Télécharger le texte intégral - ISPED-Enseignement à distance

More documents

Recommendations

Info

Annexes 218[19] Letenneur L, Commenges D, Dartigues JF,Barberger-Gateau P. Incidence of dementiaand Alzheimer's disease in elderly community residents of south-western France. Int JEpidemiol 1994;23(6):1256-61[20] Letenneur L, Gilleron V, Commenges D, Helmer C, Orgogozo JM,Dartigues JF. Are sexand educational level independent predictors of dementia and Alzheimer's disease? Incidencedata from the PAQUID project. J Neurol Neurosurg Psychiatry 1999;66(2):177-83[21] Morris MC, Evans DA, Hebert LE,Bienias JL. Methodological issues in the study ofcognitive decline. Am J Epidemiol 1999;149(9):789-93[22] Proust C, Jacqmin-Gadda H, Taylor JM, Ganiayre J,Commenges D. A nonlinear modelwith latent process for cognitive evolution using multivariate longitudinal data. Biometrics2006;Online publication date: 26-Apr-2006 doi: 10.1111/j.1541-0420.2006.00573.x([23] Reite M, Cullum CM, Stocker J, Teale P,Kozora E. Neuropsychological test performanceand MEG-based brain lateralization: sex differences. Brain Res Bull 1993;32(3):325-8[24] Salthouse TA. The processing-speed theory of adult age differences in cognition. PsycholRev 1996;103(3):403-28[25] Scarmeas N, Albert SM, Manly JJ,Stern Y. Education and rates of cognitive decline inincident Alzheimer's disease. J Neurol Neurosurg Psychiatry 2006;77(3):308-16[26] Sliwinski M, Lipton RB, Buschke H,Stewart W. The effects of preclinical dementia onestimates of normal cognitive functioning in aging. J Gerontol B Psychol Sci Soc Sci1996;51(4):P217-25[27] Tombaugh TN,McIntyre NJ. The mini-mental state examination: a comprehensivereview. J Am Geriatr Soc 1992;40(9):922-35[28] Wechsler D.WAIS-R manual. New York:Psychological Corporation; 198120
Annexes 219[29] Wiederholt WC, Cahn D, Butters NM, Salmon DP, Kritz-Silverstein D,Barrett-Connor E.Effects of age, gender and education on selected neuropsychological tests in an elderlycommunity cohort. J Am Geriatr Soc 1993;41(6):639-47[30] Yesavage JA,Brooks JO, 3rd. On the importance of longitudinal research in Alzheimer'sdisease. J Am Geriatr Soc 1991;39(9):942-421
Page 1 and 2:
Université Victor Segalen Bordeaux
Page 3 and 4:
3RemerciementsA Monsieur Jean-Louis
Page 5 and 6:
5Un immense merci à tous ceux que
Page 7 and 8:
7A Delphine et ses mille et une his
Page 9 and 10:
TABLE DES MATIÈRES 92.3.2 Estimati
Page 11 and 12:
TABLE DES MATIÈRES 116.3.1 Adéqua
Page 13 and 14:
Introduction 13ans atteintes d’un
Page 15 and 16:
Introduction 15Mais, pour l’insta
Page 17 and 18:
Introduction 171.2 Problèmes méth
Page 19 and 20:
Introduction 191.2.3 Association en
Page 21 and 22:
Introduction 21QUID suggère que le
Page 23 and 24:
Chapitre 2Etat des connaissancesCe
Page 25 and 26:
Etat des connaissances 25Plusieurs
Page 27 and 28:
Etat des connaissances 27Prise en c
Page 29 and 30:
Etat des connaissances 29Extensions
Page 31 and 32:
Etat des connaissances 31données s
Page 33 and 34:
Etat des connaissances 33variables
Page 35 and 36:
Etat des connaissances 35(2000) ne
Page 37 and 38:
Etat des connaissances 372.3 Modél
Page 39 and 40:
Etat des connaissances 39chapitre 3
Page 41 and 42:
Etat des connaissances 41de mélang
Page 43 and 44:
Etat des connaissances 43Hawkins et
Page 45 and 46:
Etat des connaissances 45tique de d
Page 47 and 48:
Etat des connaissances 47L’estima
Page 49 and 50:
Etat des connaissances 49normales s
Page 51 and 52:
Etat des connaissances 512.4 Modél
Page 53 and 54:
Etat des connaissances 53en tant qu
Page 55 and 56:
Etat des connaissances 55interactio
Page 57 and 58:
Etat des connaissances 57décrite p
Page 59 and 60:
Etat des connaissances 59entre l’
Page 61 and 62:
Etat des connaissances 612.4.3 Cas
Page 63 and 64:
Etat des connaissances 63l’inform
Page 65 and 66:
Modèle nonlinéaire à processus l
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Chapitre 4Modèle nonlinéaire à c
Page 95 and 96:
Modèle nonlinéaire à classes lat
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Chapitre 6Discussion et perspective
Page 151 and 152:
Discussion et perspectives 151la pr
Page 153 and 154:
Discussion et perspectives 153Varia
Page 155 and 156:
Discussion et perspectives 1556.2 M
Page 157 and 158:
Discussion et perspectives 157à cl
Page 160 and 161:
Discussion et perspectives 160effet
Page 162 and 163:
Discussion et perspectives 162Dans
Page 164 and 165:
Chapitre 7BibliographieAmieva, H.,
Page 166 and 167:
Bibliographie 1661, S19-25.Brown, E
Page 168 and 169: Bibliographie 168Sons, New-York.Fol
Page 170 and 171: Bibliographie 170Hogan, J. W. et La
Page 172 and 173: Bibliographie 172Lin, H., McCulloch
Page 174 and 175: Bibliographie 174Park, CA.Muthén,
Page 176 and 177: Bibliographie 176Schlattmann, P. (2
Page 178 and 179: Bibliographie 178in the random-effe
Page 180 and 181: Chapitre 8Annexes8.1 Liste des publ
Page 182 and 183: Annexes 182Pau (France)Communicatio
Page 184 and 185: Annexes 184166 C. Proust, H. Jacqmi
Page 192 and 193: AnnexesAmerican Journal of Epidemio
Page 194 and 195: Annexes 194Psychometric Tests’ Se
Page 200 and 201: Annexes 200Abstract :When investiga
Page 202 and 203: Annexes 202educated subjects. This
Page 204 and 205: Annexes 204(iii) the recognition fo
Page 206 and 207: Annexes 206Explanatory variablesIn
Page 208 and 209: Annexes 208IST15 (median=28, IQR=24
Page 210 and 211: Annexes 210and on the mean evolutio
Page 212 and 213: Annexes 212These findings should be
Page 214 and 215: Annexes 214Appendix : model specifi
Page 216 and 217: Annexes 216References[1] Amieva H,
Page 220 and 221: Annexes 220Figure 1 : (A) Predicted
Page 222 and 223: Annexes 222Table 1: demographic and
Page 224: Annexes 224MMSE 0.0037 * 0.0013,0.0
show all

Télécharger le texte intégral - ISPED-Enseignement à distance

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?