State the current date and place and their name.
|
Orientation to time, place, and person
|
Spell "world" or another 5-letter word forward, then backward.
|
|
Repeat a short list of objects.
|
Attention and recording of information to memory (registration)
|
Recall the short list of objects after about 2 to 5 minutes.
|
Short-term recall (called working memory)
|
Describe an event that happened in the last day or two.
|
|
Describe events from the distant past.
|
Remote (long-term) memory
|
Ask people to do one of the following:
-
Interpret a proverb (such as “a rolling stone gathers no moss”).
-
Explain a particular analogy (such as “why the brain is like a computer”).
-
Identify the category for 3 or 4 objects, such as fruit for apples, oranges, and bananas.
|
|
Describe their thoughts about the illness and its severity.
|
|
Name the last five presidents and the state capital.
|
|
Tell how they feel on this day and how they usually feel.
|
|
Follow a simple command that involves three different body parts and requires distinguishing right from left (such as “put your right thumb in your left ear and stick out your tongue”).
|
|
Name simple objects and body parts, and read, write, and repeat certain phrases.
|
|
Copy simple and complex structures (for example, using building blocks), and draw a clock, cube, or house.
|
Ability to understand spatial relationships
|
Brush the teeth, or take a match out of a box and strike it.
|
|
Do simple arithmetic, such as asking them to subtract 7 from 100 and continue to subtract 7 from the answer obtained—93 minus 7 equals 86 minus 7 equals 79 and so on—or asking them how many nickels are in $1.35.
|
Ability to calculate numbers
|
Ask what they would do in a hypothetical situation requiring good judgment, such as “What would you do if you found a stamped, addressed letter on the sidewalk?”
|
|
