B - 89 Evaluation of the Differential Effect of Cognitive and Somatic Anxiety Symptoms as Predictors of Verbal Learning and Memory Performance

Abstract Objective Anxiety is known to exacerbate cognitive difficulties associated with aging; however, little it is less clear how specific symptoms of anxiety, particularly cognitive and somatic symptoms, impact learning and memory performance among older adults. This study explored the relationship between moderate-to-severe symptoms of cognitive and somatic anxiety on auditory learning and memory performance. Method A sample of 95 outpatients referred for neuropsychological were administered the California Verbal Learning Test -3rd Edition-Brief Form (CVLT), Wechsler Memory Scales – 4th Edition Logical Memory (LM), and the Beck Anxiety Inventory (BAI) as part of a standardized battery. Results The sample was 45.3% female and 50.5% black (Age: M = 64.69, SD = 8.1; Education: M = 13.60, SD = 3.0). BAI items were dichotomized into somatic and cognitive symptoms. Items rated as moderate or severe were summed to create total somatic anxiety (S-Anx), and cognitive (C-Anx), and total moderate–severe (T-Anx) scores. Regression analyses indicated that T-Anx and S-Anx, significantly predicted CVLT Trial 1 (T1) learning (β = −0.24; β = −0.24, respectively) and total learning performance (β = −0.20; β = −0.23, respectively). C-Anx predicted T1 learning (β = −0.22,), but not total learning. None of the anxiety scales predicted CVLT delayed recall, nor LM learning or retrieval. Conclusion Multiple regression revealed that S-Anx remained a significant predictor of total learning when controlling for C-Anx. Findings indicate that both moderate-to-severe somatic and cognitive anxiety impact unstructured auditory one-trial learning, while somatic anxiety has a more broad impact on learning over trials, which was sustained after controlling for the effect of cognitive anxiety, suggesting potentially independent symptom construct clusters.