| Verbal Memory |
Logical Memory Subtest – WMS-R |
Subjects are asked to recall the contents of two short stories immediately after presentation and again after a 30 minute delay. |
| Paired Associates Subtest – WMS-R |
Five trials of paired word presentations are given and subjects are asked to recall the list immediately after presentation and again after a 30 minute delay. |
| California Verbal Learning Test (CVLT) |
Test consists of an oral presentation of a 16-word list for five immediate recall trials, followed by a single presentation and recall of a second 16-word ‘interference’ list. Free-and category-cued recall is elicited immediately, again 20 minutes later, and a recognition trial is administered. |
| Hopkins Verbal Learning Test (HVLT) |
A list of words belonging to a semantic category is presented verbally for three trials. Subject are asked to recall as many words as possible immediately and again after a delay. |
| Rey Auditory Verbal Learning Test (RAVLT) |
Subjects are given a list of 15 items and asked to recall them immediately over five trials. Subsequently, an interference list is administered and then recall of 15 words from initial list. |
| Buschke-List Learning Test |
Multiple-trial list-learning task. |
| Test de Aprendizaje Verbal España-Complutense (TAVEC) |
Spanish verbal learning and memory test similar to the California Verbal Learning Test. |
| Münchner Gedächtnistest |
German version of the California Verbal Learning Test. |
| Word List Learning Test (WLLT) |
Subjects are read a list of words and tested on immediate free recall, immediate cued recall, delayed free recall, delayed cued recall, and recognition |
| Free Recall Word List Task |
Subjects have 30 seconds to learn 16 words and are asked to write down as many words as can be remembered either immediately or after a delay. This procedure is repeated for four word lists. |
| Warrington Recognition Memory Test for Words |
Subjects are asked to read a list of 50 words and are then presented with 50 pairs of words. Each pair contains a target word from the list and a foil word. Subjects are asked to identify which word they had read on the list. |
| Visual Memory |
Rey-Osterreith Complex Figures Test (Rey-O) |
Subjects are asked to copy the stimulus figure and asked after a 3-minute and a 30-minute delay to draw the figure from memory. |
| Visual Reproduction Subtest – WMS-R |
Subjects are asked to look at five figures for 10 seconds each and to “draw the design” from memory and after a 25 minute delay. |
| Benton Visual Retention Test (BVRT) |
Subjects are shown 10 designs, one at a time, and asked to reproduce each one as precisely as possible from memory. |
| Recognition Memory Test, Faces Subtest |
A set of 50 black and white photographs of unfamiliar male faces are shown. Immediately after the presentation the subject is tested using a forced-choice recognition paradigm. |
| Searchlight Test |
A geometric figure is displayed but covered by a black mask with a hole through which part of the figure can be seen. Subjects are asked to draw that figure from memory and to select the correct figure from six similar geometric figures. |
| Working Memory |
Digit Span Forward – WAIS |
Subjects are instructed to repeat a string of numbers that increase in length over the task. |
| Digit Span Backward – WAIS |
Subjects are instructed to repeat a string of numbers that increase in length over in the task in the reverse order presented. |
| Spatial Span – WMS-R |
Subjects are instructed to point to a series of blocks in the same or reverse order that is presented by the Examiner. |
| Letter-Number Sequencing -WAIS-III/Letter-Number Memory - WMS-III |
Subjects are asked to listen to strings of alternating numbers and letters of increasing length and then repeat them with the numbers first in ascending order and then the letters in alphabetical order. |
| Arithmetic Subtest - WAIS |
Subjects are read arithmetic problems and must perform the calculations mentally without the use of pencil and paper. |
| Keeptrack Task |
Subjects are presented with 3-5 categories, followed by 15 exemplars from each category and asked to remember the last word presented from each category. |
| Corsi Test |
The Examiner touches many wood cubes according to a standard sequence and asks the subject to do the same. |
| Spatial Delayed Matched-to-Sample Task |
A neutral face (target stimulus) is randomly displayed in one of five squares representing different spatial locations on a computer screen. After a delay (which includes a distractor), the subject is asked to identify the prior spatial location of the target. |
| Spatial Working Memory Task – CANTAB |
Subjects are asked to search an increasing number of boxes on the screen to locate hidden tokens and instructed that once a token is located, that box will not hide another token. |
| Delayed Response Task |
Subjects are asked to remember the position of a target on a screen after a 4-second delay. |
| Excluded Letter Fluency |
Subjects are asked to name real words that do not contain the letter E, A, and I. |
| Hebb’s Recurring Digits |
Subjects are asked to repeat sets of aurally presented digits without being told every third set of digits repeats after the first set. |
| Alternating Semantic Categories |
Subjects are given one minute to name as many word pairs as possible of alternating exemplars from two distinct categories. |
| Wicken’s Test |
Subjects are read five lists of eight words (one-or two-syllables each). After each list, the subject is asked to count backward by three for 15 seconds before trying to recall the words. |
| Tracking Task with Tones |
Subjects are presented with a series of tones from a loudspeaker and instructed to press a foot switch as quickly as possible. |
| Reasoning and Problem Solving |
Wisconsin Card Sorting Test (WCST) |
Subjects are asked to sort a series of cards according to different principles (e.g., by shape). Feedback is provided. After 10 consecutive correct sorts, the test rules shift without warning to a new sorting rule. Note: Modified versions were also used. |
| Block Design – WAIS |
Subjects are given a set of blocks and asked to arrange the blocks according to the stimulus picture. |
| Gorham’s Proverbs – Interpretation |
Subjects are given 12 proverbs for which they must provide an interpretation. |
| Raven’s Progressive Matrices |
For each test item, the subject is asked to identify the missing segment required to complete a larger pattern. |
| Category Test – Halstead-Reitan Battery |
Subjects are presented with groups of pictures consisting of geometric figures and must note similarities and differences. Through positive and negative reinforcement they must deduce the underlying organizing principle which differentiates the figures. |
| Tower of London Task |
Subjects are shown colored beads arranged on pegs of different heights and a “goal” arrangement. Subjects are instructed to move the beads around until they achieve the goal arrangement quickly and in as few moves as possible. |
| Visual Elevator Task |
Subjects are shown pictures of elevator doors (representing hotel floors) and asked to follow a series of elevator door pictures coupled with directional arrows to establish the floor number of the last floor in the series. |
| Behavioral Assessment of Dysexecutive Syndrome (BADS) |
Six scenarios are presented that assess the ability to formulate strategies, change a pattern of responding, engage in forward planning, organize a set of rules and restrictions, and estimate the time requirements of a task. |
| Contour Integration Task |
Subjects are shown 15 cards containing varying numbers of Gabor elements and asked to correctly locate the position of the contour. |
| Shipley Institute of Living Scale, Abstraction Subtest |
Subjects are presented with the beginnings of 20 different sequences of numbers or letters and asked to complete the sequences. |
| Behavioural Assessment of Dysexecutive Syndrome (BADS) |
Consists of six subtests which assess a variety of executive dimensions such as planning and strategic abilities, conceptual flexibility, divided attention, and inhibition control. |
| Booklet Category Test |
Subjects must attempt to identify the organizing principle or concept involved in seven groups of stimuli. |
| Verbal Concept Attainment Test (VCAT) |
Subject are shown four lines of words containing four words each and asked to select one word from each line such that the words are similar in some way. |
| Luria’s Frontal Signs |
Subjects are verbally given a series of tasks with sequenced instructions that must be carried out in correct order. |
| Picture Arrangement Task – WAIS |
Subjects are shown sets of small pictures and must arrange them into a logical sequence. |
| Speed of Processing |
Trail Making Test A & B |
Part A requires the subject to connect a series of numbered circles arrayed randomly on a sheet of paper using a pencil. In part B the array consists of both numbers and letters, and the subject must connect them in alternating order. |
| Stroop Test (Color-Word) |
Subjects are given words representing colors that are printed in different color ink and instructed to read the ink color as quickly as possible and later while ignoring the printed word. |
| Finger Tapping Test |
Test that requires that the subject tap as rapidly as possible with the index finger on a small lever, which is attached to a counter. |
| Cancelling Test of Zazzo (and related cancelling tasks) |
Subjects are required to cross out or circle target letters or numbers among an array of distractors. |
| Controlled Oral World Association Test (COWAT) |
Subjects are asked to name as many different words as possible beginning with a specific letter within a specified amount of time or to name animals |
| Chicago Word Fluency Test (CWF) |
Subject writes down as many words as possible that start with a particular letter, e.g., “S” in 5 minutes and as many words that start with another letter having only 4 letters in 4 minutes |
| Newcombe Word Fluency tasks |
Subjects are asked to name as many different items as possible from given categories in one minute. |
| Jones-Gotman Design Fluency Test |
Requires production of novel (original) abstract designs under a time constraint. |
| Ruff Figural Fluency Test |
Subjects are asked to draw as many unique patterns as possible in one minute using straight lines to connect two or more dots. |
| Digit Symbol – WAIS |
Subjects are provided with numbers along with corresponding symbols and required to reproduce symbols that correspond with a number on a grid as quickly as possible. |
| Lexical Decision Task |
Subjects are presented, either visually or auditorily, with a mixture of words and pseudo words and asked to indicate whether the presented stimulus is a word or not. |
| Hayling Sentence Completion Test |
Two sets of 15 sentences are read aloud, each having the last word missing, and the subject must complete the sentences. |
| Grooved Pegboard |
Subjects are asked to place as many pegs as possible in a certain order into a pegboard in two 45-second trials. |
| Speed of Comprehension Task – SCOLP |
Subjects are asked to judge whether a list of declarative sentences are true or false and have two minutes to complete the task. |
| Simple Reaction Time Test |
Subjects are instructed to respond quickly by pressing a keyboard key whenever they see a downward arrow presented on the screen. |
| Forced Choice Reaction Time Test |
Subjects are told that they will see a series of left-and right-pointing arrows on a screen and asked to press the appropriate key on the keyboard. |
| Attention/Vigilance |
Continuous Performance Test (CPT) |
Subjects are presented with a series of numbers on a screen and instructed to indicate when the current number is identical to the previous number. |
| Degraded Stimulus Continuous Performance Test (DSCPT) |
Similar to the CPT in all respects, except that the stimulus presentation is degraded (blurred) and therefore the digits are more difficult to discern. |
| Span of Apprehension Test (SOA or SPAN) |
Arrays of letters that contain either the letter T or F, along with non-target letters, are flashed on a screen. The subject is instructed to press the appropriate button (T or F) depending on which letter appeared in the array. |
| Digit Span Distractibility Test – Interference |
Subjects hear short strings of digits with and without distractors and are asked to recall the digits in correct order. |
| Dichotic Listening Test |
Subjects listen to a series of pairs of consonant-vowel sounds and are either instructed to attend to stimuli presented in their right ear or left ear, or are given no specific instructions. Subjects are asked to report the syllable they heard best. |
| Test for Attention Performance (TAP) – Subtest 2 |
Subjects are presented with 100 mixed single digits on a computer screen, and are instructed to press a button as quickly as possible whenever they identify a digit as identical to the penultimate one. |
| Orientation Questionnaire |
Subjects are given a questionnaire regarding orientation in time, place, and age. |
