRcll3_38
Recall Trial 3 recalled during trial 3 10
Score Range: 0-5
0 = 0-2 incorrect
1 = 3-5 incorrect
ADAS Naming Number of fingers and 2 = 6-8 incorrect
Objects and ADASNaming38 objects named 3 = 9-11 incorrect
Fingers incorrectly 4 = 12-14
incorrect
5 = 15-17
incorrect
ADAS Number of commands
ADASComnds38 Score Range: 0-5
Commands incorrectly performed
Score Range: 0-5
0 = 0 incorrect
1 = 1 incorrect
ADAS 2 = 2 incorrect
Number of forms drawn
Constructional ADASConsPrax38 3 = 3 incorrect
incorrectly
Praxis 4 = 4 incorrect
(but one or more
section was
drawn)
 94

5 = No figures
drawn, no
recognizable
attempt at
drawing any
side/section of
any figure
ADAS Ideational Number of components
ADASIdeaPrax38 Score Range: 0-5
Praxis completed incorrectly
Number of correct
ADAS responses. One point is
ADASOrient38 Score Range: 0-8
Orientation given for each incorrect
response.
Mean number of correct
ADAS Word responses given Score Range: 0-
ADASRcg38
Recognition throughout the three 12
trials
Score Range: 0-5
0 = subject speaks
clearly and/or is
understandable
1 = very mild:
one instance of
lack of
understandability
2 = mild: subject
has difficulty less
than 25% of the
time
Language Ability.
3 = moderate:
ADAS Language ADASLang38 Lower scores indicate
subject has
more fluent speech.
difficulty 25-50%
of the time
4 = moderately
severe: subject
has difficulty
more than 50% of
the time
5 = severe: one-
or two-word
utterances; fluent,
but empty speech;
mute
Score Range: 0-5
0 = None: subject
understands.
1 = Very Mild:
How well the
ADAS one or two
participant understands
Comprehension instances of
ADASSpokenLang38 spoken language. Lower
of Spoken misunderstanding.
scores indicate greater
Language 2 = Mild: 3–5
comprehension.
instances of
misunderstanding.
3 = Moderate:
requires several
 95

repetitions and
rephrasing.
4 = Moderately
Severe: subject
only occasionally
responds
correctly, i.e.,
yes-or-no
questions.
5 = Severe:
subject rarely
responds to
questions
appropriately; not
due to poverty of
speech.

Score Range: 0-5

0=no evidence of
word finding
difficulty in
spontaneous
speech
1=very mild: 1 or
2 instances, not
clinically
significant
2=mild:
noticeable
circumlocution or
synonym
The level of difficulty a
ADAS Word substitution
ADASWordFindDiff38 participant demonstrates
Finding Difficulty 3=moderate: loss
in finding desired words
of words without
compensation on
occasion
4=moderately
severe: frequent
loss of words
without
compensation
5=severe: nearly
total loss of
content of words;
speech sounds
empty; 1–2-word
utterances
Score Range: 0-5
0 = subject never
ADAS Number of times a needs extra
Remembering ADASRemInstruct38 participant needs to be reminders of
Test Instructions reminded of instructions instructions
1 = very mild:
forgets once
 96

2 = mild: must be
reminded 2 times
3 = moderate:
must be reminded
3 or 4 times
4 = moderately
severe: must be
reminded 5 or 6
times
5 = severe: must
be reminded 7 or
more times

Mental Health and AD Screening Data Set: Instruments

Assessment 9.36 Geriatric Depression Scale

This survey asks for your views about your moods. For each question, choose the response that
best describes your answer.
1. Are you basically satisfied with your life?
2. Have you dropped many of your activities or interests?
3. Do you feel that your life is empty?
4. Do you often get bored?
5. Are you hopeful about the future?
6. Are you bothered by thoughts you can’t get out of your head?
7. Are you in good spirits most of the time?
8. Are you afraid that something bad is going to happen to you?
9. Do you feel happy most of the time?
10. Do you often feel hopeless?
11. Do you often get restless and fidgety?
12. Do you prefer to stay at home, rather than going out and doing new things?
13. Do you frequently worry about the future?
14. Do you feel you have more problems with memory than most?
15. Do you think it is wonderful to be alive right now?
16. Do you often feel downhearted and blue?
17. Do you feel pretty worthless the way you are now?
18. Do you worry a lot about the past?
19. Do you find life very exciting?
20. Is it hard for you to get started on new projects?
21. Do you feel full of energy?
Assessment 9.37 Center for Epidemiological Studies-Depression (CESD)
For this survey, respond about how you felt or behaved DURING THE PAST WEEK. For each
question, choose the one response that best describes your answer.
1. During the last week, I was bothered by things that usually don’t bother me.
2. During the last week, I did not feel like eating my appetite was poor.
3. During the last week, I felt that I could not shake off the blues even with the help from
my family or friends.
4. During the last week, I felt that I was just as good as other people.
 97

5. During the last week, I had trouble keeping my mind on what I was doing.
6. During the last week, I felt depressed.
7. During the last week, I felt that everything I did was an effort.
8. During the last week, I felt hopeful about the future.
9. During the last week, I thought my life had been a failure.
10. During the last week, I felt fearful.
11. During the last week, my sleep was restless.
12. During the last week, I was happy.
13. During the last week, I talked less than usual.
14. During the last week, I felt lonely.
15. During the last week, people were unfriendly.
16. During the last week, I enjoyed life.
17. During the last week, I had crying spells.
18. During the last week, I felt sad.
19. During the last week, I felt that people dislike me.
20. During the last week, I could not get going.

Assessment 9.38 Alzheimer’s Disease Assessment Scale- Cognitive Subscale (ADAS-Cog)

For ADAS-Cog instrument and scoring manual, please see the FDA website:
https://www.fda.gov/media/122843/download
 98

Construct 10: Psychosocial

Table of Contents

Sample Sizes By Wave and Task

Section 1: Brief Descriptions of Psychosocial Questionnaires Presented to Subjects

Martin and Park Environmental Demands (MPED) Questionnaire
Daily Activities Questionnaire
Lifetime Cognitive Activities
Need for Cognition Survey (NFC)
Metamemory in Adulthood (MIA) Questionnaire
Self-Concept Clarity (SCC) Survey
Satisfaction with Life Scale
Revised Neuroticism-Extraversion-Openness Personality Inventory (NEO-PI-R)
Big 5 Inventory
Personality Survey
NIH Toolbox Emotion Measures
Scale of Positive and Negative Experience (SPANE)
Psychological Well-being (SWQ)

Section 2: Access to Psychosocial Questionnaire Summary Data

Martin and Park Environmental Demands (MPED) Questionnaire
Daily Activities Questionnaire
Lifetime Cognitive Activities
Need for Cognition Survey (NFC)
Metamemory in Adulthood (MIA) Questionnaire
Self-Concept Clarity (SCC) Survey
Satisfaction with Life Scale
Revised Neuroticism-Extraversion-Openness Personality Inventory (NEO-PI-R)
Big 5 Inventory
Personality Survey
NIH Toolbox Emotion Measures
Scale of Positive and Negative Experience (SPANE)
Psychological Well-being (SWQ)

Section 3: Instruments
Martin and Park Environmental Demands (MPED) Questionnaire
Daily Activities Questionnaire
Lifetime Activities Questionnaire
Need for Cognition (NFC)
Metamemory in Adulthood (MIA) Questionnaire
Self-Concept Clarity (SCC) Survey
Satisfaction with Life Scale
Big 5 Inventory
Personality Survey
 99

NIH Toolbox Emotion Measures

Scale of Positive and Negative Experience (SPANE)
Psychological Well-being (SWQ)

Sample Sizes by Wave and Assessment (subjects with partial data in parentheses)

Assessment Wave 1 Wave 2 Wave 3

MPED 460 291 152
DAQ 460 290(1) 151
LCA 460 291 154(1)
NFC 460 292 151
Metamemory 0 283(1) 132(1)
SCC 460 288 144
SLS 460 289 149
NEO-PI-R 463 0 0
Big5 0 288 136
Personality 459 0 0
a
NIH Emotion 0 297(297) 201
SPANE 90 286 143
b b
SWQ 460(73) 288(37) 146(24)b
Notes on data completeness:
a
NIH Emotion: For wave 2, the summary scores for negative affect, well-being, and social
satisfaction are unavailable.
b
SWQ: For waves 1, 2, and 3, total scores are only available for 387, 251, and 122 participants,
respectively.

Task Descriptions
Assessment 10.39 Martin and Park Environmental Demands (MPED) Questionnaire
Description: This assessment evaluates a participant’s level of daily busyness and routines. The
original published questionnaire had 11 questions: 7 items for busyness and 4 items for routines.
The DLBS questionnaire included two additional questions relating to forgetfulness. On one
question, they rated how busy they are during an average day using a five-point Likert scale
ranging from “not busy at all” to “extremely busy”; the remaining items asked how often they
did various actions on a five-point scale ranging from “never” to “very often”.

Scoring: The variables of interest are a 7-item total busyness score, total routines score, total
forgetfulness score, and a 9-item total busyness score.

Primary Reference:
Martin, M. & Park, D. C. (2003). The Martin and Park Environmental Demands (MPED)
Questionnaire: Psychometric properties of a brief instrument to measure self-reported
environmental demands. Aging Clinical and Experimental Research, 15(1), 77-82.
https://doi.org/10.1007/BF03324483

Assessment 10.40 Daily Activities Questionnaire

 100

Description: Participants were asked how often they participated in the activities that follow
within the last six months: how often they grocery shop, drive a car, do household repairs, etc.
Participants selected the response from: a). Never; b). Less than once every 6 months; c). Once
every 6 months; d). 2 or 3 times every 6 months; e). Once a month; f). 2 or 3 once a month; g).
Once a week; h). 2 or 3 times a week, i). Daily. This questionnaire has 70 questions.

Scoring: Summary scores are available for each of the seven factors: Physical, Self-
Maintenance, Social, Integrative Information Getting, Passive Information Processing, Novel
Information Processing, and Travel.

Primary Reference:
Hultsch, D. F., Hertzog, C., Small, B. J., & Dixon, R. A. (1999). Use it or lose it: Engaged
lifestyle as a buffer of cognitive decline in aging? Psychology and Aging, 14(2), 245-263.
https://doi.org/10.1037/0882-7974.14.2.245

Please note that Hultsch et al., 1999 called the factor integrative information getting "Hobbies
and home maintenance activities”.

Assessment 10.41 Lifetime Cognitive Activities

Description: Participants were asked about the frequency with which they participated in
cognitively stimulating activities in the past and present. This questionnaire has 26 questions.
Each set of questions refers to a specific time period in their life: age 6 (3 items), age 12 (six
items), age 18 (six items), age 40 (five items), and current age (five items). Participants selected
their response from: a). Once a year; b). Several times a year; c). Several times a month; d).
Several times a week; e). Every day or about every day.

Scoring: A total score, lifetime cognitive activities to 18 years old score, lifetime cognitive
activities to 40 years old score, and past lifetime cognitive activities for participants over 40
score are available. Higher scores are indicative of more frequent cognitive activity.
Additionally, a DLBS-specific score is available to identify participants who are younger than 40
years old.

Primary Reference:
Wilson, R., Barnes, L., & Bennett, D. (2003). Assessment of lifetime participation in cognitively
stimulating activities. Journal of Clinical and Experimental Neuropsychology, 25(5),
634-642. https://doi.org/10.1076/jcen.25.5.634.14572

Assessment 10.42 Need for Cognition Survey (NFC)

Description: Cacioppo et al. (1984) operationalize the need for cognition as "the tendency for an
individual to engage in and enjoy effortful cognitive endeavors" (p. 306). Participants rated
whether or not each statement was characteristic of them on a five-point Likert scale ranging
from “extremely uncharacteristic” to “extremely characteristic”. This questionnaire has 18
questions.

Scoring: A need for cognition total score is available.

 101

Primary Reference:
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition.
Journal of Personality Assessment, 48(3), 306-307.
https://doi.org/10.1207/s15327752jpa4803_13

Assessment 10.43 Metamemory in Adulthood (MIA) Questionnaire

Description: This assessment measures knowledge and beliefs about one’s own memory
functioning. This questionnaire has 108 questions. The following abilities are assessed: use of
memory strategies (strategy), knowledge of memory tasks (task), knowledge of own memory
capacities (capacity), attitudes towards own memory: perception of change, memory and state
anxiety (anxiety), memory and achievement motivation (achievement), and locus of control in
memory abilities (locus). For the first 18 items, participants rated on a five-point Likert scale
how often they did a behavior from “never” to “always”; for the remaining items, they rated on a
five-point Likert scale how much they agreed with various statements from “strongly disagree”
to “strongly agree”.

Scoring: Total scores are available for all seven subscales: strategy, task, capacity, change,
anxiety, achievement, and locus.

Primary Reference: Dixon, R. A., Hultsch, D. F., & Hertzog, C. (1988). The Metamemory in
Adulthood (MIA) questionnaire. Psychopharmacology bulletin, 24(4), 671-688.

Assessment 10.44 Self-Concept Clarity (SCC) Survey

Description: Participants rated how well statements regarding the clarity of their concept of self
applied to them on a five-point Likert scale ranging from “disagree strongly” to “agree strongly”
(e.g., “My beliefs about myself seem to change very frequently”). They were asked to rate
themselves as they generally are now, not as they wish to be in the future. Self-concept clarity is
defined by Campbell et al. (1996) as the extent to which “the contents of an individual's self-
concept (e.g., perceived personal attributes) are clearly and confidently defined, internally
consistent, and temporally stable” (p. 141). This task consists of 12 questions. The variable of
interest is a total score of self-concept clarity.

Scoring: A Self-Concept Clarity total score is available and calculated using questions 1-12.

Primary Reference:
Campbell, J. D., Trapnell, P. D., Heine, S. J., Katz, I. M., Lavallee, L. F., & Lehman, D. R.
(1996). Self-concept clarity: Measurement, personality correlates, and cultural
boundaries. Journal of Personality and Social Psychology, 70(1), 141-156.
https://doi.org/10.1037/0022-3514.70.1.141

Assessment 10.45 Satisfaction with Life Scale

Description: Participants were asked for their views about their life in the attempt to assess
global life satisfaction. This questionnaire has 5 questions requiring a rating on a seven-point
Likert scale ranging from “strongly disagree” to “strongly agree”. A self-reflection composite
score is available.
 102

Scoring: A Satisfaction with Life total score is available and calculated using questions 1-5.

Primary Reference:
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale.
Journal of Personality Assessment, 49(1), 71-75.
https://doi.org/10.1207/s15327752jpa4901_13

Assessment 10.46 Revised Neuroticism-Extraversion-Openness Personality Inventory (NEO-

PI-R)
Description: Please note that this questionnaire was administered on Day 2 of Cognitive
Testing, however, it is a comprehensive measure of adult personality, and thus, is included with
the psychosocial data. Participants were asked to rate how well a statement corresponds to their
personality on a five-point Likert scale from “strongly disagree” to “strongly agree”. This
questionnaire has 240 questions that assess five major dimensions of personality: Neuroticism,
Extraversion, Openness, Agreeableness, and Conscientiousness. In addition, there are six facets
or traits that further define each dimension. Only scores are available, refer to publications for
questionnaires.

Scoring: Summary scores are available for each of the five dimensions: Neuroticism,
Extraversion, Openness, Agreeableness, and Conscientiousness. Each of these dimensions also
has six corresponding facet scores (e.g., Neuroticism-Anxiety, Neuroticism-Depression).

Primary References:
Costa P.T., Jr, & McCrae R.R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and
NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological
Assessment Resources.

Costa, P. T., Jr, & McCrae, R. R. (1995). Domains and facets: hierarchical personality
assessment using the revised NEO personality inventory. Journal of personality
assessment, 64(1), 21–50.

Please note that the NEO-PI-R was only administered in wave 1. Personality was assessed in
waves 2-3 with the Big Five Inventory.

Assessment 10.47 Big 5 Inventory

Description: Participants were asked to indicate how well a statement pertaining to personality
applied to them on a five-point Likert scale from “strongly disagree” to “strongly agree”. This
questionnaire has 44 items and is designed to measure the Big Five dimensions of personality.

Scoring: Summary scores are available for each of the five dimensions: Extraversion,
Agreeableness, Conscientiousness, Neuroticism, and Openness.

Primary Reference:
John, O. P., Donahue, E. M., & Kentle, R. L. (1991). The Big Five Inventory--Versions 4a and
54. Berkeley, CA: University of California, Berkeley, Institute of Personality and Social
Research. https://doi.org/10.1037/t07550-000
 103

Please note that this inventory was first administered in wave 2 and was our primary personality
inventory for waves 2-3.

Assessment 10.48 Personality Survey

Description: Participants rated how accurately different statements pertaining to personality
applied to themselves on a five-point Likert scale from “very inaccurate” to “very accurate”.
They were asked to make these ratings based on how they generally are now, not as they wish to
be in the future. This questionnaire has 108 questions.

Scoring: There are two composites: Conscientiousness and Openness. The Conscientiousness
composite is made up of seven facets and the Openness composite is comprised of four facets.
Summary scores are available for each of the eleven facets: orderliness, virtue, traditionalism,
self-control, responsibility, industriousness, intellect, ingenuity, competence, quickness, and
creativity.

Primary References:
Roberts, B. W., Chernyshenko, O. S., Stark, S., & Goldberg, L. R. (2005). The structure of
conscientiousness: An empirical investigation based on seven major personality
questionnaires. Personnel Psychology, 58(1), 103–139. https://doi.org/10.1111/j.1744-
6570.2005.00301.x

Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C., Cloninger, C. R., et al.
(2006). The International Personality Item Pool and the future of public- domain
personality measures. Journal of Research in Personality, 40, 84–96.
http://dx.doi.org/10.1016/j.jrp.2005.08.007.

Please note that the individual facets tend to be better and differential predictors of numerous
outcomes than the composite measures. Also note that the Personality Survey was only
administered in wave 1. Personality was assessed in waves 2-3 with the Big Five Inventory.

Assessment 10.49 NIH Toolbox Emotion Measures

Description: This battery consists of self-report surveys assessing 17 subdomains of emotion:

• NIH Toolbox Anger-Affect Survey: This CAT (computer adaptive test) assesses anger
as an emotion. Participants respond using a 5-point scale ranging from “never” to
“always.”
• NIH Toolbox Anger-Hostility Survey: This 5-item fixed form survey assesses attitudes
of hostility and cynicism. Participants respond using a 7-point scale ranging from
“extremely untrue of me” to “extremely true of me.”
• NIH Toolbox Anger-Physical Aggression Survey: This 5-item fixed form survey
assesses aggression as a behavioral component. Participants respond using a 7-point
scale ranging from “extremely untrue of me” to “extremely true of me.”
• NIH Toolbox Emotional Support Survey: This 8-item fixed form survey assesses
emotional support. Participants respond using a 5-point scale ranging from “never” to
“always.”
 104

• NIH Toolbox Fear-Affect Survey: This CAT self-report measure assesses fear and
anxious misery. Participants respond using a 5-point scale ranging from “never” to
“always.”
• NIH Toolbox Fear-Somatic Arousal Survey: This 6-item fixed form survey assesses
somatic symptoms related to arousal. Participants respond using a 5-point scale
ranging from “not at all” to “extremely.”
• NIH Toolbox Friendship Survey: This 8-item fixed form survey assesses perceptions
of friendship. Participants respond using a 5-point scale ranging from “never” to
“always.”
• NIH Toolbox General Life Satisfaction Survey: This CAT assesses global feelings
and attitudes about one's life. Participants respond using a 5-point or 7-point scale—
depending on item—ranging “strongly disagree” to “strongly agree.”
• NIH Toolbox Instrumental Support Survey: This 8-item fixed form survey assesses
instrumental support. Participants respond using a 5-point scale ranging from “never”
to “always.”
• NIH Toolbox Loneliness Survey: This 5-item fixed form survey assesses perceptions
of loneliness. Participants respond using a 5-point scale ranging from “never” to
“always.”
• NIH Toolbox Meaning and Purpose Survey: This CAT self-report measure assesses
the extent to which participants feel that their life matters or makes sense. Participants
respond using a 5-point scale ranging from “strongly disagree” to “strongly agree,” or
from “not at all” to “very much.”
• NIH Toolbox Perceived Hostility Survey: This fixed form survey assesses perceptions
of hostility. Participants respond using a 5-point scale ranging from “never” to
“always.”
• NIH Toolbox Perceived Rejection Survey: This 8-item fixed form survey measure
assesses perceptions of rejection. Participants respond using a 5-point scale ranging
from “never” to “always.”
• NIH Toolbox Perceived Stress Survey: This fixed form survey assesses how
unpredictable, uncontrollable and overloaded respondents find their lives. Participants
respond using a 5-point scale ranging from “never” to “very often.”
• NIH Toolbox Positive Affect Survey: This CAT assesses both activated (i.e.,
happiness, joy) and unactivated (i.e., serenity, peace) aspects of positive affect.
Participants respond using a 5-point scale ranging from “not at all” to “very much.”
• NIH Toolbox Sadness Survey: This CAT self-report measure assesses negative mood,
negative views of the self, and negative social cognition. Participants respond using a
5-point scale ranging from “never” to “always.”
• NIH Toolbox Self-Efficacy Survey: This CAT self-report measure assesses
respondents' sense of global self-efficacy. Participants respond using a 5-point scale
ranging from “never” to “very often.”

Scoring: Raw scores, Thetas, T-scores, and SEs are available for all surveys listed above. Scores
1 SD or more below the mean (T ≤ 40) suggest low levels, scores 1 SD or more above the mean
(T ≥ 60) suggest high levels, and T-scores ≤ 40 may warrant heightened surveillance or concern.
 105

Caution: Participants in DLBS Wave 2 performed the NIH Toolbox Emotion Measures on a
desktop computer, whereas, participants in DLBS Wave 3 performed the task on an ipad. For
additional details, we refer you to the the NIH Toolbox website:
https://www.healthmeasures.net/explore-measurement-systems/nih-toolbox/obtain-and-
administer-measures.

Primary Reference:
Gershon R. C., Wagster M. V., Hendrie H. C., Fox N. A., Cook K. F., Nowinsky C. J. (2013).
NIH Toolbox for assessment of neurological and behavioral function. Neurology, 80,
S1-S92. https://doi.org/10.1212/WNL.0b013e3182872e5f

Software and Scoring Reference:

NIH Toolbox for the iPad test ver. 2.1
https://nihtoolbox.force.com/s/article/nih-toolbox-scoring-and-interpretation-guide

Assessment 10.50 Scale of Positive and Negative Experience (SPANE)

Description: Participants were asked about what they have been doing and experiencing during
the past four weeks. They were asked to report how frequently they experienced various
emotions on a five-point Likert scale from “very rarely or never” to 5 “very often or always”.
This questionnaire has 12 questions.

Scoring: A score for the frequency of positive emotions (6 questions), frequency of negative
emotions (6 questions), and a total “balance” score of positive and negative emotions were
derived.

Primary Reference:
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, DW, Oishi, S., & Biswas-Diener, R.
(2010). New well-being measures: Short scales to assess flourishing and positive and
negative feelings. Social Indicator Research, 97(2), 143-156.
https://doi.org/10.1007/s11205-009-9493-y

Please note that this questionnaire was only administered to a partial sample of participants in
Wave 1 (n = 90)

Assessment 10.51 Psychological Well-being (SWQ)

Description: Participants were asked for rate how well statements pertaining to psychological
well-being applied to them on five-point Likert scale from “strongly disagree” to “strongly
agree”. This questionnaire has 84 questions. There are six factors: positive relations with others,
autonomy, environmental mastery, personal growth, purpose in life, and self-acceptance, as well
as a composite score.

Scoring: The following items were used to produce each of the 6 factors (reverse score *)
• Positive Relations with Others (1, 7*, 13*, 19, 25, 31*, 37, 43*, 49, 55*, 61*, 67, 73*,
79)
• Autonomy (2*, 8, 14, 20*, 26, 32*, 38, 44*, 50, 56*, 62*, 68, 74*, 80)
• Environmental Mastery (3, 9*, 15*, 21, 27*, 33, 39, 45*, 51, 57, 63*, 69, 75*, 81)
 106

• Personal Growth (4*, 10, 16, 22*, 28, 34*, 40, 46, 52, 58*, 64, 70, 76*, 82*)
• Purpose in Life (5, 11*, 17*, 23, 29*, 35*, 41*, 47, 53, 59, 65*, 71, 77, 83*)
• Self-acceptance (6, 12, 18*, 24*, 30, 36, 42*, 48, 54*, 60*, 66*, 72, 78, 84*)

Primary Reference:
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of
psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-
1081. https://doi.org/10.1037/0022-3514.57.6.1069

Note: This questionnaire is publicly available, but Dr. Ryff requests that institutions or
organizations provide her with the results of their study and any subsequent journal article
citations. Dr. Carol Ryff; University of Wisconsin; Institute on Aging; 2245 Medical Sciences
Center; 1300 University Avenue; Madison, WI 53706; Phone: (608) 262-1818; Fax: (608) 263-
6211; email:[email protected].

Psychosocial Construct: Key to Names and Data Structure in Data Set

Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Construct Name ConstructName Psychosocial
Construct Number ConstructNumber Construct 10
Denotes the data collection
wave. See individual 1 = Wave 1
Wave Wave differences data set for 2 = Wave 2
more detail, including 3 = Wave 3
testing date intervals.
1 = Yes, returned for
wave;
Has Data HasData
2 = No, did not return for
wave
Number of How many assessments
13 Assessments for
Assessments in Data NumAssess make up the psychosocial
Psychosocial
Set data set
Assessment 39— 1 = Has data
Martin and Park 2 = Assessment data
Assess39
Environmental partial
Demands 3 = No data
Summary score for 7-item
busyness measure.
Average of questions 1-5,
8, 9. Higher scores reflect
Martin and Park greater busyness.
Environmental Q. 1: daily busyness
MPEDBusyness7_39 Score Range: 1-5
Demands Busyness Q. 2: too many tasks
Total 7 Items Q. 3: rushing to places
Q. 4: missing rest
Q. 5: missing meals
Q. 8: rushed mornings
Q. 9: delayed bedtime
Summary score for
Martin and Park
MPEDRoutines39 routines measure. Average Score Range: 1-5
Environmental
of questions 10-13. Higher
 107

Demands Routines scores reflect greater

Total routine implementation.
Q. 10: follow routine
Q. 11: routine sleep
Q. 12: routine meals
Q. 13: routine activities
Summary score for
forgetfulness measure.
Martin and Park
Average of questions 6 &
Environmental
MPEDForgetful39 7. Higher scores indicate Score Range: 1-5
Demands
more forgetfulness.
Forgetfulness Total
Q. 6: forget tasks
Q. 7: forget medications
Summary score for 9-item
busyness measure, which
includes the 2 self-
developed forgetfulness
items. Higher scores
reflect greater busyness
and this is an average of
Martin and Park
the below questions.
Environmental
MPEDBusyness9_39 Q. 1: daily busyness Score Range: 1-5
Demands Busyness
Q. 2: too many tasks
Total 9 Items
Q. 3: rushing to places
Q. 4: missing rest
Q. 5: missing meals
Q. 6: forget tasks
Q. 7: forget medications
Q. 8: rushed mornings
Q. 9: delayed bedtime
1 = Has data
Assessment 40—
2 = Assessment data
Daily Activities Assess40
partial
Questionnaire
3 = No data
Average score for how
Daily Activities often one engages in
Questionnaire ActivPhysical40 physical activity, such as Score Range: 1-9
Physical gardening, walking, or
playing tennis
Average score for how
Daily Activities often one engages in self-
Questionnaire Self- ActivSelfMain40 maintenance activities, Score Range: 1-9
maintenance such as preparing a meal
or grocery shopping.
Average score for how
Daily Activities often one engages in social
ActivSocial40 Score Range: 1-9
Questionnaire Social activities, such as visiting
friends.
Average score for how
often one engages in
Daily Activities hobbies and home
Questionnaire ActivInteg40 maintenance activities, Score Range: 1-9
Integrative such as playing an
instrument or repairing
mechanical items
 108

Average score for passive

information processing,
Daily Activities
such as listening to the
Questionnaire
ActivPassInfoProc40 radio or watching a Score Range: 1-9
Passive Information
sporting event. Higher
Processing
scores denote more passive
information processing.
Average score for how
Daily Activities
often one engages in novel
Questionnaire Novel
ActivNovelInfoProc40 processing activities, such Score Range: 1-9
Information
as driving a car or doing a
Processing
crossword puzzle.
Average score for how
Daily Activities often one performs
ActivTravel40 Score Range: 1-9
Questionnaire Travel traveling, such as outside
one’s home state.
Assessment 41— 1 = Has data
Lifetime Cognitive 2 = Assessment data
Assess41
Activities partial
Questionnaire 3 = No data
Average score for total
lifetime cognitive
Lifetime Cognitive activities. Higher scores
LCATot41 Score Range: 1-5
Activities Total denote greater cognitive
activity engagement
during lifetime.
Average score for lifetime
cognitive activities until
Lifetime Cognitive
age 18. Higher scores
Activities to 18 LCA18_41 Score Range: 1-5
denote greater engagement
Years Old
in lifetime cognitive
activities.
Average score for lifetime
cognitive activities until
Lifetime Cognitive
age 40. Higher scores
Activities to 40 LCA40_41 Score Range: 1-5
denote greater engagement
Years Old
in lifetime cognitive
activities.
Score Range: 0-1
Younger than 40
LCAYT40_41 Are you age 41 or older? 0 = Yes
Years Old
1 = No
Average score for past
lifetime cognitive
Past Lifetime
activities for individuals
Cognitive Activities
LCAPastYT40_41 younger than 40 years-old. Score Range: 1-5
for Participants
Higher scores denote
Under 40
greater cognitive activity
engagement.
1 = Has data
Assessment 42—
2 = Assessment data
Need for Cognition Assess42
partial
Survey
3 = No data
Average score questions 1-
Need for Cognition
NFCTot42 18, which assess one’s Score Range: 1-5
Total
need to engage in
 109

cognitively effortful
endeavors. Higher scores
denote greater need for
cognition.
Assessment 43— 1 = Has data
Metamemory in 2 = Assessment data
Assess43
Adulthood partial
Questionnaire 3 = No data
Knowledge and use of
information about one's
Metamemory in remembering abilities so
Adulthood that performance in given
MemStrategy43 Score Range: 0-90
Questionnaire instances is potentially
Strategy improved. High scores
indicate greater use of
strategy.
Knowledge of basic
memory processes,
Metamemory in especially that are
Adulthood MemTask43 interesting as evidenced by Score Range: 0-75
Questionnaire Task how most people perform.
High scores indicate high
knowledge.
Perception of memory
Metamemory in
capacities as evidenced by
Adulthood
MemCapacity43 rating of performance on Score Range: 0-85
Questionnaire
given tasks. High scores
Capacity
indicate greater capacity.
Perception of memory
Metamemory in
abilities as generally stable
Adulthood
MemChange43 or subject to long-term Score Range: 0-85
Questionnaire
decline. High scores
Change
indicate greater stability.
Metamemory in Feelings of stress related
Adulthood to memory performance.
MemAnxiety43 Score Range: 0-70
Questionnaire High scores indicate
Anxiety greater anxiety.
Perceived importance of
Metamemory in
having a good memory
Adulthood
MemAchieve43 and performing well on Score Range: 0-80
Questionnaire
memory tasks. High scores
Achievement
indicate high achievement.
Perceived personal control
Metamemory in over remembering
Adulthood MemLocus43 abilities. High scores Score Range: 0-50
Questionnaire Locus indicate an internal locus
of control.
1 = Has data
Assessment 44—
2 = Assessment data
Self-Concept Clarity Assess44
partial
Survey
3 = No data
Average score of how
Self-Concept Clarity clear, consistent, and
SCCTot44 Score Range: 1-5
Total stable one’s self-concept
is. High score indicates
 110

greater self-concept
clarity.
1 = Has data
Assessment 45—
2 = Assessment data
Satisfaction with Life Assess45
partial
Scale
3 = No data
Average score of one’s life
Satisfaction with Life satisfaction. High score
SatisfacLifeTot45 Score Range: 1-7
Total indicates greater life
satisfaction.
Assessment 46—
Revised 1 = Has data
Neuroticism- 2 = Assessment data
Assess46
Extraversion- partial
Openness Personality 3 = No data
Inventory
Average score of anxiety.
Higher scores here, and for
NEO PI-R
NEONeurAnx46 the below NEO variables, Score Range: 0-4
Neuroticism: Anxiety
indicate stronger trait
expression.
NEO PI-R
Average score of anger
Neuroticism: Anger NEONeurAngerHos46 Score Range: 0-4
and hostility.
Hostility
NEO PI-R
Average score of
Neuroticism: NEONeurDep46 Score Range: 0-4
depression.
Depression
NEO PI-R
Average score of self-
Neuroticism: Self- NEONeurSelfCon46 Score Range: 0-4
consciousness.
Consciousness
NEO PI-R
Average score of
Neuroticism: NEONeurImp46 Score Range: 0-4
impulsiveness.
Impulsiveness
NEO PI-R
Average score of
Neuroticism: NEONeurVuln46 Score Range: 0-4
vulnerability.
Vulnerability
NEO PI-R
Extraversion: NEOExtWarm46 Average score of warmth. Score Range: 0-4
Warmth
NEO PI-R
Average score of
Extraversion: NEOExtGreg46 Score Range: 0-4
gregariousness.
Gregariousness
NEO PI-R
Average score of
Extraversion: NEOExtAssert46 Score Range: 0-4
assertiveness.
Assertiveness
NEO PI-R
Extraversion: NEOExtActiv46 Average score of activity. Score Range: 0-4
Activity
NEO PI-R
Average score of
Extraversion: NEOExtExcit46 Score Range: 0-4
excitement-seeking.
Excitement-seeking
NEO PI-R
Average score of positive
Extraversion: NEOExtPosEmo46 Score Range: 0-4
emotions.
Positive emotions
 111

NEO PI-R Openness: Average score of openness

NEOOpenFant46 Score Range: 0-4
Fantasy to fantasy.
NEO PI-R Openness: Average score of openness
NEOOpenAest46 Score Range: 0-4
Aesthetics to aesthetics.
NEO PI-R Openness: Average score of openness
NEOOpenFeel46 Score Range: 0-4
Feelings about feelings.
NEO PI-R Openness: Average score of openness
NEOOpenAct46 Score Range: 0-4
Actions to actions.
NEO PI-R Openness: Average score of openness
NEOOpenIdea46 Score Range: 0-4
Ideas to ideas.
NEO PI-R Openness: Average score of openness
NEOOpenValue46 Score Range: 0-4
Values to values.
NEO PI-R
NEOAgreeTrust46 Average score of trust. Score Range: 0-4
Agreeableness: Trust
NEO PI-R
Average score of
Agreeableness: NEOAgreeStrait46 Score Range: 0-4
straightforwardness.
Straightforwardness
NEO PI-R
Agreeableness: NEOAgreeAltur46 Average score of altruism. Score Range: 0-4
Altruism
NEO PI-R
Average score of
Agreeableness: NEOAgreeCompli46 Score Range: 0-4
compliance.
Compliance
NEO PI-R
Agreeableness: NEOAgreeMod46 Average score of modesty. Score Range: 0-4
Modesty
NEO PI-R
Average score of tender-
Agreeableness: NEOAgreeTend46 Score Range: 0-4
mindedness.
Tender-mindedness
NEO PI-R
Average score of
Conscientiousness: NEOConComp46 Score Range: 0-4
competence.
Competence
NEO PI-R
Conscientiousness: NEOConOrder46 Average score of order. Score Range: 0-4
Order
NEO PI-R
Average score of
Conscientiousness: NEOConDuti46 Score Range: 0-4
dutifulness.
Dutifulness
NEO PI-R
Average score of
Conscientiousness: NEOConAchieve46 Score Range: 0-4
achievement striving.
Achievement striving
NEO PI-R
Average score of self-
Conscientiousness: NEOConSelfDis46 Score Range: 0-4
discipline.
Self-discipline
NEO PI-R
Average score of
Conscientiousness: NEOConDelib46 Score Range: 0-4
deliberation.
Deliberation
Summary score of
NEO PI-R conscientiousness, which
Conscientiousness NEOConTot46 is a measure of effective Score Range: 0-4
Total planning, organization,
and impulse control.
Summary score of
NEO PI-R
NEOAgreeTot46 agreeableness or how Score Range: 0-4
Agreeableness Total
trusting, altruistic, and
 112

cooperative one is with

others.
Summary score of
neuroticism, which is a
NEO PI-R
NEONeurTot46 measure of emotional Score Range: 0-4
Neuroticism Total
instability and degree of
negative emotions.
Summary score of
extraversion, which is a
NEO PI-R
NEOExtTot46 measure of how sociable, Score Range: 0-4
Extraversion Total
assertive, outgoing, and
excitement-seeking one is.
Summary score of
NEO PI-R Openness openness to new
NEOOpenTot46 Score Range: 0-4
Total experiences and learning
new information.
1 = Has data
Assessment 47— 2 = Assessment data
Assess47
Big-Five Inventory partial
3 = No data
Average score of
extraversion, which is a
Big-Five Inventory
Big5Ext47 measure of how sociable, Score Range: 1-5
Extraversion
assertive, outgoing, and
excitement-seeking one is.
Average score of
agreeableness, or how
Big-Five Inventory
Big5Agree47 trusting, altruistic, and Score Range: 1-5
Agreeableness
cooperative one is with
others.
Average score of
conscientiousness, which
Big-Five Inventory is a measure of how
Big5Con47 Score Range: 1-5
Conscientiousness effective one is in
planning, organization,
and impulse control.
Average score of
neuroticism, which is a
Big-Five Inventory measure of how emotional
Big5Neur47 Score Range: 1-5
Neuroticism instable one is and their
degree of negative
emotions.
Average score of openness
to new experiences and
learning new information.
Big-Five Inventory
Big5Open47 Higher scores denote Score Range: 1-5
Openness
greater openness to new
experience and learning
new information.
1 = Has data
Assessment 48— 2 = Assessment data
Assess48
Personality Survey partial
3 = No data
Personality Survey Average score of
PersonOrder48 Score Range: 1-5
Orderliness orderliness. Higher scores
 113

indicate greater
orderliness.
Average score of virtue.
Personality Survey
PersonVirtue48 Higher scores indicate Score Range: 1-5
Virtue
greater virtue.
Average score of
Personality Survey traditionalism. Higher
PersonTrad48 Score Range: 1-5
Traditionalism scores indicate greater
traditionalism.
Average score of self-
Personality Survey control. Higher scores
PersonSelfCont48 Score Range: 1-5
Self-Control indicate greater self-
control.
Average score of
Personality Survey responsibility. Higher
PersonRespon48 Score Range: 1-5
Responsibility scores indicate greater
responsibility.
Average score of
Personality Survey industriousness. Higher
PersonIndust48 Score Range: 1-5
Industriousness scores indicate greater
industriousness.
Average score of intellect.
Personality Survey
PersonIntel48 Higher scores indicate Score Range: 1-5
Intellect
greater intellect.
Average score of
Personality Survey
PersonIngen48 ingenuity. Higher scores Score Range: 1-5
Ingenuity
indicate greater ingenuity.
Average score of
Personality Survey competence. Higher scores
PersonComp48 Score Range: 1-5
Competence indicate greater
competence.
Average score of
Personality Survey
PersonQuick48 quickness. Higher scores Score Range: 1-5
Quickness
indicate greater quickness.
Average score of
Personality Survey
PersonCreat48 creativity. Higher scores Score Range: 1-5
Creativity
indicate greater creativity.
1 = Has data
Assessment 49—
2 = Assessment data
NIH Toolbox Assess49
partial
Emotion Assessment
3 = No data
NIH Toolbox Anger
NIHAngerAffCatRaw49 Raw scale score Score Range: 0-30
Affect Raw
NIH Toolbox Anger
NIHAngerAffCatTheta49 Theta score Score Range: -4-4
Affect Theta
t-score comparing the test-
taker to those in the NIH
NIH Toolbox Anger Mean = 50, Standard
NIHAngerAffCatT49 Toolbox nationally
Affect T-Score Deviation = 10
representative normative
sample
NIH Toolbox Anger
NIHAngerAffCatSE49 Standard error of score Score Range: 1-8
Affect SE
NIH Toolbox Anger-
NIHAngerHostFfRaw49 Raw scale score Score Range: 0-30
Hostility Raw
 114

NIH Toolbox Anger-

NIHAngerHostFfTheta49 Theta score Score Range: -4-4
Hostility Theta
t-score comparing the test-
taker to those in the NIH
NIH Toolbox Anger- Mean = 50, Standard
NIHAngerHostFfT49 Toolbox nationally
Hostility T-Score Deviation = 10
representative normative
sample
NIH Toolbox Anger-
NIHAngerHostFfSE49 Standard error of score Score Range: 1-8
Hostility SE
NIH Toolbox Anger-
Physical Aggression NIHAngerPAFfRaw49 Raw scale score Score Range: 0-35
Raw
NIH Toolbox Anger-
Physical Aggression NIHAngerPAFfTheta49 Theta score Score Range: -4-4
Theta
t-score comparing the test-
NIH Toolbox Anger- taker to those in the NIH
Mean = 50, Standard
Physical Aggression NIHAngerPAFfT49 Toolbox nationally
Deviation = 10
T-Score representative normative
sample
NIH Toolbox Anger-
Physical Aggression NIHAngerPAFfSE49 Standard error of score Score Range: 1-8
SE
NIH Toolbox
Emotional Support NIHEmoSupportFfRaw49 Raw scale score Score Range: 0-40
Raw
NIH Toolbox
Emotional Support NIHEmoSupportFfTheta49 Theta score Score Range: -4-4
Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Emotional Support NIHEmoSupportFfT49 Toolbox nationally
Deviation = 10
T-Score representative normative
sample
NIH Toolbox
Emotional Support NIHEmoSupportFfSE49 Standard error of score Score Range: 1-8
SE
NIH Toolbox Fear-
NIHFearAffCatRaw49 Raw scale score Score Range: 0-30
Affect CAT Raw
NIH Toolbox Fear-
NIHFearAffCatTheta49 Theta score Score Range: -4-4
Affect CAT Theta
t-score comparing the test-
taker to those in the NIH
NIH Toolbox Fear- Mean = 50, Standard
NIHFearAffCatT49 Toolbox nationally
Affect CAT T-Score Deviation = 10
representative normative
sample
NIH Toolbox Fear-
NIHFearAffCatSE49 Standard error of score Score Range: 1-8
Affect CAT SE
NIH Toolbox Fear-
Somatic Arousal NIHFearArousalFfRaw49 Raw scale score Score Range: 0-30
Raw
NIH Toolbox Fear-
Somatic Arousal NIHFearArousalFfTheta49 Theta score Score Range: -4-4
Theta
 115

t-score comparing the test-

NIH Toolbox Fear- taker to those in the NIH
Mean = 50, Standard
Somatic Arousal T- NIHFearArousalFfT49 Toolbox nationally
Deviation = 10
Score representative normative
sample
NIH Toolbox Fear-
NIHFearArousalFfSE49 Standard error of score Score Range: 1-8
Somatic Arousal SE

NIH Toolbox
NIHFriendFfRaw49 Raw scale score Score Range: 0-40
Friendship FF Raw

NIH Toolbox
NIHFriendFfTheta49 Theta score Score Range: -4-4
Friendship FF Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Friendship FF T- NIHFriendFfT49 Toolbox nationally
Deviation = 10
Score representative normative
sample
NIH Toolbox
NIHFriendFfSE49 Standard error of score Score Range: 1-8
Friendship FF SE
NIH Toolbox
General Life
NIHGenLifeSatCatRaw49 Raw scale score Score Range: 0-60
Satisfaction CAT
Raw
NIH Toolbox
General Life
NIHGenLifeSatCatTheta49 Theta score Score Range: -4-4
Satisfaction CAT
Theta
t-score comparing the test-
NIH Toolbox
taker to those in the NIH
General Life Mean = 50, Standard
NIHGenLifeSatCatT49 Toolbox nationally
Satisfaction CAT T- Deviation = 10
representative normative
Score
sample
NIH Toolbox
General Life NIHGenLifeSatCatSE49 Standard error of score Score Range: 1-8
Satisfaction CAT SE
NIH Toolbox
Instrumental Support Raw scale score Score Range: 0-40
FF Raw NIHInstSupportFfRaw49
NIH Toolbox
Instrumental Support NIHInstSupportFfTheta49 Theta score Score Range: -4-4
FF Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Instrumental Support NIHInstSupportFfT49 Toolbox nationally
Deviation = 10
FF T-Score representative normative
sample
NIH Toolbox
Instrumental Support NIHInstSupportFfSE49 Standard error of score Score Range: 1-8
FF SE
NIH Toolbox
NIHLonelinessFfRaw49 Raw scale score Score Range: 0-30
Loneliness FF Raw
 116

NIH Toolbox
NIHLonelinessFfTheta49 Theta score Score Range: -4-4
Loneliness FF Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Loneliness FF T- NIHLonelinessFfT49 Toolbox nationally
Deviation = 10
Score representative normative
sample
NIH Toolbox
NIHLonelinessFfSE49 Standard error of score Score Range: 1-8
Loneliness FF SE
NIH Toolbox
Meaning and NIHMeaningPurpCatRaw49 Raw scale score Score Range: 0-60
Purpose CAT Raw
NIH Toolbox
Meaning and NIHMeaningPurpCatTheta49 Theta score Score Range: -4-4
Purpose CAT Theta
t-score comparing the test-
NIH Toolbox
taker to those in the NIH
Meaning and Mean = 50, Standard
NIHMeaningPurpCatT49 Toolbox nationally
Purpose CAT T- Deviation = 10
representative normative
Score
sample
NIH Toolbox
Meaning and NIHMeaningPurpCatSE49 Standard error of score Score Range: 1-8
Purpose CAT SE
NIH Toolbox
Perceived Hostility NIHPerHostFfRaw49 Raw scale score Score Range: 0-35
FF Raw
NIH Toolbox
Perceived Hostility NIHPerHostFfTheta49 Theta score Score Range: -4-4
FF Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Perceived Hostility NIHPerHostFfT49 Toolbox nationally
Deviation = 10
FF T-Score representative normative
sample
NIH Toolbox
Perceived Hostility NIHPerHostFfSE49 Standard error of score Score Range: 1-8
FF SE
NIH Toolbox
Perceived Rejection NIHPerRejectFfRaw49 Raw scale score Score Range: 0-30
FF Raw
NIH Toolbox
Perceived Rejection NIHPerRejectFfTheta49 Theta score Score Range: -4-4
FF Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Perceived Rejection Toolbox nationally
NIHPerRejectFfT49 Deviation = 10
FF T-Score representative normative
sample
NIH Toolbox
Perceived Rejection NIHPerRejectFfSE49 Standard error of score Score Range: 1-8
FF SE
NIH Toolbox
Perceived Stress FF Raw scale score Score Range: 0-45
Raw NIHPerStressFfRaw49
 117

NIH Toolbox
Perceived Stress FF NIHPerStressFfTheta49 Theta score Score Range: -4-4
Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Perceived Stress FF NIHPerStressFfT49 Toolbox nationally
Deviation = 10
T-Score representative normative
sample
NIH Toolbox
Perceived Stress FF NIHPerStressFfSE49 Standard error of score Score Range: 1-8
SE
NIH Toolbox
Positive Affect CAT NIHPosAffectCatRaw49 Raw scale score Score Range: 0-60
Raw
NIH Toolbox
Positive Affect CAT NIHPosAffectCatTheta49 Theta score Score Range: -4-4
Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Positive Affect CAT NIHPosAffectCatT49 Toolbox nationally
Deviation = 10
T-Score representative normative
sample
NIH Toolbox
Positive Affect CAT NIHPosAffectCatSE49 Standard error of score Score Range: 1-8
SE
NIH Toolbox
NIHSadnessCatRaw49 Raw scale score Score Range: 0-30
Sadness CAT Raw

NIH Toolbox
NIHSadnessCatTheta49 Theta score Score Range: -4-4
Sadness CAT Theta
t-score comparing the test-
NIH Toolbox taker to those in the NIH
Mean = 50, Standard
Sadness CAT T- NIHSadnessCatT49 Toolbox nationally
Deviation = 10
Score representative normative
sample
NIH Toolbox
NIHSadnessCatSE49 Standard error of score Score Range: 1-8
Sadness CAT SE

NIH Toolbox Self-

NIHSelfEfficCatRaw49 Raw scale score Score Range: 0-40
Efficacy CAT Raw

NIH Toolbox Self-

NIHSelfEfficCatTheta49 Theta score Score Range: -4-4
Efficacy CAT Theta
t-score comparing the test-
NIH Toolbox Self- taker to those in the NIH
Mean = 50, Standard
Efficacy CAT T- NIHSelfEfficCatT49 Toolbox nationally
Deviation = 10
Score representative normative
sample
NIH Toolbox Self-
NIHSelfEfficCatSE49 Standard error of score Score Range: 1-8
Efficacy CAT SE
NIH Negative Affect Negative Affect summary
NIHNegAffSum49 Score Range: 10-75
Summary Score score
 118

NIH Psychological
Psychological Well-Being
Well-Being NIHWellBeingSum49 Score Range: 10-75
summary score
Summary Score
NIH Social
Social Satisfaction
Satisfaction NIHSocialSatSum49 Score Range: 10-75
summary score
Summary Score
1 = Has data
Assessment 50—
2 = Assessment data
Scale of Positive and Assess50
partial
Negative Emotions
3 = No task data
A summed score
Scale of Positive and indicating the amount of
Negative Emotions: SPANEPos50 positive emotions Score Range: 6-30
Positive Score experienced in the past
four weeks.
A summed score
Scale of Positive and indicating the amount of
Negative Emotions: SPANENeg50 negative emotions Score Range: 6-30
Negative Score experienced in the past
four weeks.
An overall score of
emotions experienced in
Scale of Positive and
the past four weeks.
Negative Emotions: SPANEBal50 Score Range: -24 to 24
SPANE Positive total
Balance Score
minus SPANE Negative
total
1 = Has data
Assessment 51—
2 = Assessment data
Psychological Well- Assess51
partial
being
3 = No data
Average score of positive
relationships with others,
Psychological Well- which is the ability to
being: Positive achieve warm, trusting
SWQRelWOther51 Score Range: 0-5
Relations with interpersonal relationships.
Others Higher scores indicate
greater positive
relationship with others.
Average score of
autonomy, or self-
determination,
independence, and
Psychological Well-
SWQAuto51 evaluating oneself by Score range: 0-5
being: Autonomy
personal standards instead
of outward approval.
Higher scores indicate
greater autonomy.
Average score of
environmental mastery,
Psychological Well- which is an individual’s
being: Environmental SWQEnvirMast51 ability to choose, create, Score range: 0-5
Mastery and take advantage of
environmental
opportunities. Higher
 119

scores indicate greater

environmental mastery.
Average score of personal
growth, or one’s continued
Psychological Well-
commitment to develop as
being: Personal SWQPersonGrow51 Score range: 0-5
a person. Higher scores
Growth
indicate greater personal
growth.
Average score of purpose
in life, or a feeling of
Psychological Well- meaning, sense of
being: Purpose in SWQPurposeLife51 directedness, and Score range: 0-5
Life intentionality. Higher
scores indicate greater
purpose in life.
Average score of self-
acceptance or holding
Psychological Well-
positive attitudes towards
being: Self- SWQSelfAccept51 Score range: 0-5
oneself. Higher scores
acceptance
indicate greater self-
acceptance.
Total average score of
psychological well-being.
Psychological Well-
SWQTot51 Higher scores are Score range: 1-5
being Total
indicative of greater
psychological well-being.

Psychosocial Data Set: Instruments

Assessment 10.39 Martin and Park Environmental Demands (MPED) Questionnaire

1. How busy are you during an average day?
2. How often do you have too many things to do each day to actually get them all done?
3. How often do you find yourself rushing from place to place trying to get appointments or
to get things done?
4. How often are you so busy that you miss scheduled breaks or rest periods?
5. How often are you so busy that you miss your regular meal times?
6. How often are you so busy that you forget what you are supposed to do?
7. How often are you so busy that you cannot take you medications when you are supposed
to take them?
8. How often do you rush out of the house in the morning to get to where you need to be?
9. How often do you have so many things to do that you go to bed later than you regular
bedtime?
10. How often do your days follow a basic routine?
11. How often do you get out of bed in the morning and go to bed at night at about the same
time?
12. How often do you eat all of your meals at about the same time each day and night?
13. How often do you engage in activities at home at specific time (i.e. read the paper after
work, watch a particular television show, spend time with children, work on hobbies,
etc.)?
 120

Assessment 10.40 Daily Activities Questionnaire

1. I prepare a meal
2. I do housework (dishes, laundry, vacuuming, etc.)
3. I go grocery shopping
4. I go shopping at a mall or downtown
5. I drive a car
6. I take a bus
7. I take care of someone in my family (invalid or disabled)
8. I take care of one or more pets
9. I do household repairs (painting, leaky faucets, etc.)
10. I repair a car, lawn mower, or other mechanical device
11. I purchase a new item requiring some set-up or assembly
12. I do woodworking, carpentry, or furniture refinishing
13. I play a musical instrument
14. I engage in creative writing, writing poems, writing newspaper articles, etc.
15. I engage in photography
16. I collect stamps, coins, dolls or other memorabilia
17. I engage in sewing, knitting, or needlework
18. I engage in painting, sculpting, ceramics, drawing, etc.
19. I participate in a theatrical activity
20. I sing in a choir
21. I garden indoors or outdoors
22. I engage in exercise activities such as jogging, swimming, bicycling, or walking
23. I engage in outdoor activities such as sailing, fishing, or backpacking
24. I engage in recreational sports such as tennis, bowling, or golf
25. I work crossword puzzles, acrostics, or anagrams
26. I play card games such as Pinochle or Bridge
27. I do jigsaw puzzles
28. I play board games such as chess and checkers
29. I play knowledge games such as Trivial Pursuit
30. I play word games such as Scrabble
31. I read newspapers
32. I read books or magazines for leisure
33. I read books or magazines as part of my job, career, or formal education
34. I go to the library
35. I watch news programs on television
36. I watch documentary or educational programs on television
37. I watch game shows such as Wheel of Fortune on television
38. I watch comedy or adventure programs on television
39. I watch continuing dramas on television
40. I listen to radio programs
41. I write a letter (to a friend, relative, business, etc.)
42. I program software for a personal computer
43. I use pre-programmed software on a personal computer
44. I use an electronic calculator
45. I balance a check book
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46. I prepare my own income taxes

47. I prepare someone else's income taxes
48. I do arithmetic or mathematical calculations
49. I attend films (travel films, commercial movies, etc.)
50. I attend a concert or a play
51. I attend a public lecture or talk
52. I attend sports events such as hockey, soccer, football, baseball, lawn bowling, or cricket
53. I eat out at a restaurant
54. I visit a physician, dentist, or other professional
55. I visit relatives, friends or neighbors
56. I give a dinner or a party for friends
57. I attend religious services
58. I engage in prayer, meditation, or philosophical contemplation
59. I attend meetings of service organizations such as Lions, Rotary, or Seniors Serving
Seniors
60. I attend meeting of clubs (hobby club, book club, discussion club, etc.)
61. I give a public talk or lecture (to a club, service organization, etc.)
62. I do volunteer work for an organization such as a hospital, church, school, or political
party
63. I engage in business activities such as investments or real estate transactions not related
to my job or career
64. I engage in an on-the-job training program
65. I enroll in a course at a college or university
66. I enroll in a correspondence course
67. I study or practice a language other than my native tongue
68. I travel away from my home, but within my home state
69. I travel outside my home state, but within the United States:
70. I travel in a foreign country

Assessment 10.41 Lifetime Cognitive Activities

1. At age 6 how often did someone in your home read to you?
2. At age 6 how often did you play games (i.e. Cards, puzzles, checkers)?
3. At age 6 how often did someone in your home tell you stories?
4. At age 12 how often did you visit the library
5. At age 12 how often did you read newspapers?
6. At age 12 how often did you read magazines?
7. Age at 12 how often did you read books?
8. At age 12 how often did you write letters/ emails?
9. At age 12 how often did you play games (i.e. cards, puzzles, checkers)?
10. At age 18 how often did you visit the library?
11. At age 18 how often did you read newspapers?
12. At age 18 how often did you read magazines?
13. At age 18 how often did you read books?
14. At age 18 how often did you write letters/emails?
15. At age 18 how often did you play games (i.e. cards, puzzles, checkers)?
16. Are you age 41 or older?
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17. At age 40 how often did you read newspapers?

18. At age 40 how often did you read magazines?
19. At age 40 how often did you read books?
20. At age 40 how often did you write letters/emails?
21. At age 40 how often did you play games (i.e. cards, puzzles, checkers)?
22. Currently, how often do you read newspapers?
23. Currently, how often do you read magazines?
24. Currently, how often do you read books?
25. Currently, how often do you write letters/emails?
26. Currently, how often do you play games (i.e. cards, puzzles, checkers)?

Assessment 10.42 Need for Cognition Survey (NFC)

1. I prefer complex to simple problems.
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
3. Thinking is not my idea of fun.
4. I would rather do something that requires little thought than something that is sure to
challenge m abilities.
5. I try to anticipate and avoid situations where there is a likely chance I will have to think
in depth about something.
6. I find satisfaction in deliberation for long hours.
7. I only think as hard as I have to.
8. I prefer to think about small daily projects rather than long-term ones.
9. I like tasks that require little thought once I’ve learned them.
10. The idea of relying on thought to make my own way to the top appeals to me.
11. I really enjoy a task that involves coming up with new solutions to problems.
12. Learning new ways to think doesn’t excite me much.
13. I prefer my life to be filled with problems that I must solve.
14. The notion of thinking abstractly is appealing to me.
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat
important but does not require much thought.
16. I feel relief rather than satisfaction after completing a task that requires a lot of mental
effort.
17. It’s enough for me that something gets the job done; I don’t care how or why it works.
18. I usually end up deliberating about issues even when they do not affect me personally.

Assessment 10.43 Metamemory in Adulthood (MIA) Questionnaire

Different people use their memory in different ways in their everyday lives. For example, some
people make shopping lists, whereas others do not. Some people are good at remembering
names, whereas others are not. In this questionnaire, we would like you to tell us how you use
your memory and how you feel about it. There are no right or wrong answers to these questions
because people are different. Please take your time and answer each of these questions to the best
of your ability.
1. For most people, facts that are interesting are easier to remember than facts that are not.
2. I am good at remembering names.
3. Do you keep a list of otherwise not important dates, such as birthdays or anniversaries?
4. It is important to me to have a good memory.
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5. I get upset when I cannot remember something.

6. When you are looking for something you have recently misplaced, do you try to retrace
your steps to locate it?
7. I think a good memory is something of which to be proud.
8. I find it harder to remember things when I am upset.
9. I am good at remembering birthdates.
10. I can remember things as well as always.
11. When you have not finished reading a book or magazine, do you somehow note the place
where you have stopped?
12. I get anxious when I am asked to remember something.
13. It bothers me when others notice my memory failures.
14. I'm less efficient at remembering things now than I used to be.
15. I have difficulty remembering things when I'm anxious.
16. The older I get the harder it is to remember clearly.
17. Do you think about the day's activities at the beginning of the day so you can remember
what you are supposed to do?
18. I am just as good at remembering as I ever was.
19. I have no trouble keeping track of my appointments.
20. For most people, it is easier to remember information they need to use immediately than
information they will not use for a long time.
21. Most people find it easier to remember directions to places they want or need to go than
to places they know they will never be going.
22. I am usually uneasy when I attempt a problem that requires me to use my memory.
23. I feel jittery if I have to introduce someone I just met.
24. Having a better memory would be nice but it is not very important.
25. Do you post reminders of things you need to do in a prominent place, such as on bulletin
boards or note boards?
26. It does not bother me when my memory fails.
27. I am poor at remembering trivia.
28. I am much worse now at remembering the content of news articles and broadcasts than I
was 10 years ago.
29. Do you routinely keep things in a familiar spot so you won't forget them when you need
to locate them?
30. Compared to 10 years ago, I am much worse at remembering titles of books, films, or
plays.
31. For most people it is easier to remember words they want to use than words they know
they will never use.
32. I remember my dreams much less now than 10 years ago.
33. I can't expect to be good at remembering zip codes at my age.
34. Most people find it easier to remember the names of people they especially dislike than
people they hardly notice.
35. I have little control over my memory ability.
36. When you want to take something with you, do you leave it in an obvious, prominent
place, such as putting your suitcase in front of the door?
37. I think it is important to work at sustaining my memory abilities.
38. I misplace things more frequently now than when I was younger.
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39. As people get older they tend to forget where they put things more frequently.
40. I work hard at trying to improve my memory.
41. Compared to 10 years ago, I now forget many more appointments.
42. If I am put on the spot to remember names, I know I will have difficulty doing it.
43. For most people, it is easier to remember the names of people they especially like than
people that don't mean very much to them.
44. Most people find it easier to remember words they understand than words that don't mean
very much to them.
45. My memory for important events has improved over the last 10 years.
46. I admire people who have good memories.
47. My friends often notice my memory ability.
48. When you try to remember people you have met, do you associate names and faces?
49. I am good at remembering the order that events occurred.
50. For most people, words they have seen or heard before are easier to remember than words
that are totally new to them.
51. Familiar things are easier to remember than unfamiliar things.
52. I am good at remembering conversations I have had.
53. I would feel on edge right now if I had to take a memory test or something similar.
54. My memory for phone numbers will decline as I get older.
55. I often notice my friends' memory ability.
56. My memory for dates has greatly declined in the last 10 years.
57. When you have trouble remembering something, do you try to remember something
similar in order to help you remember?
58. My memory for names has declined greatly in the last 10 years.
59. I often forget who was with me at events I have attended.
60. Do you consciously attempt to reconstruct the day's events in order to remember
something?
61. As long as I exercise my memory, it will not decline.
62. I am good at remembering the places I have been.
63. I know if I keep using my memory I will never lose it.
64. Do you try to relate something you want to remember to something else, hoping that this
will increase the likelihood of your remembering later?
65. It's important that I am very accurate when remembering names of people.
66. When I am tense and uneasy at a social gathering, I cannot remember names very well.
67. Do you try to concentrate hard on something you want to remember?
68. It's important that I am very accurate when remembering significant dates.
69. It's up to me to keep my remembering abilities from deteriorating.
70. When someone I don't know very well asks me to remember something, I get nervous.
71. I have no trouble remembering where I have put things.
72. It is easier for most people to remember things that are unrelated to each other than things
that are related.
73. Even if I work on it, my memory ability will go downhill.
74. Most people find it easier to remember concrete things than abstract things.
75. Do you make mental images or pictures to help you remember?
76. I know of someone in my family whose memory improved significantly in old age.
77. I am good at remembering things like recipes.
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78. I get anxious when I have to do something I haven't done for a long time.
79. It bothers me when I forget an appointment.
80. Most people find it easier to remember things that happen to them than things that happen
to others.
81. Do you mentally repeat something you are trying to remember?
82. My memory has improved greatly in the past 10 years.
83. I like to remember things on my own, without relying on other people to remind me.
84. I get tense and anxious when I feel my memory is not as good as other people's.
85. Do you ask other people the remind you of something?
86. I'm highly motivated to remember new things I learn.
87. I do not get flustered when I am put on the spot to remember new things.
88. I am good at remembering titles of books, films, or plays.
89. My memory has declined greatly in the last 10 years.
90. For most people it is easier to remember things in which they are most interested than
things in which they are less interested.
91. I have no trouble remembering lyrics of songs.
92. My memory will get better as I get older.
93. It is easier for most people to remember bizarre things than usual things.
94. Do you write yourself reminder notes?
95. I am good at remembering names of musical selections.
96. Most people find it easier to remember visual things than verbal things.
97. After I have read a book, I have no difficulty remembering factual information from it.
98. Do you write appointments on a calendar to help you remember them?
99. I would feel very anxious if I visited a new place and had to remember how to find my
way back.
100. I am good at remembering the content of news articles and broadcasts.
101. No matter how hard a person works on his memory, it cannot be improved very much.
102. If I were to work on my memory I could improve it.
103. It gives me great satisfaction to remember things I thought I had forgotten.
104. Remembering the plots of stories and novels is easy for me.
105. I am usually able to remember exactly where I read or heard a specific thing.
106. I think a good memory comes mostly from working at it.
107. Most people find it easier to remember unorganized things than organized things.
108. Do you write shopping lists?

Assessment 10.44 Self-Concept Clarity (SCC) Survey

This survey asks for your views about yourself. For each question, choose the response that best
describes your answer.
1. My beliefs about myself often conflict with one another.
2. On one day I might have one opinion of myself and on another day I might have a
different opinion.
3. I spend a lot of time wondering what kind of person I really am.
4. Sometimes, I feel that I am not really the person that I appear to be.
5. When I think about the kind of person I have been in the past, I’m not sure what I was
really like.
6. I seldom experience conflict between the different aspects of my personality.
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7. Sometimes I think I know other people better than I know myself.

8. My beliefs about myself seem to change very frequently.
9. If I were asked to describe my personality, my description might end up being different
from one day to another.
10. Even if I wanted to, I don’t think I could tell someone what I’m really like.
11. In general, I have a clear sense of who I am and what I am.
12. It is often hard for me to make up my mind about things because I don’t really know what
I want.

Assessment 10.45 Satisfaction with Life Scale

This survey asks for your views about your life. For each question, choose the response that best
describes your answer.
1. In most ways my life is close to my ideal.
2. The conditions of my life are excellent.
3. I am satisfied with my life.
4. So far I have gotten the important things I want in life.
5. If I could live my life over, I would change almost nothing.

Assessment 10.46 Revised Neuroticism-Extraversion-Openness Personality Inventory (NEO-

PI-R)
Please refer to publications for questionnaires.

Assessment 10.47 Big 5 Inventory

Here are a number of characteristics that may or may not apply to you. For example, do you
agree that you are someone who likes to spend time with others? Please indicate the extent to
which you agree or disagree with each statement.
1. Is talkative
2. Tends to find fault with others
3. Does a thorough job
4. Is depressed, blue
5. Is original, comes up with new ideas
6. Is reserved
7. Is helpful and unselfish with others
8. Can be somewhat careless
9. Is relaxed, handles stress well
10. Is curious about many different things
11. Is full of energy
12. Starts quarrels with others
13. Is a reliable worker
14. Can be tense
15. Is ingenious, a deep thinker
16. Generates a lot of enthusiasm
17. Has a forgiving nature
18. Tends to be disorganized
19. Worries a lot
20. Has an active imagination
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21. Tends to be quiet

22. Is generally trusting
23. Tends to be lazy
24. Is emotionally stable, not easily upset
25. Is inventive
26. Has an assertive personality
27. Can be cold and aloof
28. Perseveres until the task is finished
29. Can be moody
30. Values artistic, aesthetic experiences
31. Is sometimes shy, inhibited
32. Is considerate and kind to almost everyone
33. Does things efficiently
34. Remains calm in tense situations
35. Prefers work that is routine
36. Is outgoing, sociable
37. Is sometimes rude to others
38. Makes plans and follows through with them
39. Gets nervous easily
40. Likes to reflect, play with ideas
41. Has few artistic interests
42. Likes to cooperate with others
43. Is easily distracted
44. Is sophisticated in art, music, or literature

Assessment 10.48 Personality Survey

On the following pages, there are phrases describing people's behaviors. Please describe yourself
as you generally are now, not as you wish to be in the future. Describe yourself as you honestly
see yourself, in relation to other people you know of your gender and age. Please read each
statement carefully, and select the response that best describes your answer.
1. Being neat is not exactly my strength.
2. Organization is a key component of most things I do.
3. I need a neat environment in order to work well.
4. I become annoyed when things around me are disorganized.
5. For me, being organized is unimportant.
6. Half of the time I do not put things in their proper place.
7. Most of the time my room is in complete disarray.
8. Every item in my room and on my desk has its own designated place.
9. I frequently forget to put things back in their proper place.
10. I hate when people are sloppy.
11. If I could get away with it, I would not pay taxes.
12. I would lie without hesitation if it serves my purpose.
13. I could be insincere and dishonest if situation required me to do so.
14. If I find money laying around, I'll keep it to myself.:
15. If I cashier forgot to charge me for an item I would tell him/her.
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16. I would rather get a bad grade than copy someone else's homework and turn it in as my
own.
17. It bothers me when people cheat on their taxes.
18. If I accidentally scratched a parked car, I would try to find the owner to pay for the
repairs.
19. I firmly believe that under no circumstances it is okay to lie.
20. The people who know me best would say that I am honest.
21. I have the highest respect for authorities and assist them whenever I can.
22. People respect authority more than they should.
23. Even if I knew how to get around the rules without breaking them, I would not do it.
24. I believe that people should be allowed to take drugs, as long as it doesn't affect others.
25. I support long-established rules and traditions.
26. People who resist authority should be severely punished.
27. When I was in school, I used to break rules quite regularly.
28. In my opinion, all laws should be strictly enforced.
29. In my opinion, censorship slows down progress.
30. When working with others I am the one who makes sure that rules are observed.
31. I often rush into action without thinking about potential consequences.
32. I rarely jump into something without first thinking about it.
33. I am known to make quick, hot-headed decisions.
34. I do not take unnecessary risks.
35. I am easily talked into doing silly things.
36. My friends say I am unpredictable.
37. I get into trouble because I act on impulses rather than on thoughts.
38. I am careful with what I say to others.
39. I dislike being around impulsive people.
40. Even under time pressure, I would rather take my time to think about my answer than to
say the first thing that comes to mind.
41. I carry out my obligations to the best of my ability.
42. I often feel responsible for making sure that all group project assignments are completed.
43. I go out of my way to keep my promises.
44. Sometimes it is too much of a bother to do exactly what is promised.
45. I would gladly spend some of my leisure time trying to improve my community.
46. If I am running late to an appointment, I may decide not to go at all.
47. I am usually not the most responsible group member, but I will not shirk on my duties
either.
48. If I am running late, I try to call ahead to notify those who are waiting for me.
49. When I make mistakes I often blame others.
50. I have a reputation for being late for almost every meeting or event.
51. I have high standards and work toward them.
52. I go above and beyond of what is required.
53. I do not work as hard as the majority of people around me.
54. I invest little effort into my work.
55. I demand the highest quality in everything I do.
56. I try to be the best at anything I do.
57. I make every effort to do more than what is expected of me.
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58. I do what is required, but rarely anything more.

59. Setting goals and achieving them is not very important to me.
60. Getting average grades is enough for me.
61. I have a rich vocabulary.
62. I use difficult words.
63. I make insightful remarks.
64. I show a mastery of language.
65. I enjoy thinking about things.
66. I try to understand myself.
67. I am not interested in abstract ideas.
68. I will not probe deeply into a subject.
69. I have a poor vocabulary.
70. I dislike learning.
71. I skip difficult words while reading.
72. I am full of ideas.
73. I have excellent ideas.
74. I carry the conversation to a higher level.
75. I come up with bold plans.
76. I quickly think up new ideas.
77. I am good at many things.
78. I do not have a good imagination.
79. I have difficulty imagining things.
80. I can't come up with new ideas.
81. I learn quickly.
82. I use my brain.
83. I excel in what I do.
84. I look at the facts.
85. I meet challenges.
86. I seek explanations of things.
87. I need things explained only once.
88. I know how to apply my knowledge.
89. I can handle complex problems.
90. I am quick to understand things.
91. I catch on to things quickly.
92. I love to read challenging material.
93. I am able to find out things by myself.
94. I can handle a lot of information.
95. I quickly get the idea of things.
96. I avoid difficult reading material.
97. I try to avoid complex people.
98. I don't understand things.
99. I like to solve complex problems.
100. I ask questions that nobody else does.
101. I know the answers to many questions.
102. I challenge others' point of view.
103. I can easily link facts together.
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104. I have difficulty understanding abstract ideas.

105. I avoid philosophical discussions.
106. I am not interested in theoretical discussions.
107. I consider myself an average person.
108. I am not interested in speculating about things.

Assessment 10.49 NIH Toolbox Emotion Measures

Please refer to publications for questionnaires.

Assessment 10.50 Scale of Positive and Negative Experience (SPANE)

Please think about what you have been doing and experiencing during the past four weeks. Then
report how much you experienced each of the following feelings:
1. During the past 4 weeks, I experienced feeling: Positive
2. During the past 4 weeks, I experienced feeling: Negative
3. During the past 4 weeks, I experienced feeling: Good
4. During the past 4 weeks, I experienced feeling: Bad
5. During the past 4 weeks, I experienced feeling: Pleasant
6. During the past 4 weeks, I experienced feeling: Unpleasant
7. During the past 4 weeks, I experienced feeling: Happy
8. During the past 4 weeks, I experienced feeling: Sad
9. During the past 4 weeks, I experienced feeing: Afraid
10. During the past 4 weeks, I experienced feeling: Joyful
11. During the past 4 weeks, I experienced feeling: Angry
12. During the past 4 weeks, I experienced feeling: Contented

Assessment 10.51 Psychological Well-being (SWQ)

This survey asks for your views about yourself. For each question, choose the response that best
describes your answer.
1. Most people see me as loving and affectionate.
2. Sometimes I change the way I act or think to be more like those around me.
3. In general, I feel I am in charge of the situation in which I live.
4. I am not interested in activities that will expand my horizons.
5. I feel good when I think of what I've done in the past and what I hope to do in the future.
6. When I look at the story of my life, I am pleased with how things have turned out.
7. Maintaining close relationships has been difficult and frustrating for me.
8. I am not afraid to voice my opinions, even when they are in opposition to the opinions of most
people.
9. The demands of everyday life often get me down.
10. In general, I feel that I continue to learn more about myself as time goes by.
11. I live life one day at a time and don't really think about the future.
12. In general, I feel confident and positive about myself.
13. I often feel lonely because I have few close friends with whom to share my concerns.
14. My decisions are not usually influenced by what everyone else is doing.
15. I do not fit very well with the people and the community around me.
16. I am the kind of person who likes to give new things a try.
17. I tend to focus on the present, because the future nearly always brings me problems.
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18. I feel like many of the people I know have gotten more out of life than I have.
19. I enjoy personal and mutual conversations with family members or friends.
20. I tend to worry about what other people think of me.
21. I am quite good at managing the many responsibilities of my daily life.
22. I don't want to try new ways of doing things - my life is fine the way it is.
23. I have a sense of direction and purpose in life.
24. Given the opportunity, there are many things about myself that I would change.
25. It is important to me to be a good listener when close friends talk to me about their problems.
26. Being happy with myself is more important to me than having others approve of me.
27. I often feel overwhelmed by my responsibilities.
28. I think it is important to have new experiences that challenge how you think about yourself
and the world.
29. My daily activities often seem trivial and unimportant to me.
30. I like most aspects of my personality.
31. I don't have many people who want to listen when I need to talk.
32. I tend to be influenced by people with strong opinions.
33. If I were unhappy with my living situation, I would take effective steps to change it.
34. When I think about it, I haven't really improved much as a person over the years.
35. I don't have a good sense of what it is I'm trying to accomplish in life.
36. I made some mistakes in the past, but I feel that all in all everything has worked out for the
best.
37. I feel like I get a lot out of my friendships.
38. People rarely talk me into doing things I don't want to do.
39. I generally do a good job of taking care of my personal finances and affairs.
40. In my view, people of every age are able to continue growing and developing.
41. I used to set goals for myself, but that now seems like a waste of time.
42. In many ways, I feel disappointed about my achievements in life.
43. It seems to me that most other people have more friends than I do.
44. It is more important to me to fit in with others than to stand alone on my principles.
45. I find it stressful that I can't keep up with all of the things I have to do each day.
46. With time, I have gained a lot of insight about life that has made me a stronger, more capable
person.
47. I enjoy making plans for the future and working to make them a reality.
48. For the most part, I am proud of who I am and the life I lead.
49. People would describe me as a giving person, willing to share my time with others.
50. I have confidence in my opinions, even if they are contrary to the general consensus.
51. I am good at juggling my time so that I can fit everything in that needs to be done.
52. I have a sense that I have developed a lot as a person over time.
53. I am an active person in carrying out the plans I set for myself.
54. I envy many people for the lives they lead.
55. I have not experienced many warm and trusting relationships with others.
56. It's difficult for me to voice my own opinions on controversial matters.
57. My life is busy, but I derive a sense of satisfaction from keeping up with everything.
58. I do not enjoy being in new situations that require me to change my old familiar ways of
doing things.
59. Some people wander aimlessly through life, but I am not one of them.
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60. My attitude about myself is probably not as positive as most people feel about themselves.
61. I often feel as if I'm on the outside looking in when it comes to friendships.
62. I often change my mind about decisions if my friends or family disagree.
63. I get frustrated when trying to plan my daily activities because I never accomplish the things
I set out to do.
64. For me, life has been a continuous process of learning, changing and growth.
65. I sometimes feel as if I've done all there is to do in life.
66. Many days I wake up feeling discouraged about how I have lived my life.
67. I know that I can trust my friends, and they know they can trust me.
68. I am not the kind of person who gives in to social pressures to think or act in certain ways.
69. My efforts to find the kinds of activities and relationships that I need have been quite
successful.
70. I enjoy seeing how my views have changed and matured over the year.
71. My aims in life have been more a source of satisfaction than frustration to me.
72. The past had its ups and down, but in general, I wouldn't want to change it.
73. I find it difficult to really open up when I talk to others.
74. I am concerned about how other people evaluate the choices I have made in my life.
75. I have difficulty arranging my life in a way that is satisfying to me.
76. I gave up trying to make big improvements or changes in my life a long time ago.
77. I find it satisfying to think about what I have accomplished in life.
78. When I compare myself to friends and acquaintances, it makes me feel good about who I am.
79. My friends and I sympathize with each other's problems.
80. I judge myself by what I think is important, not by the values of what others think is
important.
81. I have been able to build a home and a lifestyle for myself that is much to my liking.
82. There is truth to the saying that you can't teach an old dog new tricks.
83. In the final analysis, I'm not so sure that my life adds up to much.
84. Everyone has their weaknesses, but I seem to have more than my fair share.
 133

Construct 11: Structural MRI Data

Table of Contents

Sample Sizes By Wave and Task

Section 1: Brief Descriptions of Structural Data Processing

Section 2: Access to Structural Summary Data

Sample Sizes by Wave and Assessment

Assessment Wave 1 Wave 2 Wave 3

Structural Data 464 295 190

Structural Data Processing Description

For all three waves of DLBS data collection, MRI scans were processed cross-sectionally
through Freesurfer ver. 5.3 (Martinos Center for Biomedical Imaging, MA, USA) with regional
parcellations based on the Desikan-Killiany atlas (Desikan et al., 2006). Extensively trained
operators inspected the reconstructed white and grey matter surfaces and performed manual edits
when necessary. Quality control was extensive. A second highly trained and independent group
reviewed each parcellation for accuracy. For each region automatically parcellated by
FreeSurfer, cortical thickness was computed as the distance between the pial surface and grey-
white matter boundary, grey matter volume was computed as the volume between those two
boundaries, and cortical surface area was computed as the surface area of the grey-white matter
boundary.

References
Desikan, R. S., Ségonne, F., Fischl, B., Quinn, B. T., Dickerson, B. C., Blacker, D., ... & Albert,
M. S. (2006). An automated labeling system for subdividing the human cerebral cortex
on MRI scans into based regions of interest. NeuroImage 31(3), 968–980.
https://doi.org/10.1016/j.neuroimage.2006.01.021

Cortical Thickness Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
AIRC subject
AIRC Number AIRC_ID
identifier
Construct Name ConstructName Cortical Thickness
Denotes the data
1=Wave 1
collection wave. See
2=Wave 2
Wave Wave individual
3=Wave 3
differences data set
for more detail,
 134

including testing
date intervals.
1 = Yes, returned
for wave; 2 = No,
Has Data HasData
did not return for
wave
How many scores
Number of Scores in Construct NumScores 68
are available
1 = Has data
Cortical Thickness Thickness 2 = Task data partial
3 =No task data
Left banks of superior
LhBanksstsThick Thickness for ROI Score Range: 1-5
temporal
Left caudal anterior cingulate LhCaudalanteriorcingulateThick Thickness for ROI Score Range: 1-5
Left caudal middle frontal LhCaudalmiddlefrontalThick Thickness for ROI Score Range: 1-5
Left cuneus LhCuneusThick Thickness for ROI Score Range: 1-5
Left entorhinal LhEntorhinalThick Thickness for ROI Score Range: 1-5
Left fusiform LhFusiformThick Thickness for ROI Score Range: 1-5
Left inferior parietal LhInferiorparietalThick Thickness for ROI Score Range: 1-5
Left inferior temporal LhInferiortemporalThick Thickness for ROI Score Range: 1-5
Left cingulate isthmus LhIsthmuscingulateThick Thickness for ROI Score Range: 1-5
Left lateral occipital LhLateraloccipitalThick Thickness for ROI Score Range: 1-5
Left lateral orbitofrontal LhLateralorbitofrontalThick Thickness for ROI Score Range: 1-5
Left lingual LhLingualThick Thickness for ROI Score Range: 1-5
Left medial orbitofrontal LhMedialorbitofrontalThick Thickness for ROI Score Range: 1-5
Left middle temporal LhMiddletemporalThick Thickness for ROI Score Range: 1-5
Left parahippocampal LhParahippocampalThick Thickness for ROI Score Range: 1-5
Left paracentral LhParacentralThick Thickness for ROI Score Range: 1-5
Left parsopercularis LhParsopercularisThick Thickness for ROI Score Range: 1-5
Left parsorbitalis LhParsorbitalisThick Thickness for ROI Score Range: 1-5
Left pars triangularis LhParstriangularisThick Thickness for ROI Score Range: 1-5
Left pericalcarine LhPericalcarineThick Thickness for ROI Score Range: 1-5
Left postcentral LhPostcentralThick Thickness for ROI Score Range: 1-5
Left posterior cingulate LhPosteriorcingulateThick Thickness for ROI Score Range: 1-5
Left precentral LhPrecentralThick Thickness for ROI Score Range: 1-5
Left precuneus LhPrecuneusThick Thickness for ROI Score Range: 1-5
Left rostral anterior cingulate LhRostralanteriorcingulateThick Thickness for ROI Score Range: 1-5
Left rostral middle frontal LhRostralmiddlefrontalThick Thickness for ROI Score Range: 1-5
Left superior frontal LhSuperiorfrontalThick Thickness for ROI Score Range: 1-5
Left superior parietal LhSuperiorparietalThick Thickness for ROI Score Range: 1-5
Left superior temporal LhSuperiortemporalThick Thickness for ROI Score Range: 1-5
Left supramarginal LhSupramarginalThick Thickness for ROI Score Range: 1-5
Left frontal pole LhFrontalpoleThick Thickness for ROI Score Range: 1-5
Left temporal pole LhTemporalpoleThick Thickness for ROI Score Range: 1-5
Left transverse temporal LhTransversetemporalThick Thickness for ROI Score Range: 1-5
Left insula LhInsulaThick Thickness for ROI Score Range: 1-5
Right banks of superior
RhBanksstsThick Thickness for ROI Score Range: 1-5
temporal
Right caudal anterior cingulate RhCaudalanteriorcingulateThick Thickness for ROI Score Range: 1-5
Right caudal middle frontal RhCaudalmiddlefrontalThick Thickness for ROI Score Range: 1-5
Right cuneus RhCuneusThick Thickness for ROI Score Range: 1-5
Right entorhinal RhEntorhinalThick Thickness for ROI Score Range: 1-5
Right fusiform RhFusiformThick Thickness for ROI Score Range: 1-5
Right inferior parietal RhInferiorparietalThick Thickness for ROI Score Range: 1-5
 135

Right inferior temporal RhInferiortemporalThick Thickness for ROI Score Range: 1-5
Right cingulate isthmus RhIsthmuscingulateThick Thickness for ROI Score Range: 1-5
Right lateral occipital RhLateraloccipitalThick Thickness for ROI Score Range: 1-5
Right lateral orbitofrontal RhLateralorbitofrontalThick Thickness for ROI Score Range: 1-5
Right lingual RhLingualThick Thickness for ROI Score Range: 1-5
Right medial orbitofrontal RhMedialorbitofrontalThick Thickness for ROI Score Range: 1-5
Right middle temporal RhMiddletemporalThick Thickness for ROI Score Range: 1-5
Right parahippocampal RhParahippocampalThick Thickness for ROI Score Range: 1-5
Right paracentral RhParacentralThick Thickness for ROI Score Range: 1-5
Right parsopercularis RhParsopercularisThick Thickness for ROI Score Range: 1-5
Right parsorbitalis RhParsorbitalisThick Thickness for ROI Score Range: 1-5
Right pars triangularis RhParstriangularisThick Thickness for ROI Score Range: 1-5
Right pericalcarine RhPericalcarineThick Thickness for ROI Score Range: 1-5
Right postcentral RhPostcentralThick Thickness for ROI Score Range: 1-5
Right posterior cingulate RhPosteriorcingulateThick Thickness for ROI Score Range: 1-5
Right precentral RhPrecentralThick Thickness for ROI Score Range: 1-5
Right precuneus RhPrecuneusThick Thickness for ROI Score Range: 1-5
Right rostral anterior cingulate RhRostralanteriorcingulateThick Thickness for ROI Score Range: 1-5
Right rostral middle frontal RhRostralmiddlefrontalThick Thickness for ROI Score Range: 1-5
Right superior frontal RhSuperiorfrontalThick Thickness for ROI Score Range: 1-5
Right superior parietal RhSuperiorparietalThick Thickness for ROI Score Range: 1-5
Right superior temporal RhSuperiortemporalThick Thickness for ROI Score Range: 1-5
Right supramarginal RhSupramarginalThick Thickness for ROI Score Range: 1-5
Right frontal pole RhFrontalpoleThick Thickness for ROI Score Range: 1-5
Right temporal pole RhTemporalpoleThick Thickness for ROI Score Range: 1-5
Right transverse temporal RhTransversetemporalThick Thickness for ROI Score Range: 1-5
Right insula RhInsulaThick Thickness for ROI Score Range: 1-5

Grey Matter Volume Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
AIRC subject
AIRC Number AIRC_ID
identifier
Construct Name ConstructName GM Volume
Denotes the data
collection wave. See
1=Wave 1
individual
2=Wave 2
Wave Wave differences data set
3=Wave 3
for more detail,
including testing
date intervals.
1 = Yes, returned
for wave; 2 = No,
Has Data HasData
did not return for
wave
Number of Scores in How many scores
NumScores 68
Construct are available
1 = Has data
Grey Matter Volume Volume 2 = Task data partial
3 =No task data
Left banks of superior
LhBanksstsVol Volume for ROI Score Range: 1-35000
temporal
Left caudal anterior
LhCaudalanteriorcingulateVol Volume for ROI Score Range: 1-35000
cingulate
 136

Left caudal middle frontal LhCaudalmiddlefrontalVol Volume for ROI Score Range: 1-35000
Left cuneus LhCuneusVol Volume for ROI Score Range: 1-35000
Left entorhinal LhEntorhinalVol Volume for ROI Score Range: 1-35000
Left fusiform LhFusiformVol Volume for ROI Score Range: 1-35000
Left inferior parietal LhInferiorparietalVol Volume for ROI Score Range: 1-35000
Left inferior temporal LhInferiortemporalVol Volume for ROI Score Range: 1-35000
Left cingulate isthmus LhIsthmuscingulateVol Volume for ROI Score Range: 1-35000
Left lateral occipital LhLateraloccipitalVol Volume for ROI Score Range: 1-35000
Left lateral orbitofrontal LhLateralorbitofrontalVol Volume for ROI Score Range: 1-35000
Left lingual LhLingualVol Volume for ROI Score Range: 1-35000
Left medial orbitofrontal LhMedialorbitofrontalVol Volume for ROI Score Range: 1-35000
Left middle temporal LhMiddletemporalVol Volume for ROI Score Range: 1-35000
Left parahippocampal LhParahippocampalVol Volume for ROI Score Range: 1-35000
Left paracentral LhParacentralVol Volume for ROI Score Range: 1-35000
Left parsopercularis LhParsopercularisVol Volume for ROI Score Range: 1-35000
Left parsorbitalis LhParsorbitalisVol Volume for ROI Score Range: 1-35000
Left pars triangularis LhParstriangularisVol Volume for ROI Score Range: 1-35000
Left pericalcarine LhPericalcarineVol Volume for ROI Score Range: 1-35000
Left postcentral LhPostcentralVol Volume for ROI Score Range: 1-35000
Left posterior cingulate LhPosteriorcingulateVol Volume for ROI Score Range: 1-35000
Left precentral LhPrecentralVol Volume for ROI Score Range: 1-35000
Left precuneus LhPrecuneusVol Volume for ROI Score Range: 1-35000
Left rostral anterior
LhRostralanteriorcingulateVol Volume for ROI Score Range: 1-35000
cingulate
Left rostral middle frontal LhRostralmiddlefrontalVol Volume for ROI Score Range: 1-35000
Left superior frontal LhSuperiorfrontalVol Volume for ROI Score Range: 1-35000
Left superior parietal LhSuperiorparietalVol Volume for ROI Score Range: 1-35000
Left superior temporal LhSuperiortemporalVol Volume for ROI Score Range: 1-35000
Left supramarginal LhSupramarginalVol Volume for ROI Score Range: 1-35000
Left frontal pole LhFrontalpoleVol Volume for ROI Score Range: 1-35000
Left temporal pole LhTemporalpoleVol Volume for ROI Score Range: 1-35000
Left transverse temporal LhTransversetemporalVol Volume for ROI Score Range: 1-35000
Left insula LhInsulaVol Volume for ROI Score Range: 1-35000
Right banks of superior
RhBanksstsVol Volume for ROI Score Range: 1-35000
temporal
Right caudal anterior
RhCaudalanteriorcingulateVol Volume for ROI Score Range: 1-35000
cingulate
Right caudal middle frontal RhCaudalmiddlefrontalVol Volume for ROI Score Range: 1-35000
Right cuneus RhCuneusVol Volume for ROI Score Range: 1-35000
Right entorhinal RhEntorhinalVol Volume for ROI Score Range: 1-35000
Right fusiform RhFusiformVol Volume for ROI Score Range: 1-35000
Right inferior parietal RhInferiorparietalVol Volume for ROI Score Range: 1-35000
Right inferior temporal RhInferiortemporalVol Volume for ROI Score Range: 1-35000
Right cingulate isthmus RhIsthmuscingulateVol Volume for ROI Score Range: 1-35000
Right lateral occipital RhLateraloccipitalVol Volume for ROI Score Range: 1-35000
Right lateral orbitofrontal RhLateralorbitofrontalVol Volume for ROI Score Range: 1-35000
Right lingual RhLingualVol Volume for ROI Score Range: 1-35000
Right medial orbitofrontal RhMedialorbitofrontalVol Volume for ROI Score Range: 1-35000
Right middle temporal RhMiddletemporalVol Volume for ROI Score Range: 1-35000
Right parahippocampal RhParahippocampalVol Volume for ROI Score Range: 1-35000
Right paracentral RhParacentralVol Volume for ROI Score Range: 1-35000
Right parsopercularis RhParsopercularisVol Volume for ROI Score Range: 1-35000
Right parsorbitalis RhParsorbitalisVol Volume for ROI Score Range: 1-35000
Right pars triangularis RhParstriangularisVol Volume for ROI Score Range: 1-35000
 137

Right pericalcarine RhPericalcarineVol Volume for ROI Score Range: 1-35000

Right postcentral RhPostcentralVol Volume for ROI Score Range: 1-35000
Right posterior cingulate RhPosteriorcingulateVol Volume for ROI Score Range: 1-35000
Right precentral RhPrecentralVol Volume for ROI Score Range: 1-35000
Right precuneus RhPrecuneusVol Volume for ROI Score Range: 1-35000
Right rostral anterior
RhRostralanteriorcingulateVol Volume for ROI Score Range: 1-35000
cingulate
Right rostral middle frontal RhRostralmiddlefrontalVol Volume for ROI Score Range: 1-35000
Right superior frontal RhSuperiorfrontalVol Volume for ROI Score Range: 1-35000
Right superior parietal RhSuperiorparietalVol Volume for ROI Score Range: 1-35000
Right superior temporal RhSuperiortemporalVol Volume for ROI Score Range: 1-35000
Right supramarginal RhSupramarginalVol Volume for ROI Score Range: 1-35000
Right frontal pole RhFrontalpoleVol Volume for ROI Score Range: 1-35000
Right temporal pole RhTemporalpoleVol Volume for ROI Score Range: 1-35000
Right transverse temporal RhTransversetemporalVol Volume for ROI Score Range: 1-35000
Right insula RhInsulaVol Volume for ROI Score Range: 1-35000

Surface Area Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
AIRC subject
AIRC Number AIRC_ID
identifier
Construct Name ConstructName Surface Area
Denotes the data
collection wave. See
1=Wave 1
individual
2=Wave 2
Wave Wave differences data set
3=Wave 3
for more detail,
including testing date
intervals.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did
not return for wave
Number of Scores in How many scores are
NumScores 68
Construct available
1 = Has data
Surface Area Area 2 = Task data partial
3 =No task data
Left banks of superior
LhBanksstsArea Surface Area for ROI Score Range: 1-9999
temporal
Left caudal anterior
LhCaudalanteriorcingulateArea Surface Area for ROI Score Range: 1-9999
cingulate
Left caudal middle
LhCaudalmiddlefrontalArea Surface Area for ROI Score Range: 1-9999
frontal
Left cuneus LhCuneusArea Surface Area for ROI Score Range: 1-9999
Left entorhinal LhEntorhinalArea Surface Area for ROI Score Range: 1-9999
Left fusiform LhFusiformArea Surface Area for ROI Score Range: 1-9999
Left inferior parietal LhInferiorparietalArea Surface Area for ROI Score Range: 1-9999
Left inferior temporal LhInferiortemporalArea Surface Area for ROI Score Range: 1-9999
Left cingulate isthmus LhIsthmuscingulateArea Surface Area for ROI Score Range: 1-9999
Left lateral occipital LhLateraloccipitalArea Surface Area for ROI Score Range: 1-9999
Left lateral orbitofrontal LhLateralorbitofrontalArea Surface Area for ROI Score Range: 1-9999
Left lingual LhLingualArea Surface Area for ROI Score Range: 1-9999
 138

Left medial
LhMedialorbitofrontalArea Surface Area for ROI Score Range: 1-9999
orbitofrontal
Left middle temporal LhMiddletemporalArea Surface Area for ROI Score Range: 1-9999
Left parahippocampal LhParahippocampalArea Surface Area for ROI Score Range: 1-9999
Left paracentral LhParacentralArea Surface Area for ROI Score Range: 1-9999
Left parsopercularis LhParsopercularisArea Surface Area for ROI Score Range: 1-9999
Left parsorbitalis LhParsorbitalisArea Surface Area for ROI Score Range: 1-9999
Left pars triangularis LhParstriangularisArea Surface Area for ROI Score Range: 1-9999
Left pericalcarine LhPericalcarineArea Surface Area for ROI Score Range: 1-9999
Left postcentral LhPostcentralArea Surface Area for ROI Score Range: 1-9999
Left posterior cingulate LhPosteriorcingulateArea Surface Area for ROI Score Range: 1-9999
Left precentral LhPrecentralArea Surface Area for ROI Score Range: 1-9999
Left precuneus LhPrecuneusArea Surface Area for ROI Score Range: 1-9999
Left rostral anterior
LhRostralanteriorcingulateArea Surface Area for ROI Score Range: 1-9999
cingulate
Left rostral middle
LhRostralmiddlefrontalArea Surface Area for ROI Score Range: 1-9999
frontal
Left superior frontal LhSuperiorfrontalArea Surface Area for ROI Score Range: 1-9999
Left superior parietal LhSuperiorparietalArea Surface Area for ROI Score Range: 1-9999
Left superior temporal LhSuperiortemporalArea Surface Area for ROI Score Range: 1-9999
Left supramarginal LhSupramarginalArea Surface Area for ROI Score Range: 1-9999
Left frontal pole LhFrontalpoleArea Surface Area for ROI Score Range: 1-9999
Left temporal pole LhTemporalpoleArea Surface Area for ROI Score Range: 1-9999
Left transverse
LhTransversetemporalArea Surface Area for ROI Score Range: 1-9999
temporal
Left insula LhInsulaArea Surface Area for ROI Score Range: 1-9999
Right banks of superior
RhBanksstsArea Surface Area for ROI Score Range: 1-9999
temporal
Right caudal anterior
RhCaudalanteriorcingulateArea Surface Area for ROI Score Range: 1-9999
cingulate
Right caudal middle
RhCaudalmiddlefrontalArea Surface Area for ROI Score Range: 1-9999
frontal
Right cuneus RhCuneusArea Surface Area for ROI Score Range: 1-9999
Right entorhinal RhEntorhinalArea Surface Area for ROI Score Range: 1-9999
Right fusiform RhFusiformArea Surface Area for ROI Score Range: 1-9999
Right inferior parietal RhInferiorparietalArea Surface Area for ROI Score Range: 1-9999
Right inferior temporal RhInferiortemporalArea Surface Area for ROI Score Range: 1-9999
Right cingulate isthmus RhIsthmuscingulateArea Surface Area for ROI Score Range: 1-9999
Right lateral occipital RhLateraloccipitalArea Surface Area for ROI Score Range: 1-9999
Right lateral
RhLateralorbitofrontalArea Surface Area for ROI Score Range: 1-9999
orbitofrontal
Right lingual RhLingualArea Surface Area for ROI Score Range: 1-9999
Right medial
RhMedialorbitofrontalArea Surface Area for ROI Score Range: 1-9999
orbitofrontal
Right middle temporal RhMiddletemporalArea Surface Area for ROI Score Range: 1-9999
Right parahippocampal RhParahippocampalArea Surface Area for ROI Score Range: 1-9999
Right paracentral RhParacentralArea Surface Area for ROI Score Range: 1-9999
Right parsopercularis RhParsopercularisArea Surface Area for ROI Score Range: 1-9999
Right parsorbitalis RhParsorbitalisArea Surface Area for ROI Score Range: 1-9999
Right pars triangularis RhParstriangularisArea Surface Area for ROI Score Range: 1-9999
Right pericalcarine RhPericalcarineArea Surface Area for ROI Score Range: 1-9999
Right postcentral RhPostcentralArea Surface Area for ROI Score Range: 1-9999
Right posterior
RhPosteriorcingulateArea Surface Area for ROI Score Range: 1-9999
cingulate
 139

Right precentral RhPrecentralArea Surface Area for ROI Score Range: 1-9999
Right precuneus RhPrecuneusArea Surface Area for ROI Score Range: 1-9999
Right rostral anterior
RhRostralanteriorcingulateArea Surface Area for ROI Score Range: 1-9999
cingulate
Right rostral middle
RhRostralmiddlefrontalArea Surface Area for ROI Score Range: 1-9999
frontal
Right superior frontal RhSuperiorfrontalArea Surface Area for ROI Score Range: 1-9999
Right superior parietal RhSuperiorparietalArea Surface Area for ROI Score Range: 1-9999
Right superior temporal RhSuperiortemporalArea Surface Area for ROI Score Range: 1-9999
Right supramarginal RhSupramarginalArea Surface Area for ROI Score Range: 1-9999
Right frontal pole RhFrontalpoleArea Surface Area for ROI Score Range: 1-9999
Right temporal pole RhTemporalpoleArea Surface Area for ROI Score Range: 1-9999
Right transverse
RhTransversetemporalArea Surface Area for ROI Score Range: 1-9999
temporal
Right insula RhInsulaArea Surface Area for ROI Score Range: 1-9999

Subcortical Volume Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
AIRC subject
AIRC Number AIRC_ID
identifier
Subcortical
Construct Name ConstructName From aseg.stats file
Volume
Denotes the data
collection wave.
1=Wave 1
See individual
2=Wave 2
Wave Wave differences data set
3=Wave 3
for more detail,
including testing
date intervals.
1 = Yes, returned
for wave; 2 = No,
Has Data HasData
did not return for
wave
How many scores
Number of Scores in Construct NumScores 38
are available
1 = Has data
2 = Task data
Subcortical Volumes SubVolumes
partial
3 =No task data
Left-Lateral-Ventricle LhLatVentVol Volume for ROI Score Range: 1-99999
Left-Inf-Lat-Vent LhInfLatVentVol Volume for ROI Score Range: 1-99999
Left-Cerebellum-White-Matter LhCerebellumWMVol Volume for ROI Score Range: 1-99999
Left-Cerebellum-Cortex LhCerebellumCortexVol Volume for ROI Score Range: 1-99999
Left-Thalamus-Proper LhThalamusProperVol Volume for ROI Score Range: 1-99999
Left-Caudate LhCaudateVol Volume for ROI Score Range: 1-99999
Left-Putamen LhPutamenVol Volume for ROI Score Range: 1-99999
Left-Pallidum LhPallidumVol Volume for ROI Score Range: 1-99999
3rd-Ventricle ThirdVentVol Volume for ROI Score Range: 1-99999
4th-Ventricle FourthVentVol Volume for ROI Score Range: 1-99999
Brain-Stem BrainStemVol Volume for ROI Score Range: 1-99999
Left-Hippocampus LhHippocampusVol Volume for ROI Score Range: 1-99999
Left-Amygdala LhAmygdalaVol Volume for ROI Score Range: 1-99999
Left-Accumbens-area LhAccumbensVol Volume for ROI Score Range: 1-99999
 140

Left-VentralDC LhVentralDCVol Volume for ROI Score Range: 1-99999

Left-vessel LhVesselVol Volume for ROI Score Range: 1-99999
Left-choroid-plexus LhChoroidPVol Volume for ROI Score Range: 1-99999
Right-Lateral-Ventricle RhLatVentVol Volume for ROI Score Range: 1-99999
Right-Inf-Lat-Vent RhInfLatVentVol Volume for ROI Score Range: 1-99999
Right-Cerebellum-White-Matter RhCerebellumWMVol Volume for ROI Score Range: 1-99999
Right-Cerebellum-Cortex RhCerebellumCortexVol Volume for ROI Score Range: 1-99999
Right-Thalamus-Proper RhThalamusProperVol Volume for ROI Score Range: 1-99999
Right-Caudate RhCaudateVol Volume for ROI Score Range: 1-99999
Right-Putamen RhPutamenVol Volume for ROI Score Range: 1-99999
Right-Pallidum RhPallidumVol Volume for ROI Score Range: 1-99999
Right-Hippocampus RhHippocampusVol Volume for ROI Score Range: 1-99999
Right-Amygdala RhAmygdalaVol Volume for ROI Score Range: 1-99999
Right-Accumbens-area RhAccumbensVol Volume for ROI Score Range: 1-99999
Right-VentralDC RhVentralDCVol Volume for ROI Score Range: 1-99999
Right-vessel RhVesselVol Volume for ROI Score Range: 1-99999
Right-choroid-plexus RhChoroidPVol Volume for ROI Score Range: 1-99999
5th-Ventricle FifthVentVol Volume for ROI Score Range: 1-99999
Optic-Chiasm OpticChiasmVol Volume for ROI Score Range: 1-99999
CC_Posterior CCPosteriorVol Volume for ROI Score Range: 1-99999
CC_Mid_Posterior CCMidPosteriorVol Volume for ROI Score Range: 1-99999
CC_Central CCCentralVol Volume for ROI Score Range: 1-99999
CC_Mid_Anterior CCMidAnteriorVol Volume for ROI Score Range: 1-99999
CC_Anterior CCAnteriorVol Volume for ROI Score Range: 1-99999

Global Variables Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
AIRC subject
AIRC Number AIRC_ID
identifier
Construct Name ConstructName Global Variables
Denotes the data
collection wave. See 1=Wave 1
individual differences 2=Wave 2
Wave Wave
data set for more 3=Wave 3
detail, including
testing date intervals.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did not
return for wave
How many scores are
Number of Scores in Construct NumScores 28
available
1 = Has data
Global Variables Global 2 = Task data partial
3 =No task data
Mean thickness across
Left hemisphere LhMeanThick Score Range: 1-5
all left ROIs
Mean thickness across
Right hemisphere RhMeanThick Score Range: 1-5
all left ROIs
Total Surface Area Score Range: 1-
Left hemisphere LhWhiteSurfArea
across all left ROIs 115000
Total Surface Area Score Range: 1-
Right hemisphere RhWhiteSurfArea
across all right ROIs 115000
 141

Estimated Total Intracranial Score Range: 1-

TotalIntracranialVol Intracranial Volume
Volume 2500000
Score Range: 1-
CSF CSFVol CSF Volume
9999
White Matter Score Range: 1-
WM-hypointensities WMHypointensitiesVol
Hypointensity Volume 99999
Non-WM Score Range: 1-
non-WM-hypointensities NonWMHypointensitiesVol
Hypointensity Volume 99999
Score Range: 1-
BrainSegVol BrainSegVol BrainSeg Volume
140000
Score Range: 1-
BrainSegVolNotVent BrainSegVolNotVent BrainSeg Volume
140000
Score Range: 1-
BrainSegVolNotVentSurf BrainSegVolNotVentSurf BrainSeg Volume
140000
Left Hemisphere Score Range: 1-
lhCortexVol LhCortexVol
Volume 280000
Right Hemisphere Score Range: 1-
rhCortexVol RhCortexVol
Volume 280000
Score Range: 1-
CortexVol CortexVol Total Cortex Volume
560000
Left Hemisphere Score Range: 1-
lhCorticalWhiteMatterVol LhCortWMVol
White Matter Volume 350000
Right Hemisphere Score Range: 1-
rhCorticalWhiteMatterVol RhCortWMVol
White Matter Volume 350000
Total White Matter Score Range: 1-
CorticalWhiteMatterVol CortWMVol
Volume 650000
Subcortical Gray Score Range: 1-
SubCortGrayVol SubCortGMVol
Matter Volume 75000
Total Gray Matter Score Range: 1-
TotalGrayVol TotalGMVol
Volume 750000
SupraTentorial Score Range: 1-
SupraTentorialVol SupraTentorialVol
Volume 1200000
SupraTentorial Score Range: 1-
SupraTentorialVolNotVent SupraTentorialVolNotVent
Volume 1200000
SupraTentorial Score Range: 1-
SupraTentorialVolNotVentVox SupraTentorialVolNotVentVox
Volume 1200000
Score Range: 1-
MaskVol MaskVol Mask Volume
2100000
BrainSegVol-to-eTIV BrainSegVolToeTIV BrainSeg Volume Score Range: 0.1-2
MaskVol-to-eTIV MaskVolToeTIV Mask Volume Score Range: 0.1-2
Left Hemisphere Score Range: 1-
lhSurfaceHoles LhSurfaceHolesVol
Surface Hole Volume 300
Right Hemisphere Score Range: 1-
rhSurfaceHoles RhSurfaceHolesVol
Surface Hole Volume 300
Total Surface Hole Score Range: 1-
SurfaceHoles SurfaceHolesVol
Volume 300
 142

Construct 17: PET-Amyloid

Table of Contents

Sample Sizes by Wave and Task

Section 1: Brief Descriptions of PET Data Processing

Section 2: Access to PET Summary Data

Sample Sizes by Wave and Assessment

Assessment Wave 1 Wave 2 Wave 3

PET-Amyloid 295 180b 76a
a
Note: Sample size includes 4 participants who only have wave 1 and 3 PET-amyloid data, and
73 who have complete wave 1-3 PET-amyloid data.
b
Note: Eight participants did not have a wave 2 MRI, so their PET data were registered to their
wave 1 MRI. They all had an MRI-PET interval over 3 years (see MRItoAmyloid variable).

PET Data Processing Description

The Dallas Lifespan Brain Study (DLBS) began in 2008 and utilized new in vivo imaging
techniques indicative of AD pathology to determine the development process of aging and
cognition. One such method scanned for beta-amyloid using the radioligand 18F-AV-45, also
known as florbetapir. The corresponding data set includes SUVRs for eight key regions that were
averaged to form a global SUVR value and PET counts for a wide range of Freesurfer regions.
The eight regions included: anterior cingulate, posterior cingulate, lateral prefrontal,
orbitofrontal, precuneus, lateral parietal, lateral occipital, and lateral temporal cortices.

PET processing: First, PET runs were registered to the first run in the PET sequence to provide
motion correction. Second, for each subject with at least two waves of data, a mean anatomical
template was created using Freesurfer 5.3’s mri_robust_template procedure. For subjects with
only one wave of data, their original T1 was used. Third, the PET data and Freesurfer
parcellations described above were registered to this mean template (or T1) and the relevant PET
counts were extracted. Finally, SUVRs were formed using a whole-cerebellum reference.

Freesurfer processing: For all three waves of DLBS data collection, MRI scans were processed
cross-sectionally through Freesurfer ver. 5.3 (Martinos Center for Biomedical Imaging, MA,
USA) with regional parcellations based on the Desikan-Killiany atlas (Desikan et al., 2006).
Extensively trained operators inspected the reconstructed white and grey matter surfaces and
performed manual edits when necessary. Left and right hemisphere parcellations were combined
to form bilateral volume of interest masks for the amyloid data.
 143

Amyloid-PET Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Construct Name ConstructName Amyloid
Construct Number ConstructNumber Construct 17
Denotes the data
collection wave. See 1=Wave 1
individual differences 2=Wave 2
Wave Wave
data set for more 3=Wave 3
detail, including
testing date intervals.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did not
return for wave
Number of Scores in How many scores are
NumScores 59
Construct available
1 = Has data
Amyloid PET Amyloid 2 = Task data partial
3 =No task data
Interval, in years,
Interval from MRI to Score Range:
MRItoAmyloid between MRI and
Amyloid scan 0-4.5
amyloid scan
Caudal anterior cingulate Tracer count for Score Range:
CaudalAnteriorCingulateCount
count region 1000-50,000
Caudal middle frontal Tracer count for Score Range:
CaudalMiddleFrontalCount
count region 1000-50,000
Tracer count for Score Range:
Cerebellum cortex count CerebellumCortexCount
region 1000-50,000
Cerebellum white matter Tracer count for Score Range:
CerebellumWhiteMatterCount
count region 1000-50,000
Cerebral white matter Tracer count for Score Range:
CerebralWhiteMatterCount
count region 1000-50,000
Tracer count for Score Range:
Cuneus count CuneusCount
region 1000-50,000
Tracer count for Score Range:
Entorhinal count EntorhinalCount
region 1000-50,000
Tracer count for Score Range:
Frontal pole count FrontalPoleCount
region 1000-50,000
Tracer count for Score Range:
Fusiform count FusiformCount
region 1000-50,000
Tracer count for Score Range:
Hippocampus count HippocampusCount
region 1000-50,000
Tracer count for Score Range:
Inferior parietal count InferiorParietalCount
region 1000-50,000
Tracer count for Score Range:
Inferior temporal count InferiorTemporalCount
region 1000-50,000
Tracer count for Score Range:
Insula count InsulaCount
region 1000-50,000
Tracer count for Score Range:
Isthmus cingulate count IsthmusCingulateCount
region 1000-50,000
Tracer count for Score Range:
Lateral occipital count LateralOccipitalCount
region 1000-50,000
Lateral orbitofrontal Tracer count for Score Range:
LateralOrbitofrontalCount
count region 1000-50,000
 144

Tracer count for Score Range:

Lingual count LingualCount
region 1000-50,000
Medial orbitofrontal Tracer count for Score Range:
MedialOrbitofrontalCount
count region 1000-50,000
Tracer count for Score Range:
Middle temporal count MiddleTemporalCount
region 1000-50,000
Tracer count for
precentral, Score Range:
Negative Mask NEGMask
postcentral, and 1000-50,000
pericalcarine
Tracer count for Score Range:
Paracentral count ParacentralCount
region 1000-50,000
Tracer count for Score Range:
Parahippocampal count ParahippocampalCount
region 1000-50,000
Tracer count for Score Range:
Pars opercularis count ParsOpercularisCount
region 1000-50,000
Tracer count for Score Range:
Pars orbitalis count ParsOrbitalisCount
region 1000-50,000
Tracer count for Score Range:
Pars triangularis count ParsTriangularisCount
region 1000-50,000
Tracer count for Score Range:
Pericalcarine count PericalcarineCount
region 1000-50,000
Tracer count for Score Range:
Postcentral count PostcentralCount
region 1000-50,000
Tracer count for Score Range:
Posterior cingulate count PosteriorCingulateCount
region 1000-50,000
Tracer count for Score Range:
Precentral count PrecentralCount
region 1000-50,000
Tracer count for Score Range:
Precuneus count PrecuneusCount
region 1000-50,000
Tracer count for
Cerebellum and cerebral Score Range:
CerebellumCerebralWMCount whole cerebellum and
white matter count 1000-50,000
cerebral white matter
Rostral anterior cingulate Tracer count for Score Range:
RostralAnteriorCingulateCount
count region 1000-50,000
Rostral middle frontal Tracer count for Score Range:
RostralMiddleFrontalCount
count region 1000-50,000
Tracer count for Score Range:
Superior frontal count SuperiorFrontalCount
region 1000-50,000
Tracer count for Score Range:
Superior parietal count SuperiorParietalCount
region 1000-50,000
Tracer count for Score Range:
Superior temporal count SuperiorTemporalCount
region 1000-50,000
Tracer count for Score Range:
Supramarginal count SupramarginalCount
region 1000-50,000
Tracer count for Score Range:
Temporal pole count TemporalPoleCount
region 1000-50,000
Transverse temporal Tracer count for Score Range:
TransverseTemporalCount
count region 1000-50,000
Combined anterior Score Range:
VOIAnteriorCingulateCount Count for VOI
cingulate VOI count 1000-50,000
Combined cerebellum Score Range:
VOICerebellumCount Count for VOI
VOI count 1000-50,000
Combined dorsolateral Score Range:
VOIDorsolateralPrefrontalCount Count for VOI
prefrontal VOI count 1000-50,000
 145

Combined inferior Score Range:

VOIInferiorFrontalCount Count for VOI
frontal VOI count 1000-50,000
Combined inferior
Score Range:
parietal supramarginal VOIInferiorParietalSupramarginalCount Count for VOI
1000-50,000
VOI count
Combined lateral parietal Score Range:
VOILateralParietalCount Count for VOI
VOI count 1000-50,000
Combined lateral Score Range:
VOILateralTemporalCount Count for VOI
temporal VOI count 1000-50,000
Combined middle frontal Score Range:
VOIMiddleFrontalCount Count for VOI
VOI count 1000-50,000
Combined orbitofrontal Score Range:
VOIOrbitofrontalCount Count for VOI
VOI count 1000-50,000
Combined posterior
Score Range:
cingulate isthmus VOI VOIPosteriorCingulateIsthmusCount Count for VOI
1000-50,000
count
Count for VOI / Score Range:
Anterior cingulate SUVR VOIAnteriorCingulateSUVR
VOICerebellumCount 0.6-2.1
Dorsolateral prefrontal Count for VOI / Score Range:
VOIDorsolateralPrefrontalSUVR
SUVR VOICerebellumCount 0.6-2.1
Count for VOI / Score Range:
Lateral parietal SUVR VOILateralParietalSUVR
VOICerebellumCount 0.6-2.1
Count for VOI / Score Range:
Lateral temporal SUVR VOILateralTemporalSUVR
VOICerebellumCount 0.6-2.1
Count for VOI / Score Range:
Orbitofrontal SUVR VOIOrbitofrontalSUVR
VOICerebellumCount 0.6-2.1
Posterior cingulate Count for VOI / Score Range:
VOIPosteriorCingulateIsthmusSUVR
isthmus SUVR VOICerebellumCount 0.6-2.1
Count for VOI / Score Range:
Lateral occipital SUVR LateralOccipitalSUVR
VOICerebellumCount 0.6-2.1
Count for VOI / Score Range:
Precuneus SUVR PrecuneusSUVR
VOICerebellumCount 0.6-2.1
Average SUVR
across the eight Score Range:
Global SUVR GlobalSUVR
regions described 0.6-2.1
above
 146

Construct 18: PET-Tau

Table of Contents

Sample Sizes By Wave and Task

Section 1: Brief Descriptions of PET Data Processing

Section 2: Access to PET Summary Data

Sample Sizes by Wave and Assessment

Assessment Wave 2 Wave 3

PET-Tau 60 124a

a
Note: Three participants did not have a wave 3 MRI, so their PET data were registered to their
wave 2 MRI. These all had an MRI-PET interval over 5 years (see MRItoTau variable).

PET Data Processing Description

The Dallas Lifespan Brain Study (DLBS) began in 2008 and utilized new in vivo imaging
techniques indicative of AD pathology to determine the development process of aging and
cognition. One such method scanned for tau using the radioligand 18F-AV-1451, also known as
flortaucipir. The corresponding data set includes standardized uptake ratios (SUVRs) for a
temporal meta region presented by Jack et al., 2018, which includes inferior temporal, middle
temporal, entorhinal, parahippocampus, fusiform, and amygdala. This region was selected due to
its sensitivity in detecting tau accumulation in otherwise healthy aging.

The data set also includes tau SUVRs for the eight regions that we previously used to assess
global cortical amyloid (see Construct 17: PET-Amyloid), as well as PET counts for a wide
range of Freesurfer regions. We caution against examining tau in these eight cortical amyloid
regions except to compare with deposition of amyloid, as tau does not typically accumulate
across the cortex in this widespread manner in cognitively normal participants. The eight global
SUVR regions were: anterior cingulate, posterior cingulate, lateral prefrontal, orbitofrontal,
precuneus, lateral parietal, lateral occipital, and lateral temporal cortices.

PET processing: First, PET runs were registered to the first run in the PET sequence to provide
motion correction. Second, their PET data and Freesurfer parcellations described above were
registered to their most recent MRI scan and the relevant PET counts were extracted. Finally,
SUVRs were formed using a whole-cerebellum reference. We note that COVID-19-related
research delays resulted in a larger interval between MRI and PET scan for wave 3 (see
MRItoTau variable). Additionally, PET data were processed cross-sectionally because different
PET scanners were used for wave 2 and wave 3 data.
 147

Freesurfer processing: For all three waves of DLBS data collection, MRI scans were processed
cross-sectionally through Freesurfer ver. 5.3 (Martinos Center for Biomedical Imaging, MA,
USA) with regional parcellations based on the Desikan-Killiany atlas (Desikan et al., 2006).
Extensively trained operators inspected the reconstructed white and grey matter surfaces and
performed manual edits when necessary. Left and right hemisphere parcellations were combined
to form bilateral volume of interest masks for the tau data.

Reference

Jack, C. R., Wiste, H. J., Schwarz, C. G., Lowe, V. J., Senjem, M. L., Vemuri, P., . .
.Petersen, R. C. (2018). Longitudinal tau PET in ageing and Alzheimer’s disease. Brain, 141,
1517-1528. https://doi.org/10.1093/brain/awy059

Tau-PET Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Construct Name ConstructName Tau
Construct Number ConstructNumber Construct 18
Denotes the data
collection wave. See 1=Wave 1
individual differences 2=Wave 2
Wave Wave
data set for more 3=Wave 3
detail, including
testing date intervals.
1 = Yes, returned for
Has Data HasData wave; 2 = No, did not
return for wave
Number of Scores in How many scores are
NumScores 69
Construct available
1 = Has data
Tau PET Tau 2 = Data partial
3 =No task data
Interval, in years,
Interval from MRI to Tau Score Range:
MRItoTau between MRI and tau
scan –0.02 to 6.7
scan
Tracer count for Score Range:
Amygdala count AmygdalaCount
region 1,000-20,000
Caudal anterior cingulate Tracer count for Score Range:
CaudalAnteriorCingulateCount
count region 1,000-20,000
Caudal middle frontal Tracer count for Score Range:
CaudalMiddleFrontalCount
count region 1,000-20,000
Tracer count for Score Range:
Cerebellum cortex count CerebellumCortexCount
region 1,000-20,000
Cerebellum white matter Tracer count for Score Range:
CerebellumWhiteMatterCount
count region 1,000-20,000
Cerebral white matter Tracer count for Score Range:
CerebralWhiteMatterCount
count region 1,000-20,000
Tracer count for Score Range:
Cuneus count CuneusCount
region 1,000-20,000
Tracer count for Score Range:
Entorhinal count EntorhinalCount
region 1,000-20,000
 148

Tracer count for Score Range:

Frontal pole count FrontalPoleCount
region 1,000-20,000
Tracer count for Score Range:
Fusiform count FusiformCount
region 1,000-20,000
Tracer count for Score Range:
Hippocampus count HippocampusCount
region 1,000-20,000
Tracer count for Score Range:
Inferior parietal count InferiorParietalCount
region 1,000-20,000
Tracer count for Score Range:
Inferior temporal count InferiorTemporalCount
region 1,000-20,000
Tracer count for Score Range:
Insula count InsulaCount
region 1,000-20,000
Tracer count for Score Range:
Isthmus cingulate count IsthmusCingulateCount
region 1,000-20,000
Tracer count for Score Range:
Lateral occipital count LateralOccipitalCount
region 1,000-20,000
Lateral orbitofrontal Tracer count for Score Range:
LateralOrbitofrontalCount
count region 1,000-20,000
Tracer count for Score Range:
Lingual count LingualCount
region 1,000-20,000
Medial orbitofrontal Tracer count for Score Range:
MedialOrbitofrontalCount
count region 1,000-20,000
Tracer count for Score Range:
Middle temporal count MiddleTemporalCount
region 1,000-20,000
Tracer count for
precentral, Score Range:
Negative Mask NEGMask
postcentral, and 1,000-20,000
pericalcarine
Tracer count for Score Range:
Paracentral count ParacentralCount
region 1,000-20,000
Tracer count for Score Range:
Parahippocampal count ParahippocampalCount
region 1,000-20,000
Tracer count for Score Range:
Pars opercularis count ParsOpercularisCount
region 1,000-20,000
Tracer count for Score Range:
Pars orbitalis count ParsOrbitalisCount
region 1,000-20,000
Tracer count for Score Range:
Pars triangularis count ParsTriangularisCount
region 1,000-20,000
Tracer count for Score Range:
Pericalcarine count PericalcarineCount
region 1,000-20,000
Tracer count for Score Range:
Postcentral count PostcentralCount
region 1,000-20,000
Tracer count for Score Range:
Posterior cingulate count PosteriorCingulateCount
region 1,000-20,000
Tracer count for Score Range:
Precentral count PrecentralCount
region 1,000-20,000
Tracer count for Score Range:
Precuneus count PrecuneusCount
region 1,000-20,000
Tracer count for
Cerebellum and cerebral Score Range:
CerebellumCerebralWMCount whole cerebellum and
white matter count 1,000-20,000
cerebral white matter
Rostral anterior cingulate Tracer count for Score Range:
RostralAnteriorCingulateCount
count region 1,000-20,000
Rostral middle frontal Tracer count for Score Range:
RostralMiddleFrontalCount
count region 1,000-20,000
 149

Tracer count for Score Range:

Superior frontal count SuperiorFrontalCount
region 1,000-20,000
Tracer count for Score Range:
Superior parietal count SuperiorParietalCount
region 1,000-20,000
Tracer count for Score Range:
Superior temporal count SuperiorTemporalCount
region 1,000-20,000
Tracer count for Score Range:
Supramarginal count SupramarginalCount
region 1,000-20,000
Tracer count for Score Range:
Temporal pole count TemporalPoleCount
region 1,000-20,000
Transverse temporal Tracer count for Score Range:
TransverseTemporalCount
count region 1,000-20,000
Combined anterior Score Range:
VOIAnteriorCingulateCount Count for VOI
cingulate VOI count 1,000-20,000
Combined cerebellum Score Range:
VOICerebellumCount Count for VOI
VOI count 1,000-20,000
Combined dorsolateral Score Range:
VOIDorsolateralPrefrontalCount Count for VOI
prefrontal VOI count 1,000-20,000
Combined inferior Score Range:
VOIInferiorFrontalCount Count for VOI
frontal VOI count 1,000-20,000
Combined inferior
Score Range:
parietal supramarginal VOIInferiorParietalSupramarginalCount Count for VOI
1,000-20,000
VOI count
Combined lateral parietal Score Range:
VOILateralParietalCount Count for VOI
VOI count 1,000-20,000
Combined lateral Score Range:
VOILateralTemporalCount Count for VOI
temporal VOI count 1,000-20,000
Combined middle frontal Score Range:
VOIMiddleFrontalCount Count for VOI
VOI count 1,000-20,000
Combined orbitofrontal Score Range:
VOIOrbitofrontalCount Count for VOI
VOI count 1,000-20,000
Combined posterior
Score Range:
cingulate isthmus VOI VOIPosteriorCingulateIsthmusCount Count for VOI
1,000-20,000
count
Count for VOI / Score Range:
Anterior cingulate SUVR VOIAnteriorCingulateSUVR
VOICerebellumCount 0.7-2.2
Dorsolateral prefrontal Count for VOI / Score Range:
VOIDorsolateralPrefrontalSUVR
SUVR VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Lateral parietal SUVR VOILateralParietalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Lateral temporal SUVR VOILateralTemporalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Orbitofrontal SUVR VOIOrbitofrontalSUVR
VOICerebellumCount 0.7-2.2
Posterior cingulate Count for VOI / Score Range:
VOIPosteriorCingulateIsthmusSUVR
isthmus SUVR VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Lateral occipital SUVR LateralOccipitalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Precuneus SUVR PrecuneusSUVR
VOICerebellumCount 0.7-2.2
Average SUVR
across the eight Score Range:
Global SUVR GlobalSUVR
regions described 0.7-2.2
above
 150

Count for VOI / Score Range:

Inferior temporal SUVR InferiorTemporalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Middle temporal SUVR MiddleTemporalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Superior temporal SUVR SuperiorTemporalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Entorhinal SUVR EntorhinalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Parahippocampus SUVR ParahippocampalSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Fusiform SUVR FusiformSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Hippocampus SUVR HippocampusSUVR
VOICerebellumCount 0.7-2.2
Count for VOI / Score Range:
Amygdala SUVR AmygdalaSUVR
VOICerebellumCount 0.7-2.2
Average SUVR
Temporal meta region Score Range:
TemporalMetaSUVR across the six regions
SUVR 0.7-2.2
described above
 151

Construct 19: Genotyping

Table of Contents

Sample Sizes By Wave and Task

Section 1: Brief Descriptions of Blood Sample Collection and Inventory, and DNA
Isolation and Genotyping

Section 2: Access to Genotyping Summary Data

Sample Sizes by Wave and Assessment

Assessment Wave 1 Wave 2 Wave 3

Genotyping 419 0 0

Blood Sample Collection and Inventory

Genetics samples were collected via blood for those participants completing PET scanning and
via buccal swab (through the mail or in-person) for those participants unable to have a blood
draw. All details below were given by Dr. Ramon Diaz-Arrastia during his time at UTSW:

All samples will be drawn in tubes with appropriate barcode labeling for accurate identification
and tracking according to the protocols below. In order to ensure secure, accurate tracking of all
samples once they arrive at UT-Southwestern, we will use the Freezerworks Version 5 software
program from Dataworks Development, Inc. This product integrates both the vial labeling and
storage tasks into one program and streamlines data transfer by exchanging data with other
programs electronically while ensuring data integrity. The Freezerworks 5.0 program meets
regulatory requirements, including 21 CFR Part 11, with a robust audit trail and 45 CFR Part 164
standards for safeguarding of electronic protected health information including administrative
and technical safeguards. Freezerworks version 5 contains a basic user identification system to
assign three levels of data access: system administrator, data entry, and view only with unique
User Name and Password login security maintained by the system administrator to determine the
appropriate security level. Further control of unwarranted access to data is provided by
encrypting stored information within the database using proprietary methods of the database
engine. All necessary training for all study personnel will be provided. Upon receipt, all samples
will be scanned by a barcode reader to confirm receipt and to facilitate subsequent storage and
tracking. Each site will have appropriate access to the database to maintain consistency and
accuracy of the information on samples from their site and to facilitate tracking. A total of 10 mL
of whole blood will be collected from each participant using a Vacutainer phlebotomy system: 5
mL in a serum separator tube (tiger top) and 5 mL in an EDTA-containing tube (purple top).
Blood will be centrifuged at (2500 rpm x 10 minutes) within 10 minutes of collection, and serum
(from the tiger top) tube distributed into five 0.5 mL aliquots. Plasma (from the purple top tube)
 152

will be distributed into another five 0.5 mL aliquot. Remaining blood cells from the purple top
tube are distributed into two 1 mL aliquots. All aliquots are frozen within 30 minutes of
collection at -80oC. Vials containing each aliquot are labeled with barcodes generated by the
Freezerworks v. 5 software package. Unused DNA and biological fluids (serum and DNA) will
be stored at -80oC the UT Southwestern Alzheimer’s Disease Center. These samples will be
available for future scientifically meritorious studies.

Note: Samples are now stored at the Center for Vital Longevity.

DNA Isolation and Genotyping

Data are available for APOE, BDNF, COMT, and DRD2. All details below were given by Dr.
Ramon Diaz-Arrastia during his time at UTSW:

Venous blood samples will be collected into EDTA-anti-coagulated tubes and genomic DNA
was isolated by standard protocols [1]. We routinely obtain 50 – 70 g of DNA from 2 mL of
whole blood. Fragments containing each of the polymorphisms were amplified from genomic
DNA by polymerase chain reaction (PCR) using Taq DNA polymerase (Roche Diagnostics;
Indianapolis, IN) and a thermal profile, reaction conditions and primer sequences optimized for
each polymorphism. All amplifications were carried out in an ABI 7900HT thermal cycler
(Applied Biosystems, Inc; Foster City, CA). Genotypes were determined by a number of
methods, depending upon the nature of the polymorphism. For single nucleotide polymorphisms
(SNPs; ApoE, BDNF, COMT, DRD2) genotypes were determined by real-time PCR using
TaqMan probes unique for each SNP (Applied Biosystems, Inc; Foster City, CA)(Table 1).

Genomic DNA was extracted from cheek swabs using Qiagen DNA Blood kits (#51162; Qiagen
Inc., Valencia, CA, USA). To identify the six APOE genotypes comprising the APOE *E2, *E3
and *E4 alleles, two single nucleotide polymorphisms (SNPs) were assayed using the TaqMan
method [Applied Biosystems Inc. (ABI), Foster City, CA, USA]. SNP-specific primers and
probes were designed by ABI (TaqMan genotyping assays) and assays were performed
according to the manufacturer's instructions in 5 μl total volumes in 384-well plates. The
polymorphisms distinguish the *E2 allele from the *E3 and *E4 alleles at amino acid position
158 (NCBI rs7412) and the *E4 allele from the *E2 and *E3 alleles at amino acid position 112
(NCBI rs429358).

Table 1
SNP Assay ID
ApoE 112 C___3084793_20
ApoE 158 C____904973_10
BDNF C__11592758_10
COMT C__25746809_50
DDRD2 C___7486676_10
 153

[1]Miller SA, Dykes DD, Polesky HF: A simple salting out procedure for extracting DNA from
human nucleated cells. Nucleic Acids Res 16:1215, 1988

Genotyping Data Set: Key to Names and Data Structure in Data Set
Item Name Abbreviation Description Measurement
Subject Number S# Subject identifier
Construct Name ConstructName Genotyping
Construct Number ConstructNumber Construct 19
Denotes the data
collection wave.
1=Wave 1
See individual
2=Wave 2
Wave Wave differences data
3=Wave 3
set for more detail,
including testing
date intervals.
1 = Yes, returned
for wave; 2 = No,
Has Data HasData
did not return for
wave
Number of Scores in How many scores
NumScores 11
Construct are available
Polymorphisms
distinguishing E2-
Position 112 polymorphism APOE112 E4 alleles at amino CC to TT
acid position 112
(NCBI rs429358)
Polymorphisms
distinguishing E2-
Position 158 polymorphism APOE158 E4 alleles at amino CC to TT
acid position 158
(NCBI rs7412)
Specific APOE
APOE Genotype APOEGenotype e2/e2 to e4/e4
allele combination
Whether they had
1=yes
E4 Allele Carrier Status E4CarrierStatus at least one e4
0=no
allele
Total e4 alleles
Total APOE4 Alleles TotalE4Alleles Score Range: 0-2
carried
BDNF
BDNF Polymorphism BDNF AA, GA, GG
polymorphism
Val/Val, Met/Met,
BDNF Genotype BDNFGenotype BDNF genotype
Val/Met
COMT
COMT Polymorphism COMT AA, GA, GG
polymorphism
Val/Val, Met/Met,
COMT Genotype COMTGenotype COMT genotype
Val/Met
DRD2
DRD2 Polymorphism DRD2 AA, GA, GG
polymorphism
Al1/Al1, Al2/Al2,
DRD2 Genotype DRD2Genotype DRD2 genotype
Al1/Al2