NEUROPSYCHOLOGICAL TESTS PART - 1 - Copy.pptx

Amity Institute of Psychology & Allied Sciences
PSYC773
Faculty: (Dr.) Sundeep Katevarapu

INTRODUCTION
• PSYCHOLOGICAL TESTSARE STANDARDIZED SCIENTIFIC TOOLS MEANT
TO ASSESSVARIOUS PSYCHOLOGICAL CONSTRUCTS.
• TO CONSIDER A MEASURE AS PSYCHOLOGICAL TEST
, IT MUST HAVE
THREE PROPERTIES. THESE ARE:
1. RELIABILITY: IT REFERSTO CONSISTENCY OFA MEASURE - HOW LIKELY
IT ISTO PRODUCE THE SAME RESULTS IF USED AGAIN IN THE SAME
CIRCUMSTANCES.
2. VALIDITY: IT REFERSTO THE ABILITY OF THETESTTO MEASURE WHAT
IT PURPORTS TO MEASURE.
3. NORM: THE TESTMUST HAVE A RANGE OF VALUES WITHIN WHICH
MEMBERS OFA GIVEN POPULATION ARE EXPECTED TO PERFORM OR
FUNCTION.

UTILITY OF PSYCHOLOGICAL TESTS IN
CLINICAL PRACTICE
• THEYARE DEVISED AND USED PRIMARILY FOR DETERMINATION AND
ANALYSIS OF INDIVIDUAL DIFFERENCES IN
• - GENERAL INTELLIGENCE
• - SPECIFICAPTITUDE
• - EDUCATIONAL ACHIEVEMENT
• - VOCATIONAL FITNESS
• - NON INTELLECTUAL PERSONALITY TRAITS

TYPES OF PSYCHOLOGICAL TESTS
• DEPENDING UPON THE TYPE OFSTIMULUS, NUMBER OF SUBJECTS
AND THEAREASOF INVESTIGATION, PSYCHOLOGICALTESTSARE
CLASSIFIED INTO VARIOUS TYPES:
• OBJECTIVE
• PROJECTIVE
• INDIVIDUAL
• GROUP

OBJECTIVE TEST
• AN OBJECTIVE TESTISA PSYCHOLOGICAL TESTTHAT MEASURES AN
INDIVIDUAL'S CHARACTERISTICSINDEPENDENTOFRATERBIAS OR
THE EXAMINER'S OWN BELIEFS, USUALLY BYTHEADMINISTRATION
OFA BANK OF QUESTIONS MARKEDAND COMPAREDAGAINST
EXACTINGSCORINGMECHANISMS THATARECOMPLETELY
STANDARDIZED.

REQUIREMENT FOR STANDARDIZATION
• FREE FROM SUBJECTIVE JUDGEMENT
• UNIFORM OR SPECIALSETOF INSTRUCTION HAS TO BETHERE.
• SAMPLE HASTO BESCIENTIFICALLYSELECTED FOR PARTICULAR TESTS
• THE CONTENTS ARE TESTEDAND RETESTEDAND VARIOUS
RESEARCHERS AREINVOLVED

PROJECTIVE TEST
• IT PROVIDES THE SUBJECT WITH ASTIMULUS SITUATION WHICH
GIVESTHE PERSON AN OPPORTUNITY TO IMPOSE UPON IT HIS OWN
PRIVATE NEEDS BASED ON PERCEPTION AND INTERPRETATION

INDIVIDUAL TEST
• TESTSEMPLOYED TO MEASURE INDIVIDUAL CAPACITIES LIKE:
• INTELLIGENCE
• PERSONALITY
• LEADERSHIP STYLE
• COGNITIVE ABILITY
• EMOTIONAL INTELLIGENCE

GROUP TESTS
• USED TOTEST GROUP CHARACTERS AND ABILITY ASA WHOLE

APPROACHES TO NEUROPSYCHOLOGICAL TESTS
• BATTERYAPPROACH.
• HYPOTHESIS TESTING APPROACH.
• SCREENING APPROACHES.

BATTERY APPROACH
• INCLUDES LARGE VARIETY OF TESTS.
• ALLPARTS PRESENTED REGARDLESSOF PATIENTS PRESENTING
COMPLAINTS.
• ADVANTAGES:
• IDENTIFIES PROBLEM THATTHE PATIENT MAY NOT COMPLAIN.
• DISADVANTAGES:
• TIME CONSUMING(6-8 HRS)
• E.G - Halstead-ReitanNeuropsychological Test Battery (HRNTB)

HYPOTHESIS TESTING APPROACH
• DETAILED EVALUATION OFAREASRELATED TO PATIENTS COMPLAINTS.
• RELATIVELY LESS EMPHASIS IS GIVEN ON ASPECTS OF FUNCTIONING THAT
ARE LESS LIKELYTO BE IMPAIRED.
• ILLUMINATES THE DIFFERENTIAL ROLE OFTHETWO HEMISPHERES.
• ADVANTAGES:
• DETAILED DESCRIPTION OFTHE DEFICITS.
• DISADVANTAGES:
• OVERLOOKS UNEXPECTED AREAS OF DEFICITS.
• E.G - Boston Process Approach

SCREENING APPROACHES
• MORE FLEXIBLE AND EFFICIENT.
• DRIVEN BYECONOMIC FACTORS.
• DETERMINES
• WHETHER A DIAGNOSIS CAN BE MADE WITH LESSINFORMATION.
• WHETHER ADDITIONAL TESTING IS NECESSARY IN ORDER TO IDENTIFY MORE SUBTLE
PROBLEMS.
• E.G - Repeatable Battery for the Assessment of Neuropsycholgoical Status (RBANS)

DOMAINS OF NEUROPSYCHOLOGICAL
ASSESSMENTS
• INTELLIGENCE TESTS.
• TESTOF PERCEPTION.
• LANGUAGE TESTS.
• MEMORYTESTS.
• VISUO SPACIAL TESTS
• FRONTAL LOBE (EXECUTIVE FUNCTION TEST).
• VIGILANCE TESTS.
• PERSONALITY
• POWER OFABSTRACTION
• MOTOR FUNCTIONS

TESTS OF PERCEPTION
• BENDER-GESTALTTEST(BENDER VISUAL MOTOR GESTALT TEST}
• VISUAL OBJECTAND SPACE PERCEPTION BATTERY
.
• BEHAVIOURAL INATTENTION TEST
.

BENDER VISUAL MOTOR GESTALT TEST

BENDER GESALT (VISUOMOTOR} TEST
Lauretta Bender {1938)
• AGE LIMIT
• MEANINGFULABOVE 12 YRS OFAGE
• <3YRS- UNABLETO REPRODUCE ANY DESIGN
• METHOD
• THERE ARE9 SEPARATE DESIGNS.
• EACHDESIGN IN SEPARATE CARD WITH WHITE BACKGROUND.
• PATIENTISPRESENTED WITH UNLINED PAPER AND PENCIL
• PATIENT ISASKEDTO COPYEACH DESIGN FROM THE CARDIN FRONTOF HIM
• THERE ISNOTIME LIMIT.
□BENDER-IIHAS GOT16 FIGURES+ RECALLPHASE

TESTMATERIALS: NINE SEPARATEDESIGNS,
EACH PRINTED ON A WHITE BACKGROUND
A
1• • • •
• • • • •
• • • • • • • •
. . .•...
.....
• • • • • • • •
•,
2 • • •
. .
•
•• • •
• • •
•
••
• •
3
• 4
••
•
•••
....:
. .
.. ..
•• ••
5. • •
•

• BASED ON THE GESTALTEFFECT DEVELOPED BYKurt Kaffka, Max Wertheimer,
and Wolfgang Kohler
• THEGESTALTEFFECTIS THE CAPABILITYOF OUR BRAIN TO GENERATEWHOLE
FORMS, PARTICULARLYWITH RESPECTTO THEVISUALRECOGNITION OF
GLOBAL FIGURES INSTEAD OF JUSTCOLLECTIONS OF SIMPLER AND
UNRELATED ELEMENTS (POINTS, LINES, CURVES...}
• EVALUATION DEPENDS ON
• FORM OFREPRODUCED FIGURES
• RELATIONTO ONE ANOTHER AND
• TOTHE WHOLE SPACIALBACKGROUND.

INDICATION OF ABNORMALITY:
1. RELATIONSHIP OF DESIGN
2. DIFFICULTY IN ANGULATION
3. FAULTY AWARENESS OF PART WHOLE RELATIONSHIP
4. VARIABILITY IN LINE PRESSURE
5. FRAGMENTATION OR OVER SIMPLIFICATIONOF FIGURE
6. CLOSURE PROBLEM
7. DISTORTION
8. OMISSION OF ESSENTIALSEGMENTS ORADDITION
9. PROGRESSIVE OR ISOLATED INCREASE OR DECREASE IN SIZE
10. PERSEVERATION

BENDER GESTALTPERFORMANCE BYA10½
YEAR-OLDDYSLEXICGIRL.
A
7
.... 4J .
1 • •• • •
• ,,,,,....,_

USES
•TO DETECT
• LEARNING DISABILITIES
• MENTAL RETARDATION
• SCREENING TEST FOR ORGANICITY
• NEUROLOGICAL IMPAIRMENT
• EMOTIONAL DISTURBANCES
• MEMORY

VISUAL OBJECT AND SPACE
PERCEPTION BATTERY

VISUAL OBJECT AND SPACEPERCEPTIONBATTERY
• PURPOSE:
• THE VISUALOBJECTAND SPACEPERCEPTION (VOSP) BATTERY IS DE-SIGNED
TO EXPLORE OBJECTAND SPACEPERCEPTION.
• AGE RANGE:
• THE TESTCAN BEGIVEN TOINDIVIDUALS AGED 20 TO 84 YEARS.
• THE VOSP (WARRINGTON & JAMES, 1991} ISA BATTERY OF EIGHT
TASKSDEVELOPED TO TEST2 THINGS:
• OBJECTPERCEPTION
• SPACEPERCEPTION

USE
• USEDTO ASSESSTHOSE SKILLS FOR WHICH PATIENTS WITH RIGHT
HEMISPHERE DAMAGE DEMONSTRATE SELECTIVE DEFICITS.
• TESTS 1 TO4:
• INCOMPLETE LETTERS,SILHOUETTES, OBJECTDECISION,AND PROGRESSIVE
SILHOUETTES
• TESTS 5 TO8:
• DOT COUNTING, POSITION DISCRIMINATION, NUMBER LOCATION, AND CUBE
ANALYSIS.
• IN ADDITION, ONE TESTOFVISUALSHAPEDETECTIONWAS INCLUDED
TO ENSURETHATPATIENTSHAVEADEQUATEVISUAL-SENSORY
CAPACITIES.

IShapeDetectionI
jShapeDecisionI
• •
jPosition Discriminationj
IIncompleteLettersI
jProgressive SilhouettesI
□
[Nuiii'berLocationI
ISUhouettesl
•
• •
•
• •
•
jDot Counling j
[cube Anatysisl

SHAPE DETECTION SCREENING TEST
• THIS ISATESTOF FIGURE GROUND PERCEPTION, USING 20 CARDS.
• THE SUBJECT ISASKED TO POINT OUT THE RANDOM PATTERN FIGURE
THATHASA SPECKLEDXSUPERIMPOSEDIN THEMIDDLE OF THE
PATTERN.
• NUMBER OF CORRECT RESPONSES ARE SCORED.
• PATIENTSSCORING<15 POINTS ON THIS SCREENINGTASKSHOULD BE
CONSIDERED INAPPROPRIATE FOR THEADMINISTRATION OFTHE VOSP
.
!Shape Detection

TEST 1. INCOMPLETE LETTERS
• THE INDIVIDUAL ISASKED TO IDENTIFY BYNAMING OR TRACING 20
STIMULUS LETTERS DEGRADED BY 70% OR 30%.
• THE TOTALNUMBER OF CORRECT IDENTIFICATIONSISCOUNTED.
Incomplete Letters

TEST 2. SILHOUETTES
• THE SUBTEST CONSISTS OF 15 ANIMALS AND 15 COMMON OBJECTS
PHOTOGRAPHEDFROMAN UNUSUALVIEW AND SHOWN ONLYAS
DARK BLACK SILHOUETTES.
• THE ITEMS AREARRANGED IN ORDER OF DIFFICULTY
.
• THE SCORE ISTHE TOTALNUMBER OF SILHOUETTES CORRECTLY
IDENTIFIED.
Si
l
h
o
u
e
t
t
e
s

TEST 3. OBJECT DECISION
• EACH CARD SHOWS FOUR SILHOUETTES, CONTAINING THESHAPE OF
ONE REALOBJECTAND THREE DISTRACTOR ITEMS (NONSENSE
SHAPES}.
• THE EXAMINEEISASKED TO POINT OUT THE REALONE.
• THE NUMBER OF CORRECTCHOICES (MAXIMUM = 20} IS RECORDED.
&
I
Shape Decision

TEST 4. PROGRESSIVE SILHOUETTES
• OBJECTS (HANDGUN AND TRUMPET) ARESHOWN IN VARIOUS VIEWS
AND PROGRESSIVELY MORE COMPLETE SHAPES.
• EACH SERIES HAS10 PROGRESSIVELY EASIER APPROXIMATIONS OF
THE TARGET OBJECT
.
• SUBJECT ISASKED TO IDENTIFY THE OBJECT
.
• THE NUMBER OF TRIALS ON EACH ITEM ISSCORED (MAXIMUM 10 +
10 = 20).
Progressive Silhouettes

TEST 5. DOT COUNTING
• THE 10 CARDS CONTAIN A NUMBER OF RANDOMLY ARRANGED
BLACK DOTS.
• THE INDIVIDUAL ISASKED TO INDICATE HOW MANY DOTSTHERE ARE.
• THE NUMBER OF CORRECTLY IDENTIFIED CARDS ISSCORED
(MAXIMUM= 10).
•
• •
•
•
•
•
Dot Counting

TEST 6. POSITION DISCRIMINATION
• EACH OF 20 CARDS CONTAINS TWO SQUARE BOXESWITH A DOT IN
THE CENTER.
• ONE OF THE DOTS IS SLIGHTLY OFF-CENTER.
• THESUBJECT ISASKED TO INDICATE THE DOTTHAT IS EXACTLY IN THE
CENTER OFTHE BOX.
• THE NUMBER OF CORRECT CHOICES ISSCORED (MAXIMUM = 20}.
• •
Position Discrimination

TEST 7. NUMBER LOCATION
• EACH OF10 CARDS CONTAINSTWO SQUARES.
• THE UPPER SQUARE SHOWS RANDOMLY ARRANGED
NUMBERS; THE LOWER SQUARE SHOWS ONE BLACK
DOT.
• THE INDIVIDUAL ISASKED TO COMPARE THETWO
SQUARESAND INDICATE THE NUMBER ON THE
UPPERBOXTHAT CORRESPONDSTO THE POSITION
OFTHE DOT IN THE LOWER BOX.
• THE NUMBER CORRECTLY LOCATED IS
SCORED(MAXIMUM = 10).
1
3 4 3
5
2 4 2
1 6 7
7 6 5 8
9
•
Number Location

TEST 8. CUBE ANALYSIS
• EACH OF10 CARDS CONTAINSTHE OUTLINE DRAWING OF BRICKS.
• THE SUBJECTISASKED HOW MANY "SOLID" BRICKSARESHOWN ON
EACH CARD (I.E. NOT COUNTING "HIDDEN" BRICKS).
• THE TOTALNUMBER OF CORRECT COUNTS ISSCORED (MAXIMUM =
10).
Cube Analysis

• DEVELOPED BYWILSON ETAL. 1987
• EXAMINES UNILATERAL VISUAL NEGLECT
.
• TOTAL15 SUBSETS.
• 6 SUBSETS- TRADITIONAL PROCEDURES FOR EXAMINING FOR NEGLECT
.
• 9SUBTESTS-IDENTIFIES EVERYDAYPROBLEMSTHEREBYSERVINGASA GUIDE FOR
REHABILITATION.
• PICTURE SCANNING
• MAP NAVIGATION,
• TELEPHONE DIALLING
• MENU READING
• ARTICLE READING,
• TELLING AND SETTING THE TIME ON A CLOCK FACE,
• COINSORTING
• CARD SORTING,
• ADDRESS AND SENTENCE COPYING.

ASSESSMENT OF EXECUTIVE FUNCTIONS

EXECUTIVE FUNCTION
• EXECUTIVEFUNCTIONSAREAN UMBRELLATERM FORA VARIOUS
COGNITIVE PROCESSESAND SUBPROCESSES.
• THE EXECUTIVE FUNCTIONS INCLUDE:
• PROBLEM SOLVING
• PLANNING
• ORGANIZATIONALSKILLS
• SELECTIVE ATTENTION
• INHIBITORY CONTROL
• SOME ASPECTSOF SHORTTERM MEMORY.

COMMON TESTS USED
• VERBAL FLUENCY TEST
.
• WISCONSIN CARD SORTING TEST
.
• STROOP TEST
.
• COGNITIVE ESTIMATION TEST
.
• STRATEGYAPPLICATION TEST
.
• TOWER OFLONDON TEST
.
• TRAILMAKING TEST
.
• GOLDSTEIN-SHEERERTEST.

WISCONSIN CARD SORTING TEST {WCST)
• AGE RANGE
• THE TESTCAN BE USED WITH INDIVIDUALS AGED 5 TO 89 YEARS.
• DESCRIPTION
• THISTEST WAS DEVELOPED BYBERGAND GRANT (BERG, 1948; GRANT &
BERG, 1948)

• PURPOSE
• TO ASSESSABSTRACTIONABILITYAND THEABILITYTO SHIFT COGNITIVE STRATEGIESIN
RESPONSETO CHANGING ENVIRONMENTAL CONTINGENCIES.
• THETESTIS CONSIDERED AMEASURE OF
• EXECUTIVE FUNCTION (HEATON ETAL., 1993) IN THAT IT REQUIRES
• STRATEGICPLANNING
• ORGANIZED SEARCHING
• THE ABILITYTO USE ENVIRONMENTAL FEEDBACK TOSHIFTCOGNITIVESET,
• GOAL-ORIENTEDBEHAVIOR
• THE ABILITYTO MODULATE IMPULSIVE RESPONDING.
• ABILITY TO FLEXIBLY SHIFT FOCUSAND SUSTAIN A COGNITIVESET

• THE TEST CONSISTS OF FOUR
STIMULUS CARDS, PLACED IN
FRONT OFTHE SUBJECT
• THE FIRSTWITH ARED
TRIANGLE
• THE SECONDWITH TWO
GREENSTARS
• THETHIRD WITHTHREE
YELLOWCROSSES
• THE FOURTH WITH FOUR BLUE
CIRCLESONTHEM.
*
*
• •
• •

• THE SUBJECT ISTHEN GIVEN TWO PACKSEACH CONTAINING 64 RESPONSE
CARDS, WHICH HAVE DESIGNSSIMILAR TO THOSE ON THE STIMULUS CARDS,
VARYING IN COLOR, GEOMETRIC FORM, AND NUMBER.
STIMULUS CARDS
* I I
I I
*
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• TIME LIMIT:
• THERE ISNO TIME LIMITTOTHISTEST.
• BRAIN REGION INVOLVED
• PREFRONTRAL CORTEX
• IT REQUIRES PROPER FUNCTIONING OF EXTENSIVE CEREBRALINTERCONNECTIONS
BETWEEN SUBCORTICALAND CORTICALREGIONS OFTHE BRAIN.
• ITALSO DETECTS:
• PERSEVERATIVE TYPE OF ERROR.

SHORT FORM
• THE ABBREVIATED FORM OF THE STANDARD WCST
, THE WCST-
64,(AXELROD, WOODARD, ETAL., 1992; KONGS ETAL., 2000}
INVOLVES GIVING ONLY THE FIRST DECK OF 64 CARDS.

• EXAMINEES SHOULD HAVE NORMAL OR CORRECTED VISION AND HEARING TO
ADEQUATELYCOMPREHEND THETESTINSTRUCTIONSAND TO DISCRIMINATE
VISUALLYTHE STIMULUS PARAMETERS OF COLOR, FORM, AND NUMBER.
• THE TWO PACKS OF CARDSARE PLACED IN FRONT OFTHE SUBJECT
.
• THE EXAMINER INSTRUCTS THE SUBJECT TO PLACE EACH RESPONSE CARD IN PILES
BELOW ONE OF THE FOUR STIMULUS (KEY) CARDS, WHEREVER HE OR SHE THINKS
IT SHOULD GO.
• SUBJECTIS TOLD THATTHEEXPERIMENTER WILL THEN INFORM HIM OR HER
WHETHER THE CHOICE IS "RIGHT" OR "WRONG."
• THE SUBJECT IS DIRECTED TO MAKE USE OFTHISINFORMATION AND TOTRYTO
GETAS MANY CARDS "RIGHT" ASPOSSIBLE.
• WHILE IT IS PERMISSIBLETOCLARIFYTHE MEANING OF THE STIMULUS (KEY)
CARDSAND THE MANNER IN WHICH THE CLIENTIS TO RESPOND,THE EXAMINER
MUST NEVER VIOLATETHE INTEGRITY OF THE WCSTBYGIVING ANY INDICATION
OF THE SORTING PRINCIPLESORTHE NATUREOF THE SHIFT FROM ONE CATEGORY
TOTHE NEXT.

• THE SUBJECT ISREQUIRED TOSORT FIRSTTO COLOR
• ALL OTHER RESPONSES BEING CALLED "WRONG"
• ONCE10 CONSECUTIVECORRECTRESPONSESTO COLORHAVEBEEN
ACHIEVED, THE REQUIRED SORTING PRINCIPLE SHIFTS, WITHOUT WARNING,
TO FORM
• COLOR RESPONSES ARE NOW "WRONG."
• AFTER10 CONSECUTIVECORRECTRESPONSESTO FORM, THEPRINCIPLE
SHIFTS TO NUMBER, AND THEN BACKTO COLOR ONCE MORE.
• THIS PROCEDURE CONTINUES UNTILTHE SUBJECT HASSUCCESSFULLY
COMPLETED SIXSORTING CATEGORIES{COLOR,FORM, NUMBER, COLOR,
FORM, NUMBER}, OR UNTILALL128 CARDS HAVE BEEN PLACED.
• RECORDING A PERFORMANCE, PARTICULARLY IFTHE PATIENT WORKS
RAPIDLY
, CAN BE DIFFICULT. BRIEFLY
, THE RECORDING FORM HAS 128
RESPONSE ITEMS, EACH ONE "CFNO" {C =COLOR, F =FORM, N =NUMBER, 0
= OTHER).

a Sort by color
** PPC
••
** ••
Sort by shape
•• **
• *
*

• THETASK REQUIRES NUMEROUS OTHER SKILLS INCLUDING
• BASIC VISUAL PROCESSING
• NUMERICALABILITY
• RULE INDUCTION ABILITY
• THE ABILITY TOIDENTIFYTHE MOST RELEVANT STIMULUS ATTRIBUTES
• SPEEDED PROCESSING
• THE ABILITYTO MAINTAIN THE CURRENT SORTING CATEGORY IN WORKING
MEMORY
• THE ABILITY TOSHIFT MENTALSET
, AND
• THE APPROPRIATE MOTIVATIONAL SET
.

STROOP TEST
• DEVELOPED BYJohn Ridley Stroop IN 1935
• PURPOSE
• THIS MEASURE OF COGNITIVE CONTROLASSESSESTHE EASE WITH WHICH A
PERSON CAN MAINTAIN A GOAL IN MIND AND SUPPRESSA HABITUAL
RESPONSE IN FAVOR OFA LESSFAMILIAR ONE.
• AGE RANGE
• VICTORIA VERSION FOR AGES18 TO 94
• GOLDEN VERSION FORAGES 5 TO 90.

• THIS MEASURE OF SELECTIVE ATTENTION AND COGNITIVE FLEXIBILITY
WAS ORIGINALLY DEVELOPED BYSTROOP (1935}.
• STROOP'S VERSION CONSISTED OF THREE WHITE CARDS, EACH
CONTAINING 10 ROWS OF FIVE ITEMS.
• THEREARE FOUR PARTSTO THE TEST
.
• IN PART1, THESUBJECTREADSRANDOMIZED COLOR NAMES (BLUE, GREEN, RED,
BROWN, PURPLE) PRINTED IN BLACK TYPE.
BLUE GREEN RED BROWN PURPLE
X10 ROWS

• IN PART2, THESUBJECTREADSTHECOLORNAMES (BLUE, GREEN,RED,
BROWN, PURPLE}PRINTEDIN COLOREDINK (BLUE, GREEN,RED,
YELLOW}, IGNORING THE COLOR OF THE PRINT (THE PRINT COLOR
NEVER CORRESPONDS TO THE COLOR NAME}.
BLUE GREEN RED BROWN
X10 ROWS

• IN PART 3, THE SUBJECT HASTO NAME THE COLOR OF SQUARES (BLUE,
GREEN, RED, BROWN, PURPLE}.
IJ
-
□
X10 ROWS

IN PART4, THE SUBJECT IS GIVEN THE CARD USED IN PART 2, BUTTHIS
TIME, THESUBJECTMUST NAME THECOLORIN WHICH THECOLOR
NAMES ARE PRINTED AND DISREGARD THEIR VERBALCONTENT.
BLUE GREEN RED BROWN
X 10 ROWS

• OF MAJOR INTEREST ISTHE SUBJECT'S BEHAVIORWHEN PRESENTED
WITH COLORED WORDS PRINTED IN NONMATCHING COLORED INKS.
• STROOPREPORTEDTHATNORMAL PEOPLECAN READCOLORWORDS
PRINTED IN COLORED INK ASFASTAS WHEN THE WORDS ARE PRESENTED
IN BLACK INK (PART 2 VERSUS PART 1}.
• HOWEVER, THE TIME TO COMPLETE THE TASK INCREASESSIGNIFICANTLY
WHEN THE SUBJECT ISASKEDTO NAME THE COLOR OF THE INK RATHER
THAN READTHE WORD (PART 4 VERSUS PART 3}.
• THIS DECREASEIN COLOR-NAMING SPEED IS CALLEDTHE "COLOR-WORD
INTERFERENCE EFFECT
."

WHAT DOES IT TEST?
• PROCESSING SPEED
• AUTOMATICITY
• DEMONSTRATION OF INTERFERENCE IN THE REACTION TIME OF A
TASK.
• PARALLEL DISTRIBUTED PROCESSING

BRAIN AREA ACTIVATED
• ANTERIOR CINGULATE CORTEX
• DORSOLATERALPREFRONTAL CORTEX.
• MORE SPECIFICALLY
,WHILE BOTHAREACTIVATEDWHEN RESOLVING
CONFLICTSAND CATCHINGERRORS,THE DORSOLATERALPREFRONTAL
CORTEX ASSISTS IN MEMORY AND OTHER EXECUTIVE FUNCTIONS, WHILE
THEANTERIORCINGULATECORTEXIS USEDTO SELECTAN APPROPRIATE
RESPONSE AND ALLOCATE ATTENTIONAL RESOURCES.

TOWER OF LONDON TEST
• SHALLICE (1982} DEVELOPED THE TOWER OF LONDON (TOL} TASKTO
MEASURE PLANNING AND PROBLEM SOLVING SKILLSIN PATIENTS
WITH DAMAGE TO THE FRONTAL LOBES.
• THERE ARE 3 PEGS.
• THERE AREA NUMBER OF BALLS.
• NUMBER OF BALLS VARIES WITH AGE.
• SUBJECT ISGIVEN ATARGET CONFIGURATION.
• SUBJECT ISASKED TO ACHIEVE THE TARGET CONFIGURATION IN
MINIMUM NUMBER OF MOVES.

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TO INCREASE DIFFICULTYTHE NUMBER
OF MOVES CAN BESPECIFIEDOR THE
NUMBER OF BALLSCAN BE INCREASED

RULES
• A} BALLSCOULD ONLY BE MOVED ONE ATATIME
• B} THE BALLS MUST BE KEPT ON THE PEGS WHEN THEY ARE NOT
BEING MOVED
• C} THE MOVE IS FINISHED WHEN THEIR HAND ISTAKEN OFFTHE
BALL.

TOWER OF HANOI
• ALTERNATIVE FORM OF TOL.
• BASIC CONCEPTISSAME, EXCEPT ONE EXTRA RULE ISTHERE.
• NO LARGE BALLCANSITON ASMALLBALL.

TRAIL MAKING TEST
• AGE RANGE
• THE AGE RANGE FOR THE INTERMEDIATE VERSION OFTHETMT IS 9 TO14
YEARS,AND THATOFTHEADULTVERSION IS15 TO89 YEARS.
• ADMINISTRATIONTIME
• ABOUT 5 TO10 MINUTES ARE NEEDED FORTESTADMINISTRATION.

• BOTH PARTS OF THETRAIL MAKING TEST CONSIST OF 25 CIRCLES
DISTRIBUTED OVER A SHEETOF PAPER.
• THE PATIENTSHOULD BEINSTRUCTED TO CONNECT THE CIRCLESAS
QUICKLY ASPOSSIBLE, WITHOUT LIFTING THE PEN OR PENCIL FROM THE
PAPER.
• TIME THE PATIENTAS HE OR SHE CONNECTS THE "TRAIL."
• IF THE PATIENT MAKES AN ERROR, POINT IT OUT IMMEDIATELY AND ALLOW
THE PATIENTTO CORRECT IT.
• ERRORSAFFECTTHE PATIENT'S SCORE ONLY IN THAT THE CORRECTION OF
ERRORS IS INCLUDED IN THE COMPLETION TIME FOR THE TASK.
• IT IS UNNECESSARY TO CONTINUE THE TESTIFTHE PATIENT HAS NOT
COMPLETED BOTH PARTSAFTER FIVE MINUTES HAVE ELAPSED.

-
0
PART-A 0 0
0
0
0 0 0 0
0 0
0 0 0
IN PARTA,THE CIRCLESARENUMBERED1- 25, ANDTHE PATIENTSHOULD DRAW LINES
TOCONNECTTHE NUMBERS IN ASCENDING ORDER.

PART- B
0
0
c::)
0
0
c2)
0 0
C0
0
0
Q)
(0
IN PARTB,THECIRCLESINCLUDE BOTH NUMBERS (1-13) AND LETTERS(A- L).HERE
THEREISADDED TASKOFALTERNATING BETWEENTHE NUMBERS AND LETTERS(I.E., 1-A-
2-B-3-C, ETC.)

SCORING
• RESULTS FOR BOTH TMT AAND BARE REPORTED ASTHE NUMBER OF
SECONDSREQUIREDTO COMPLETETHE TASK;THEREFORE,HIGHER
SCORESREVEALGREATER IMPAIRMENT.
TRAILA 29 SECONDS > 78 SECONDS
TRAILB 75 SECONDS > 273 SECONDS
MOST IN 90 SECONDS
MOST IN 3 MINUTES

WHAT DOES IT TESTS ?
• TESTOF SPATIALANALYSIS
• MOTOR CONTROL
• ALERTNESS
• CONCENTRATION
• ABILITY TO SHIFT ATTENTION BETWEEN ALTERNATIVES.
►THIS TESTISINFLUENCED BYAGEAND EDUCATION.

TESTS EMPLOYED
• DIGIT SPAN
• PACEDAUDITORY SERIALADDITION TEST(PASAT)
• CONTINUOUS PERFORMANCE TEST
.
• DIGIT VIGILANCE TEST

DIGIT SPAN
• PARTICIPANTS ARE PRESENTED WITH ASERIES OF DIGITS (E.G., '7, 2, 9') AND
MUST IMMEDIATELY REPEATTHEM BACK.
• DIGITSARE NON SEQUENTIAL.
• IF THEY DOTHIS SUCCESSFULLY
,THEY ARE GIVEN A LONGER LIST(E.G., '9, 2, 4,
1').
• THE LENGTH OFTHE LONGEST LISTA PERSON CAN REMEMBER ISTHAT
PERSON'S DIGITSPAN.
• THE PARTICIPANTISASKEDTO ENTERTHE DIGITS IN THE GIVEN ORDERIN THE
FORWARD DIGIT-SPAN TASK.
• IN THE BACKWARD DIGIT-SPAN TASKTHE PARTICIPANT NEEDS TO REVERSE THE
ORDER OFTHE NUMBERS.
• ALSOTESTS WORKING MEMORY ALONG WITH ATTENTION & CONCENTRATION

PACED AUDITORY SERIAL ADDITION TEST
(PASAT)

PACED AUDITORY SERIAL ADDITION TEST(PASAT)
• ASSESS:
• RATE OF INFORMATION PROCESSING
• SUSTAINED
• DIVIDED ATTENTION.
• MEMORY
• ARITHMETIC CAPABILITIES
• IT WAS INITIALLY DEVELOPED BYGRONWALL IN 1977 TO MONITOR THE RECOVERY
OF PATIENTS WHO HAD SUSTAINED MILD HEADINJURIES.

METHOD
• THE PASATIS PRESENTED ON AUDIOCASSETTE TAPE OR COMPACT
DISK TO CONTROL THE RATE OFSTIMULUS PRESENTATION.
• SINGLE DIGITS ARE PRESENTED EITHER EVERY3 SEC(3. PASAT} OR
EVERY 2 SEC(2. PASAT}
• THE PATIENT MUST ADD EACH NEW DIGITTO THE ONE IMMEDIATELY
PRIOR TO IT.
• THE TESTRESULT ISTHE NUMBER OF CORRECT SUMS GIVEN (OUT OF
60 POSSIBLE}.

DISCONTINUATIONRULES
• IF THE PATIENT CANNOT GET AT LEAST TWO ANSWERS CORRECT
(CONSECUTIVE OR NOT} ON ANY ONE OF THE THREE 3 PRACTICE
SEQUENCES.
• IF THE PATIENT CANNOT GETATLEAST ONE ANSWER CORRECT ON
PASAT-3.TEST
, DO NOTADMINISTER THE 2. TEST
.

CONTINUOUS PERFORMANCE TEST
• ASSESS:
• SUSTAINED ATTENTION
• TYPES:
• INTEGRATED VISUALAND AUDITORY CPT(IVA-2)
• TESTOF VARIABLES OF ATTENTION (T.O.V.A.)
• CONNERS' CPT-1
1

PRINCIPLE
• ALTHOUGH THE TESTSMAY VARY IN TERMS OF LENGTH AND TYPE OF
STIMULUS USED, THE BASIC NATURE OFTHE TESTSREMAINS THE
SAME.
• CLIENTSAREPRESENTED WITH A REPETITIVE, BORING TASK AND
MUST MAINTAIN THEIR FOCUS OVER A PERIOD OF TIME IN ORDER TO
RESPOND TOTARGETS OR INHIBIT RESPONSE TO FOILS.
• TESTSMAY USE NUMBERS, SYMBOLS, OR EVEN SOUNDS, BUTTHE
BASICTASK HAS THE SAME CONCEPT.

TEST SCORING
• CORRECT DETECTION
• REACTION TIMES
• OMISSION ERRORS
• COMMISSION ERRORS
• FASTREACTION TIME WITH LOTS OF COMMISSION ERRORSINDICATES
IMPULSIVITY.

DIGIT VIGILANCE TEST
• PURPOSE: ASSESSATTENTION DURING RAPID
VISUALTRACKING
• AGERANGE: 20 TO80 YEARS
• ADMIN TIME: 10 MINUTES (TIMED)
• RESPONDENTS AREASKEDTOFINDAND
CROSSOUT EITHERSIXESOR NINES, WHICH
APPEAR RANDOMLY WITHIN 59 ROWS OF
SINGLE DIGITSON TWO SEPARATE PAGES.
Serial No.
Tobi time.
Name. Age: SeJt.
1 5 3 0 ◄ 7 2 1 1 9 1 1 0 2 4 1 2 • 0 8 0 7 3 5 1 8 5 • 2 0
& ◄J l 3 5 B 1 0 7 5 8 3 8 2 3 0 7 ◄1 2 3 ◄5 0 7 8 8 1 2
1 7 4 8 0 S J 8 7 1 ◄ 3 J 5 8 6 7 8 0 3 4 S O l 7 2 8 3 8 ◄
e 1 1 2 0 • & 5 t 1 1 , 0 5 1 1 s o a 1 1 2 a 3 0 ◄1 , 2 0
4 0 7 1 5 J J l 1 8 0 4 1 8 Q 3 1 5 3 1 ◄ 2 5 3 0 ◄ 7 5 8
J 3 1 2 8 0 7 ◄ 0 1 3 8 8 0 2 2 1 3 8 0 3 7 4 8 5 0 0 1 7 2
511317208◄13570◄120◄8500172830
1 0 1 ◄2 0 1 7 5 1 3 2 ◄0 8 0 0 ◄1 1 8 5 2 1 0 3 1 7 ◄2
0 2 3 5 7 9 1 ◄ 8 2 4 1 3 7 0 8 2 5 2 9 3 1 7 4 2 5 7 0 3 ,
0 2 5 0 13 72 ◄0 1 7 8 3 5 0◄0 318 520 8)14 27
1 1 7 8 28 ◄8 1 5 7 2 ◄0 8 7 88 ◄8 9 1 ◄7 1 2 5 8 ◄3
7 ◄9 7 1 3 5 2 ◄8 8 8 1 3 7 5 7 9 0 1 0 3 8 ◄9 5 1 0 2 7
4 5 2 0 2 1 3 7 0 8 2 0 2 4 1 3 5 7 8 3 7 8 3 0 4 1 5 2 0 7
2 1 • 1 0 ◄ 3 5 7 1 ◄ 7 3 1 4 1 3 0 5 7 8 1 0 2 7 3 8 • 0 5
S 7 & 3 1 8 0 5 0 3 5 1 0 2 5 8 1 7 9 5 9 2 ◄ 0 8 1 3 5 7 8
3 $ 2 5 0 4 2 8 7 2 0 0 7 3 8 8 2 8 7 0 1 2 3 5 3 9 1 7 3 4
2 t 8 7 t3 570 1•28 07 ◄8 0 1 2 3 ◄5 78 ◄028 0
1 7 ◄ 8 5 8 8 3 2 1 3 7 8 2 2 0 5 3 4 2 8 7 9 4 1 2 8 ◄5
0 5 1 2 1 3 G 7 ◄ 9 7 $ 3 1 8 5 4 3 2 0 4 8 0 2 0 ! 7 3 0 1
• e l • t 2 5 8 2 5 2 1 5 2 3 3 1 • 6 8 5 1 2 ◄ 5 2 3 0 5 0
5 ◄5 0 1 1 4 7 1 0 S 0 0 ◄5 7 2 1 ◄1 0 3 4 0 1 0 1 4 1 2
3 2 7 6 0 9 3 0 1 7 ◄ 1 7 0 7 0 3 2 0 2 7 & 0 8 0 3 4 1 0 7
1 ) 9 6 ◄ 8 2 ! 2 8 6 2 8 8 0 4 5 1 7 3 8 7 8 l 2 7 0 5 2 3
t l l 3 5 7 1 ◄ 3 0 0 3 G l 2 0 ◄ 2 8 4 t 0 1 2 7 4 5 l 7 8
0 ◄2 93003 ◄17 ◄13 428l06213 ◄88103 ◄
0
a◄
531•7211028024124
◄
880735180420
2 1 , s o 1 e 1 s e , e 2 3 0 1 1 2 3 4 5 9 1 1 0 1 2
1 7 ◄8 0 3 2 0 7 1 ◄3 2 5 0 5 7 8 0 3 4 5 0 1 7 2 8 3 9 ◄
0 1 3 2 0 4 0 5 8 7 3 1 9 5 1 7 0 8 1 7 2 8 3 0 4 1 5 2 0
• 0 7 1 5 3 2 9 1 8 0 ◄ 2 8 6 0 3 1 5 3 1 ◄ 2 5 3 8 4 7 5 8
J 3 8 2 0 9 7 ♦ 8 1 3 8 0 0 2 2 1 3 8 0 3 7 ◄ 8 5 0 0 1 7 2
5 9 0 3 1 7 2 0 8 4 1 3 5 7 0 4 8 2 0 4 8 ! 0 0 1 7 2 8 3 0
3 0 1 4 2 0 8 7 5 1 3 2 ◄080 0 ◄1 18 520 0317 ◄2
0 2 3 5 7 0 1 ♦ 8 J ◄ l l 7 0 8 2 5 2 0 3 1 7 4 2 5 7 0 S 5
0 2 5 0 1 3 7 2 ♦ 0 1 7 8 3 5 9 ♦ 0 3 1 8 5 2 9 0 3 1 4 2 7
1 3 7 8 2 0 • 0 1 5 7 2 • 0 8 7 0 8 4 8 0 1 4 7 1 2 5 8 ◄ 3
7 ◄ 9 7 1 S 5 2 ◄ 0 0 8 1 3 7 6 7 D O l 8 3 8 4 9 5 1 0 2 7
◄ 5 2 9 2 1 3 7 0 8 2 0 2 4 1 3 5 7 8 3 7 8 3 9 1 5 2 0 7
2 0 ◄ i 0 ◄ 3 5 7 1 4 7 3 1 4 t 3 8 5 7 8 1 0 2 7 3 8 4 9 5
s - s 3 1 e e s s 3 5 1 0 2 s a , 1 g s g 2 4 e a 1 3 s 1 0
3 8 2 5 0 ◄ 2 8 7 2 0 0 7 3 8 0 2 8 7 9 1 2 3 3 0 1 7 3 4
2 9 8 7 1 3 5 7 0 8 4 2 6 0 7 4 8 0 1 2 3 4 $ 7 8 4 0 2 8 9
1 7 4 G 5 0 8 3 2 1 3 5 7 8 2 2 e 5 3 4 2 6 7 0 4 1 2 8 4 5
8 5 8 2 1 3 9 7 4 9 7 5 3 1 8 5 4 3 2 8 4 8 Q 2 9 5 7 3 Q I
• t 3 4 Q 2 5 8 2 5 2 8 5 2 3 3 1 5 8 6 1 2 ◄5 2 3 0 5 0
s , s o a 1 , 1 1 8 3 t a ◄ 5 7 2 1 ◄ 1 0 3 , e 1 o e 4 1 2
3 2 7 8 0 0 3 8 1 7 ◄ 1 7 0 7 9 3 2 0 2 7 5 0 8 8 3 4 1 0 7
1 3 9 5 4 8 2 5 2 8 6 2 & 8 0 4 5 1 7 3 8 7 8 1 2 7 0 5 2 7
0 1 8 3 5 7 1 • 3 9 8 3 9 1 2 8 • 2 8 4 1 9 1 2 7 4 5 2 7 8
0 4 2 Q 3 8 9 3 4 1 7 4 1 3 ◄ 2 8 3 9 5 2 1 ) 4 3 8 1 0 3 ◄

MEMORY
• WECHSLER MEMORY SCALE Ill
• BENTON VISUAL RETENTION TEST
• REYAUDITORY VERBAL LEARNING TEST
• REY OSTERRIETH COMPLEX FIGURE TEST
• RIVERMEAD BEHAVIOURAL MEMORY TEST
• THE CALIFORNIA VERBAL LEARNING TEST

WECHSLER MEMORY SCALE Ill
• PURPOSE: DESIGNED TO ASSESS
• LEARNING
• MEMORY
• WORKING MEMORY.
• POPULATION: INDIVIDUALS IN THEAGE RANGE OF 16-89 YEARS.
• SCORE: EIGHT PRIMARY INDEXESAND FOUR SUPPLEMENTAL AUDITORY
PROCESS COMPOSITES.
• AUTHOR: DAVID WECHSLER.

• THE SCALE YIELDSA MEMORY QUOTIENT (MQ}, WHICH ISCORRECTED
FORAGEAND GENERALLYAPPROXIMATESTHEWECHSLERADULT
INTELLIGENCE SCALE INTELLIGENCE QUOTIENT (WAIS IQ}.
• AMNESTIC CONDITIONS, SUCHASKORSAKOFF'SSYNDROME,ARE
CHARACTERIZED BYA DISPROPORTIONATELYLOW MQ BUTA RELATIVELY
PRESERVED IQ.

SUBTEST DESCRIPTION
• INFORMATION AND ORIENTATION
• SUBJECTRESPONDSTO QUESTIONSREGARDINGPERSONALAND GENERAL
(OPTIONAL) KNOWLEDGE (E.G., BIRTHDATE,NAME OF PRESIDENT,DAYOF THE
WEEK)
• LOGICAL MEMORY I AND II
• SUBJECTRECALLSTWO PARAGRAPHSREADALOUD BYTHE EXAMINER, BOTH
IMMEDIATELYAND AFTERA DELAY;A YES/NO RECOGNITION TESTFOLLOWSTHE
DELAY

• FACES I AND II
• SUBJECT MUST RECOGNIZE FACES, BOTH IMMEDIATELY AFTER PRESENTATION
AND AFTERA DELAY
• VERBAL PAIRED ASSOCIATED I AND II
• EXAMINER PRESENTS ALISTOF WORD PAIRS; THEN THE SUBJECTHEARSONE
WORD AND MUST PROVIDETHE WORD THAT WENT WITH IT.
• THEREARE FOUR TRIALS OFTHE LIST.
• THE PAIRSAREALSOTESTEDAFTERA DELAY
.
• A RECOGNITION TRIAL IS ALSOINCLUDED; THE SUBJECTMUST IDENTIFYTHE
WORD PAIRS FROM A LISTOFDISTRACTORS.

• FAMILY PICTURES I AND II
• THE SUBJECTISSHOWN FOUR SCENESONE ATATIME AND THEN MUST RECALLTHE
CHARACTERS IN THE SCENE AND WHATTHEY WERE DOING.
• RECALLISALSOTESTEDAFTER A DELAY
.
• WORD LIST I AND II
• A12-ITEM LIST-LEARNING TASK IN WHICH THE SUBJECT MUSTRECALL(OPTIONAL) THE
LISTAFTER EACH OF FOUR LEARNINGTRIALS.
• RECALLOFTHE WORD LISTISALSOTESTEDAFTER PRESENTATION OF ANEW LISTAND
AFTERA DELAY
.
• FINALLY,THE SUBJECTISREAD ALIST OF 24 WORDS AND MUST IDENTIFY THE LISTI
WORDS.
• VISUAL REPRODUCTION I AND II (VRI AND II}
• THE SUBJECTMUST REPRODUCEFIGURESBOTH IMMEDIATELYAFTERPRESENTATION
AND FOLLOWING A DELAY
.
• RECOGNITION, COPYING AND MATCHING CONDITIONS AREALSO PROVIDED.

• LETTER-NUMBER SEQUENCING
• THE EXAMINER READSA LISTCONSISTING OFA COMBINATION OFNUMBERS AND
LETTERS,AND THESUBJECTMUST RECITETHEM BACK, THE NUMBERS FIRSTIN
ASCENDING ORDER, AND THEN THE LETTERS IN ALPHABETIC ORDER.
• SPATIALSPAN
• THE EXAMINER TOUCHES A SEQUENCEOFBLOCKS THATTHE SUBJECTMUST REPEAT IN
THE SAME ORDER.
• IN THE SECONDTASK,THE SUBJECT MUST POINTTOTHE SAME BLOCKS IN THE REVERSE
ORDER.
• MENTAL CONTROL
• THE SUBJECTMUST RECITE SEQUENCES (E.G., DAYS OFTHE WEEK) ASWELLAS
MANIPULATE SEQUENCES (E.G., RECITE DAYSBACKWARD)
• DIGITSPAN
• THE SUBJECTREPEATSSTRINGS OFDIGITS OFINCREASING LENGTH SAID BYTHE
EXAMINER IN THE SAME (FORWARD) AND IN REVERSE (BACKWARD) ORDER.
• DIGITS SHOULD NOTE IN SEQUENCE

BENTON VISUAL RETENTION TEST
• PURPOSE
• SPACIAL PERCEPTION
• VISUALAND VERBALCONCEPTUALIZATION
• SHORT TERM RETENTION AND RECALL
• VISUOCONSTRUCTIVEABILITIES.
• DESCRIPTION
• THEREARETWO MAIN ADMINISTRATIONMODES FORTHE BVRT, REQUIRING
EITHER
• DRAWING OR
• MULTIPLE-CHOICE
RESPONSES FROM THE EXAMINEE

• BVRTHAVE THREEALTERNATE FORMS (C, D,AND E)THATARE ROUGHLY OF
EQUIVALENT DIFFICULTY
.
• EACH FORM ISCOMPOSED OF10 DESIGNS

• THERE ARE FOUR MAIN TYPES OFADMINISTRATION.
• ADMINISTRATIONA:
• THE STANDARD (AND MOST COMMONLY USED) PROCEDURE
• EACH DESIGN ISDISPLAYED FOR10 SAND THEN WITHDRAWN.
• IMMEDIATELY AFTERTHIS,THE SUBJECTISREQUIRED TO REPRODUCE THE DESIGN
FROM MEMORY ATHIS ORHER OWN PACEON A BLANK PIECE OF PAPER.
• ADMINISTRATION B:
• EACH DESIGN IS EXPOSED FOR ONLY 5 S.
• ADMINISTRATION C(COPYING} :
• REQUIRESTHE SUBJECTTO COPYEACHOF THE DESIGNSWITHOUT REMOVING THE
STIMULUS CARDFROM SIGHT.
• ADMINISTRATION D:
• EACH DESIGN ISEXPOSEDFOR 10 SAND THE SUBJECT MUSTREPRODUCE THE DESIGN
AFTERA15-S DELAY
.

• TWO ADDITIONAL MULTIPLE-CHOICEFORMS (FAND G} AREAVAILABLE
ONLY IN THEGERMAN EDITION OF THETEST
• THEYARE USEDTO MEASURE THE SUBJECT'S RECOGNITION, RATHER
THAN REPRODUCTION, ABILITY (ADMINISTRATION M}.
• BECAUSE OF ITSMINIMAL RELIANCE ON LANGUAGE, ADMINISTRATION
M ISALSOAPPROPRIATE FOR NON-ENGLISH-SPEAKINGINDIVIDUALS.
• THEMULTIPLE-CHOICEADMINISTRATION CAN BE USED FOR PEOPLE
WITH ORWITHOUT MOTOR HANDICAPS,TO DETERMINE WHETHERAN
INDIVIDUAL'S DISABILITY LIES IN THE AREA OF MEMORY, PERCEPTION, OR
DRAWING ABILITY.

SAMPLE OF MULTIPLE CHOICE
1 2
S [I] Z t=jo
0
3 4

• SCORING
• NUMBER CORRECTLYREPRODUCED AND NUMBER OF ERRORS MADE.
• QUALITATIVE INFORMATION FROM TYPE OF ERRORS COMMITTED
• DISTORTIONS
• OMISSIONS
• PERSEVERATIONS
• ROTATIONS
• MISPLACEMENT
• ERRORS OFSIZE.

LANGUAGE
• BOSTON NAMING TEST
.
• GRADED NAMING TEST
.
• TOKENTEST
.
• SPEED AND CAPACITY OF LANGUAGE PROCESSING TEST
.

TOKEN TEST - De Renzi and Vignola {1962)
• THE TESTISA PARTICULARLY USEFULTOOL FOR ASSESSING SUBTLE
RECEPTIVE LANGUAGE DYSFUNCTION.
• THEREARETWENTY "TOKENS" USED(5 LARGECIRCLES,5 SMALL
CIRCLES, 5 LARGE SQUARES, AND 5 SMALL SQUARES) OF FIVE COLORS
(BLUE, GREEN, YELLOW, WHITE, AND RED).
• THE 62 ITEMS ON THETESTARE DIVIDED INTO 5 PARTSTHAT BECOME
PROGRESSIVELY MORE DIFFICULT.

• TOKENS MUST BE IDENTIFIED BYTHREE INDEPENDENT FEATURES.
• SIZE
• COLOUR
• SHAPE
• SUBJECT MUST GRASPTHE SEMANTIC COMPLICATION.
• MORE COMMON ABNORMALITIES SEEN IN APHASICS WITH LEFT
SIDED BRAIN DAMAGE.

Nan. Dale Age E,caminer
Sco,,si,...
IDENTlflCA
TIONBYSENTENCE(TOKEN1ISTJ
A."'-'""'.,,_,.,.;. Figv,•11-8 ln1'n,(llon, moybe•-lod°"""
19 - m e a d r d e
29-mea,q,,cn
3 9-mea)'lilowane
A Shcwmtor.dent
5 9 - m e a b l , e . . , .
6 Snowmtogr-,one
7 She,.,meo """'-one
TOTAL Alli
8. - onlylargeloloo l ml n d a u mayben,pealodonco
8. 9- metheuli!ll!!L1gu.oa,
9 9- meihel!!l!Jtcirdt
1 0 9 - nwh 9!:HD.titm
11 9- nw
h iechilalllWSIDI
TOTAL 8(81
-
12 5tlOW'mehe small whir.circle
13.si- melhelarge x•llow •!luar•
14. Showmehe larg!gt••Da:guac•
15. si- me
h 1mall.l!J.l!l 1J1WSIC!
TOT
AL Ql21
D l'monl largeIC>bn,only Donot repeal ln>11udion,
16 lob h W 1irslt.cr,dthe9CIID IJl!!l!CI
17 Tobh x1llo.w.1.<111.am and 1heRb/.1.tllll.l!tt
18 lob lhe:11tbi l!IWS!C!and lho91:11Dsir.di
19 lob lhowbihlms.IIand mo1.'111.s.b:m
TOT
AL D(16)
C Pro_ al lokerua, In Figur-o11-8 Donol repoolrn,1,vcfion,

BOSTON NAMING TEST
• PURPOSE
• THEPURPOSEOF THEBOSTONNAMING TESTIS TO ASSESSVISUAL NAMING
ABILITY USING BLACK AND WHITE DRAWINGS OF COMMON OBJECTS.
• AGE RANGE
• THE AGE RANGE IS 5 TO 13 YEARSAND18 YEARSAND OLDER.
• CURRENT VERSION:
• 60 ITEMS
• SHORTER VERSION:
• 15 ITEMS

METHOD
• FOR CHILDREN AND ALLAPHASIC PATIENTS, TEST BEGINS WITH ITEM 1 AND
DISCONTINUED AFTER EIGHT SUCCESSIVEFAILURES.
• FOR ALLOTHER ADULT SUBJECTS, IT BEGINS WITH ITEM 30 (HARMONICA).
• IFANY OFTHE NEXT EIGHT ITEMS IS FAILED, PROCEED BACKWARD FROM ITEM
29 UNTIL EIGHT CONSECUTIVE PRECEDINGITEMS AREPASSEDWITHOUT
ASSISTANCE (I.E., WITHOUT PROVISION OFASTIMULUS OR PHONEMIC CUE)
• THEN RESUME IN A FORWARD DIRECTION, AND DISCONTINUE THETEST
WHEN THE PATIENT MAKES EIGHT CONSECUTIVE ERRORS.
• CREDIT ISGIVEN IFTHE ITEM ISCORRECTLY NAMED WITHIN 20 S.
• IF (AND ONLY IF) THE PATIENTCLEARLYMISPERCEIVESTHE PICTURE, HEOR
SHE ISTOLDTHAT THE PICTURE REPRESENTS SOMETHING ELSEAND IS
SUPPLIED WITH THE BRACKETED STIMULUS CUES ON THE RECORD FORM.

• HELPS IN DIAGNOSIS OF:
• LEARNING DISABILITIES
• EVALUATION OF BRAIN-INJURY
• ANOMIC APHASIA
• ALZHEIMER'S DISEASE
• VASCULAR DEMENTIA

TESTS EMPLOYED
• GOLDSTEIN SHEERER TEST
• PROVERBTEST
• SIMILARITY TEST
• DISSIMILARITY TEST

PROVERB TEST
• THE TASK USED FOR EXAMINING THISABILITY ISINTERPRETING THE
GENERALIZEDMEANING OFPROVERBS.FORTHIS PURPOSE,
PROVERBSAREGENERALLYDEFINEDAS WISE ORMEANINGFUL
SAYINGS CAST IN A METAPHORICAL MODE.
• IT IS THISABILITY TO UNDERSTAND THE METAPHOR AND THEN TO
GENERALIZETHE INTENDED MEANING THATCONSTITUTESTHE
CHALLENGE IN THISTEST
.

• THERE ARE TWO FORMS OF THETEST
, AAND B.
• EACH FORM ISGIVEN UNDER TWO CONDITIONS:
• REGULAR (SINGLE PROVERB STATEMENTS)
• ENRICHED (SETS OF THREE PROVERB STATEMENTS THATALLHAVETHE SAME
GENERALIZED MEANING).
FORM -A
Make hay wh1Jethe sun shines
FORM-B
Ignorance is bliss.
Nonewsis good news.
What the eye doesn)t see, theheart doesn)tgrieve over

• RESPONSES ARE RECORDED VERBATIM AND SCOREDACCORDING TO
LEVEL OF ABSTRACT GENERALITY {SEESCORING CRITERIA).
• MAXIMUM CREDIT IS GIVEN FOR INTERPRETATIONSTHAT ARE BOTH
ACCURATE AND HIGHLY GENERALIZABLE
• ZERO CREDIT FOR THOSE THATARESIMPLY INACCURATE
• REDUCED CREDIT FOR CORRECT BUT CONCRETE RESPONSES.
• IT IS ESSENTIAL THAT EXAMINEES UNDERSTAND THE NATURE OF THE
TASKAND ITS REQUIREMENTS.
• IT IS OFTEN USEFULTO GIVE AN EXAMPLE THAT CAN BE DISCUSSED.
• EXAMINER MUST NOT TEACHGENERALIZATION OFMEANING DURING
THE INTRODUCTION OF THETEST

SCORING
• 0 - FOR MANIFESTLY INCORRECT OR IRRELEVANT RESPONSES, I.E.,
THOSE THAT ARE NOT EVEN CORRECT IN CONCRETE FORM.
• 1 - FORQUITE CONCRETE(SAME CONTENTASTHE METAPHORICAL
STATEMENT}
• 2 - FOR CONCRETEINTERPRETATION BUT WITH A DIFFERENT-BUT
STILLSPECIFIC-CONTENT.
• 3 OR 4 - FOR ABSTRACT RESPONSES, WITH THE GREATER CREDIT
BEING GIVEN FOR THE MOST ABSTRACT INTERPRETATIONS THAT
HAVE THE GREATESTDEGREE OF GENERALIZATION.

AN EXAMPLE
ROME WASNT BUILT IN A DAY.
• 0 POINTS: ROME WAS BUILT MOSTLY BYSLAVES.
• 1 POINT: A CITYTAKESA LONG TIME TO BUILD.
• 2 POINTS: BUILDING ANYTHING, WHETHER IT'S ONE HOUSE OR A
WHOLE COUNTRY
, TAKESA LONG TIME.
• 3 POINTS: IF SOMETHING DOESN'T HAPPEN RIGHT AWAY
,THAT
DOESN'T MEAN IT NEVER WILL.
• 4 POINTS: YOU HAVE TO BE PATIENT AND GIVE THINGS TIME TO
HAPPEN.

• BEST WA
YTO START
:
"Different peoplegive differentanswers to these. You might say theymean
different things to different people. I am veryinterested to know what they
mean to you, what you think about them."
• IMPULSIVITY CAN BEDEALT BY
• ''Please take your time. I think you are answering too quickly, so you might
not begiving me the best answers you could possibly come up with.Just
slow down, take all the time you need, andbe sure togive yourself plenty
of thinking time."
• TEST WITH ATLEAST 3 PROVERBS !!

GOLDSTEIN SCHEERER TEST
CUBE TEST
OBJECTSORTING TEST
. .
COLOURFORMTEST
40 4D 40
COLOUR SORTING TEST
HUE & BRIGHTNESS
STICKTEST
GENERATE PATTERN
TESTS ABSTRACT AND CONCRETE THINKING

VISUOSPACIAL CONSTRUCT
• JUDGMENT OF LINE ORIENTATION
• FACIAL RECOGNITION
• CLOCK DRAWiNG TEST
• REY-OSTERREITHCOMPLEX FIGURE TEST

METHOD
• THETESTBOOKLETAND THE
MULTIPLE CHOICECARDAREPLACED
FLATONTHETABLEIN FRONTOFTHE
PATIENTAND ATA 45-DEGREEANGLE
TOTHE MULTIPLE-CHOICEARRAY
, IN
SUCH AWAYTHATBOTH AREIN AN
AREAOFPRESERVED VISION.
• THE PATIENTISINSTRUCTED TOLOOK
ATTHETWO LINESOF THE STIMULUS
CARDAND TOFIND "WHICH OFTHE
LINES BELOW AREIN EXACTLYTHE
SAME POSITION AND POINTIN THE
SAME DIRECTION."
I

• PATIENT HAS TO TELLHOW MANY NUMBER OF THE LINESARETHERE
• IFTHE PATIENT HAS DIFFICULTY COMPREHENDING THE
INSTRUCTIONS,THE EXAMINER MAY PROCEEDBYASKINGTHE
PATIENT TO SHOW THE CORRESPONDING DIRECTION FOR JUST ONE
LINE.
• INSTRUCTIONS AND PRACTICE ITEMS MAY BE REPEATED UNTIL THE
PATIENT GIVES TWO CORRECT RESPONSES FOR THE PRACTICE ITEMS.
• THERE IS NO TIME LIMIT FOR RESPONDING.

FACIAL RECOGNITION
• TEST HAS 3 PARTS.
• FAILURE:
• PROSOPAGNOSIA
• RIGHT HEMISPHERE DYSFUNCTION

PART 1
• MATCHING OFIDENTICALFRONT-VIEW
PHOTOGRAPHS.
• THE PATIENTIS PRESENTEDWITH A SINGLE
FRONT-VIEW PHOTOGRAPHOFA SINGLE
FACE (MALE ORFEMALE) AND IS
INSTRUCTED TO IDENTIFY ITIN ADISPLAYOF
SIX FRONT-VIEW PHOTOGRAPHS (THE
TARGETAND FIVE DISTRACTORS) THAT
APPEARS BELOW THESINGLE PHOTOGRAPH.
• THERE ARESIXTARGETFACES, CALLINGFOR
ATOTALOF SIXRESPONSES.
2 J
• ' •

PART-2
• MATCHING OF FRONT-VIEW WITH THREE
QUARTER-VIEW PHOTOGRAPHSIS
REQUIRED.
• THE INDIVIDUAL IS PRESENTED WITH A
SINGLEFRONT-VIEW PHOTOGRAPHOFA
FACEAND ISINSTRUCTED TO LOCATE IT
THREE TIMES IN A DISPLAY OF SIXTHREE
QUARTER VIEWS, THREE OF WHICH ARE
VIEWS OFTHE PRESENTED FACEAND
THREE VIEWS OF OTHER FACES.
,
•
I
•

PART-3
• MATCHING OFFRONT-VIEW
PHOTOGRAPHS UNDER DIFFERENT
LIGHTING CONDITIONS.
• THE SUBJECTISPRESENTED WITH A SINGLE
FRONT-VIEW PHOTOGRAPHOFA FACE
TAKENUNDER FULLLIGHTING CONDITIONS
AND ISINSTRUCTED TO LOCATEITTHREE
TIMES IN ADISPLAYOF SIXFRONT VIEWS
TAKEN UNDER DIFFERENT LIGHTING
CONDITIONS.
• THREE PHOTOGRAPHS IN THE DISPLAY ARE
OF THE PRESENTED FACE, AND THREE ARE
OF OTHER FACES.
2
s

CLOCK DRAWING TEST
• PATIENT IS PROVIDED WITH AN UNLINED LETTER-SIZE SHEET OF
PAPER AND A PENCILIN FRONT OF THE PATIENT.
• "i want you to draw the face of a clock with all the numbers on it
make it large."
• AFTER COMPLETION OFTHE CLOCK FACE
• "now; please set the time to 10 after 11 (or 20 to 4).,,
• INSTRUCTIONS MAY BE REPEATED OR REPHRASED IF THE PATIENT
DOES NOT UNDERSTAND, BUT NO OTHER HELP SHOULD BEGIVEN.

Slep I:Turnthi, formove<ona light-oolored,urfo<ie,athotthecircle belowi, vi,ible. Ha,elhew ectdrawa dockonlhe
bock. Instructhimorheras follows;Draw me a clock that says 1:45. Setthehand.s an numbers on the
face so that a child could read th•m.RepeattheInstructionsunttltheyao deafyundonlood.Oncethe,ubjoctbe-
gin,todraw,nofurthero"iotonceisallowed.Ratethi>dock(QOXII,
Slop2: RolJrnIO lhls,1doand lotlho scbjedcbs.rvo youdraw a clockInthoclrdo below.Ploco12, 6, 3, and 9 fiw S.tthe
hand,again lo• 1:45' Make the hand, intoarrow, Invite the wbject lo copy yourclod< in!helow.,rightcornet: Scorelhi,
dock(CLOX21.
CLOXI CLOX2
OrganizationElomonh Point¼iluo
Dao,figurero,orrbloa dockl I
Orculorfacepres.ntf 1
Dimon,lon,>I lnchf 1
Alln""1bersh»ldothepe me11,, 1
12,6,3, and 9 plC
1C
odfirst! I
SpadngIntact! (,ymmotryontllher,Ideol 12and6 o'clock! I
No...:torlngorNemork,1 I
1
OnlyArabnumtral,1
Only°""'"""1-12amongthe"""'""''pre,entf 1
Sequence 1-12 intoctf (noomitsiomorintrvsions) I
Only2 hand,preM!llt?(l9nore,ecloring/tic marks! I
Allhand;roprosenJeda, csrow,I I
Hourhand botwetn I and 2o'clookf I
Minutehandlonger!honhourhondf I
I
Noneol lhefollowing: (II handpointtngto4 or5 o'clockf
(21·1:45' ""'""" -
(31lntMlon,from"hand•or •Joo.•pmer,11
(41anylotttn, « pldumt
(5)anyintnJlionfromcirdebelc,wt
SCORINGCRITERIAFORCLOCKTEST

ABNORMAL FINDINGS
• OMMISSION
• E.G. - HEMINEGLECT OFLEFTSIDE - PATIENTS FAILSTODRAW ALLTHE
LETTERING OFHOURS ON LEFTSIDE.
• PERSEVARATION
• POOR ORGANIZATION

CLOCK DRAWING BYA PATIENT WITH VASCULAR
DEMENTIA, SHOWING POOR PLANNING AND
ORGANIZATION, PERSEVERATION, AND POSSIBLE
NEGLECT.

MOTOR FUNCTIONS
• FINGER TAPPING TEST
• GROOVED PEGBOARD
• GRIPSTRENGTH

FINGER TAPPING TEST
• PREFERRED HAND PALM DOWN, WITH FINGERS EXTENDED AND THE
INDEX FINGER PLACED ON THE KEY
.
• DIRECT THE SUBJECTTO TAPASQUICKLY AS HE OR SHE CAN, MOVING
ONLY THE INDEX FINGER, NOT THE WHOLE HAND OR ARM.
• THE SUBJECT IS GIVEN FIVE CONSECUTIVE 10-STRIALS WITH THE
PREFERREDHAND.
• THE PROCEDURE ISTHEN REPEATED WITH THE NONPREFERRED HAND.

• FIVE 10-STRIALSARE GIVEN FOR EACH HAND EXCEPT WHEN THE
RESULTSARE TOO VARIABLE FROM ONE TRIALTOANOTHER.
• SPECIFICALLY
, THE TESTPROCEDURE REQUIRES THATTHE FIVE
CONSECUTIVE TRIALS FOR EACH HAND BE WITHIN A 5-POINT RANGE
FROM FASTEST TO SLOWEST
.
• A MAXIMUM OF 10 TRIALS WITH EACH HAND ISALLOWED.
• DO NOT ALTERNATE HAND TRIALS.

USES
• MEASURE OF SIMPLE MOTOR SPEED
• PARTICULARLY USEFUL FOR DOCUMENTING LATERALIZED MOTOR
IMPAIRMENT

INSTRUMENTS
• INSTRUMENT CONTAINS - PEGS & PEGBOARD
• ALLTHE PEGSARE THESAME.
• THEY HAVE A GROOVE, THAT IS, A ROUND SIDEAND ASQUARE SIDE
AND SO DO THE HOLES IN THE BOARDS.
• IDEA ISTO MATCH THE GROOVE OF THE PEG WITH THE GROOVE OF
THE BOARD AND PUTTHESE PEGSINTO THE HOLES.
• HAD TO BEDONEASFASTASONE CAN, USING ONLYTHE DOMINANT
HAND.
• TOP ROW HAD TO BE FILLED COMPLETELY
.
• NO SKIPPING OF HOLES

ASSESS
• EYE-HAND COORDINATION
• MOTOR SPEED
• REQUIRESSENSORYMOTOR INTEGRATIONAND A HIGH LEVELOF
MOTOR PROCESSING
• DEXTERITY

GRIP STRENGTH
• GRIPSTRENGTH - STANDARD MEASURE OF LATERALIZING
DIFFERENCESIN STRENGTH

BIBLIOGRAPHY
• COMPREHENSIVE TEXTBOOK OF PSYCHIATRY, VOL 2, KAPLAN AND
SADOCK.
• SYNOPSIS OF PSYCHIATRY, 10TH EDITION - BENJAMIN J SADOCK &
VIRGINIA A SADOCK
• COMPREHENSIVE HANDBOOK OF PSYCHOLOGICAL ASSESSMENT-
VOLUME1-INTELLECTUALAND NEUROPSYCHOLOGICAL ASSESSMENT BY
Gerald Goldstein & Sue R. Beers
• A Compendium of Neuropsychological Tests: Administration, Norms
and Commentary, Third Edition BY ESTHER STRAUSS, ELISABETH M.
S. SHERMAN & OTFRIED SPREEN.
• Handbook of Psychology (12 Volume Set) by Irving B. Weiner
• Essentials of School Neuropsychological - Miller, Daniel C

NEUROPSYCHOLOGICAL TESTS PART - 1 - Copy.pptx

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