Appendix: Aggregation of neuropsychological symptoms in ALE

Domains and functions	Definition	Tests and Description	Cut-off	Reference
Praxia
Praxia	to perform movements purposefully	Kölner Apraxie Screening (KAS): pantomimes of object use and imitations of gestures shall be executed.	Mean score ≤ 76	(Weiss et al., 2013)
Visuo-construction (constructive praxia)	Constructing a whole out of elements	Rey Complex Figure Test (RCFT): copy a complex figure consisting of 18 geometrical elements. Consortium to Establish a Registry for Alzheimer’s Disease (CERAD) figure: Copy four, more simple figures. We combined these two tests referring to “visuo-construction”.	z < −1	(Meyers & Meyers, 1995, Welsh et al., 1994)
Memory
Verbal short-term memory	Verbal information that can be kept in mind for a few seconds	Digit Span test of the Wechsler Memory Scale-Revised (WMS-R): Reproduction of increasingly longer sequences of numbers.	z < −1	(Wechsler, 1987)
Nonverbal short-term memory	Nonverbal information that can be kept in mind for a few seconds	Wechsler Memory Scale-Revised (WMS-R), Spatial Span: Reproduction of increasingly longer spatially separated sequences of taps on blocks.	z < −1	(Wechsler, 1987)
Verbal learning capacity	Ability to acquire new verbal information	A list of words is to be learned over repeated learning trials in the Verbaler Lern- und Merkfähigkeitstest (VLMT) and in CERAD. We comprised them as “verbal learning capacity”.	z < −1	(Helmstaedter et al., 2001, Welsh et al., 1994)
Nonverbal learning capacity	Ability to acquire new nonverbal information	Diagnosticum für Zerebralschädigung (DCS-II). Learn images of figures and reproduce them with stics over learning trials (DCS_Rcum)	z < −1	(Weidlich et al., 2011)
Verbal immediate recall	Retrieval of verbal information stored in memory immediately after learning	CERAD: recall of learned words a few moments after learning	z < −1	(Welsh et al., 1994)
Nonverbal immediate recall	Retrieval of nonverbal information stored in memory immediately after learning	CERAD: figures are to be drawn from memory, after a few moments. Likewise, in the RCFT. We combined these two to “nonverbal immediate recall”.	z < −1	(Welsh et al., 1994, Meyers & Meyers, 1995)
Verbal forgetting	Loss of stored verbal information	The difference between amount of words reproduced after the last learning trial of the VLMT and the recall	z < −1	(Helmstaedter et al., 2001)
Verbal long-term memory	Recall of verbal information with a delay longer than short-term memory interval.	VLMT: learned word list is asked to recall after a 20–30 minute delay	z < −1	(Helmstaedter et al., 2001)
Nonverbal long-term memory	Recall of nonverbal information with a delay longer than short-term memory interval.	RCFT: Reproduction 30 minutes after copying.	z < −1	(Meyers & Meyers, 1995)
Verbal recognition	To remember that certain verbal information had been learned when it is presented again	In VLMT and CERAD, after recall trial, learned words are presented again together with distractors. The task is to recognize which word had been learned earlier and which not. In the CERAD the accuracy of word recognition is presented in the discriminability index. We comprised the accuracy of word recognition in VLMT and CERAD in “verbal recognition” inspite of different time delays in VLMT and CERAD.	z < −1	(Helmstaedter et al., 2001, Welsh et al., 1994)
Nonverbal recognition	remember that certain nonverbal information had been learned when it is presented again	Not reported in the main text, because of too few cases.
Attention
Processing-speed	Speed of processing information is a common operationalization of attention intensity.	Trail Making Test (TMT) –A: numbers spread on a page shall be connected with a pencil in ascending order as fast as possible. We applied the TMT-A without time-constraints.	z < −1	(Tombaugh, 2004)
Divided attention	Pay attention on two or more tasks simultaneously.	Testbatterie zur Aufmerksamkeitsprüfung (TAP), Divided Attention: patients are presented visual stimuli on a screen and simultaneously auditory stimuli, to react on. Reaction speed on both stimuli as well as accuracy are recorded.	z < −1	(Zimmermann & Fimm, 2014)
Executive Functions
Verbal working memory	Maintenance and manipulation of verbal information in mind.	WMS-R: Reproduction of digit spans backwards	z < −1	(Wechsler, 1987)
Nonverbal working memory	Maintenance and manipulation of nonverbal information in mind.	WMS-R: Reproduction of spatial spans backwards	z < −1	(Wechsler, 1987)
Verbal divergent problem solving	Verbal fluency	See language: semantic and lexical fluency	z < −1	(Aschenbrenner et al., 2000)
Nonverbal divergent problem solving	Production of as many different solutions as possible.	Hamasch 5 Punkte Test (H5PT): fields with each five dots in the same orientation on a paper. Patients are asked to draw as many different pattern as possible by connecting at least two dots per field.	z < −1	(Haid et al., 2004)
Nonverbal convergent problem solving	Find the one solution of a problem	D-KEFS, Tower Test: wooden slices have to be moved and placed on stics, following specific rules to build given towers with a minimum amount of movements.	z < −1	(Delis et al. 2001)
Flexibility	Ability to switch between tasks	TMT-B: numbers and letters shall be connected alternating in ascending order, as fast as possible. We applied no time constraints	z < −1	(Tombaugh, 2004)
Language
Semantic word fluency (verbal convergent problem solving)	Enumerating words of a distinct category	Regensburger Wortflüssigkeitstest (RWT): name as many animals as possible within one minute.	z < −1	(Aschenbrenner et al., 2000)
Lexical word fluency (verbal convergent problem solving)	Enumerating words of a distinct first letter	RWT: name as many words starting with “S”, as possible within one minute. Word fluency can also be classified as verbal divergent problem solving (see above).	z < −1	(Aschenbrenner et al., 2000)
Naming	Naming of presented objects	Name drawings of presented objects in the Boston Naming Test (BNT) or Wortproduktionsprüfung (WPP)	z < −1	(Merten, 2004, Blanken et al., 1999)
Social Cognition
Emotion recognition	Identifying emotions	Social Cognition and Emotional Assessment (Mini-Sea), Facial Emotional Recognition” test: emotions expressed in faces shall be identified on pictures	z < −1	(Bertoux et al., 2012)
Intensity of emotions	Identifying the arousal of emotions	Facial Expressions of Emotions – Stimuli and Test (FEEST): intensity of emotions has to be rated in facial expressions on photographs	z < −1	(Young et al., 2002)
Psychological Symptoms
diverse	psychological strain	The Symptom Checklist-90-R (SCL-90-R) and Brief-Symptom-Checklist (BSCL): self-report questionnaires to evaluate psychological problems and symptoms on 9 subscales and 3 resulting global scales. We combined SCL-90-R and BSCL by referring to “SCL_BSCL”.	T > 60 used	(Franke, 2002, Franke, 2017)
Depressed mood	symptom of depression	Beck Depression Inventory-II (BDI-II): self-report questionnaires to evaluate symptoms of depression.	score ≥ 14 for mild or more severe symptomatology.	(Hautzinger et al., 2006))
Anxiety and depressed mood	Symptoms of anxiety disorder and depression	Hospital Anxiety and Depression Scale (HADS): self-report questionnaires to evaluate symptoms of anxiety and depression on separate subscales.	Subscale score ≥ 8 for possible presence of anxiety or depressive disorder	(Herrmann-Lingen, 2011)