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You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.

You are going to create a family account. This account is designed to give your family members access to CogniFit evaluations and training.

You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

You are going to create a company management account. This account is designed to give your employees access to CogniFit evaluations and training.

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Cognitive <strong>Assessment</strong>

Cognitive Assessment

Digital assessments validated for scientific accuracy and optimized for operational efficiency

2,545,080 unique test-takers

4,819 professionals

Discover the ultimate cognitive testing revolution: our state-of-the-art digital self-administered assessment, available for both in-clinic and at-home use. Say hello to a new era of convenience, accuracy, and flexibility in cognitive testing.

With our groundbreaking digital cognitive testing tool, you have the power to assess and monitor cognitive functions like never before. Whether you prefer the comfort of your own home or the convenience of an in-clinic setting, our tool adapts to your needs, providing a seamless and user-friendly experience.

Experience the freedom to take control of your cognitive assessments with our self-administered feature. No more scheduling appointments or relying on external assistance. Our tool empowers you to evaluate your cognitive abilities independently, at your own pace, and in the comfort of your preferred environment.

Whether you're a healthcare professional, a researcher, or an individual seeking cognitive insights, our digital tool offers unparalleled accuracy and reliability. Rest assured that your cognitive assessments are conducted with scientific rigor, ensuring precise and meaningful results.

Embrace the future of cognitive testing and unlock a new level of convenience and accessibility. Experience the ease of in-clinic or at-home assessments with our cutting-edge digital tool, designed to empower you on your cognitive journey. Discover a world of possibilities and gain invaluable insights into your cognitive health like never before.

Each CogniFit cognitive assessment battery is intended for use as a cognitive assessment aid to determine the level of cognitive functioning. It is intended to be used as an aid for physicians to design and monitor each patient's intervention and cognitive rehabilitation process.*

Assessments available

  • General Cognitive Assessment (CAB) The General Cognitive Assessment is a complete battery made up of neuropsychological tests that were designed to assess the cognitive profile of users with and without pathologies. It allows the user to identify possible cognitive deficits and detect possible cognitive deterioration. The assessment is made up of 17 tasks that measure a total of 22 cognitive skills, which are the following: Working memory, Short-term memory, Naming, Non-verbal memory, Visual short-term memory, Phonological short-term memory, Contextual memory, Divided attention, Focus attention, Inhibition, Updating, Spatial perception, Recognition, Visual scanning, Visual perception, Auditory perception, Estimation, Hand-eye coordination, Response time, Processing speed, Planning, and Shifting.

    The general cognitive assessment provides you with a full assessment of a large number of cognitive skills such as your short-term memory, your hand-eye coordination, your focus and planning. In total, more than 15 cognitive skills are measured by the general cognitive assessment.

    By completing your full cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

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  • 65 and Over Cognitive Assessment (CAB-AG) COGNIFIT_PRODUCT_DESCRIPTION_Over55 Assessment

    The 65 and Over Cognitive Assessment (CAB-AG) provides you with a precise assessment of relevant cognitive skills, such as your visual short-term memory, your hand-eye coordination, your divided attention and shifting. In total 7 cognitive skills are measured by this cognitive assessment.

    By completing your cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

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  • Every child is unique, with their own set of abilities and challenges. We've developed a specialized Cognitive Assessment tailored for K-12 students, designed to understand and enhance every child's cognitive abilities to pave the way for academic success and overall well-being.

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  • Concentration Cognitive Assessment (CAB-AT) COGNIFIT_PRODUCT_DESCRIPTION_Concentration Assessment

    The Concentration Cognitive Assessment (CAB-AT) provides you with a precise assessment of relevant cognitive skills, such as focus attention, inhibition and updating. In total 4 cognitive skills are measured by the concentration cognitive assessment.

    By completing the cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

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  • Coordination Cognitive Assessment (CAB-CO) COGNIFIT_PRODUCT_DESCRIPTION_Coordination Assessment

    The Coordination Cognitive Assessment (CAB-CO) provides you with a precise assessment of relevant cognitive skills, such as inhibition, hand-eye coordination and processing speed. In total 4 cognitive skills are measured by the coordination cognitive assessment.

    By completing your full cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

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  • Driving Cognitive Assessment (DAB) The Driving Cognitive Assessment (DAB) from CogniFit is a set of cognitive tests prepared to assess the user's driving abilities. It measures a total of 10 cognitive abilities throughout 12 tasks. The cognitive skills that the Driving Assessment Battery measures are: Visual short-term memory, Divided attention, Focus, Inhibition, Width of field-of-view, Visual scanning, Estimation, Hand-eye coordination, Response time, and Shifting.

    The Cognitive Driving Assessment provides you with an assessment of a large number of cognitive skills which you use when driving. In total, more than 10 cognitive skills are measured such as the ability to estimate distances, focus, shifting, visual scanning, and response time.

    By completing your driving assessment, you will gain important insights about your cognition and will understand what are your stronger skills while driving and which ones may benefit from additional training.

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  • Memory Cognitive Assessment (CAB-ME) COGNIFIT_PRODUCT_DESCRIPTION_Memory Assessment

    The Memory Cognitive Assessment (CAB-ME) provides you with a precise assessment of relevant cognitive skills, such as your short-term memory, working memory, naming and recognition. In total, more than 5 cognitive skills are measured by the memory cognitive assessment.

    By completing your full cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

    Start now
  • Perception Cognitive Assessment (CAB-PC) COGNIFIT_PRODUCT_DESCRIPTION_Perception Assessment

    The Perception Cognitive Assessment (CAB-PC) provides you with a precise assessment of relevant cognitive skills, such as your visual perception, estimation and recognition. In total, more than 5 cognitive skills are measured by the perception cognitive assessment.

    By completing your full cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

    Start now
  • Reading Comprehension Cognitive Assessment (CAB-RC) COGNIFIT_PRODUCT_DESCRIPTION_Mentalarithmetic Assessment

    The Reading Comprehension Cognitive Assessment (CAB-RC) provides you with an assessment of the following cognitive skills: working memory, phonological short-term memory, and visual short-term memory.

    By completing your full cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

    Start now
  • Reasoning Cognitive Assessment (CAB-RS) COGNIFIT_PRODUCT_DESCRIPTION_Reasoning Assessment

    The Reasoning Cognitive Assessment (CAB-RS) provides you with a precise assessment of relevant cognitive skills, such as your working memory, your processing speed, updating and planning. In total, more than 5 cognitive skills are measured by the reasoning cognitive assessment.

    By completing your full cognitive assessment, you will gain different insights about your cognition and will understand what are your stronger skills and which ones could need some training.

    Start now
  • This test was inspired by the Useful Field of Vision test (UFOV) and on other neuropsychological batteries that measure field of view. This test assesses the amount of visual information that one receives when looking at a single point. This makes it possible to precisely measure field of view.

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  • The CogniFit's Trail Making Test (TMT) is a digitized replica of the task of the same name (Reitan, 1955; Reitan, 1958). This task tests processing speed, shifting, the ability to make an effective visual scan, as well as other underlying executive functions.

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  • The CogniFit's Eriksen's Flanker Test is a digitized replica of the task of the same name (Eriksen and Eriksen, 1974). This task seeks to measure how much interference is generated by the presentation of adjacent incongruent and irrelevant visual information.

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  • The CogniFit's Simon Test is a digitized replica of the task of the same name (Simon and Wolf, 1963). The performance of the task will allow identifying the difference between the reaction time between incongruent and congruent trials that have been answered correctly, which is known as the Simon Effect.

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  • The Deary-Liewald CogniFit Test is a digitized replica of the Deary-Liewald task (Deary et al., 2010). The performance of the task will allow measuring the user's reaction time in simple situations (a single button response) and in more complex situations (four alternative responses).

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  • The CogniFit's Tower of Hanoi Test (TOH) is a digitized replica of the task of the same name (Hinz, 1989). This task seeks to measure high-order cognitive problem solving and learning of complex cognitive procedures, providing information about the cognitive abilities mainly related to executive functions such as planning, visual imagery, abstract thinking, working memory and self-monitoring.

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  • The CogniFit inhibition of return (IOR) test is a digitized replica of the homonymous task (Posner & Cohen, 1984). This task allows the assessment of the phenomenon known as "inhibition of return", which consists of people responding more slowly to stimuli located in the position where at least 300 milliseconds before a task-irrelevant stimulus was shown.

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  • The CogniFit Visual Episodic Memory Test is a version of the Memtrax memory assessment task (Ashford, 2005). This task seeks to measure episodic memory through items of a visual nature, identifying only whether the displayed image has been previously displayed or not.

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  • The CogniFit Progressive Matrices Test (PM) is based on the Raven's Standard Progressive Matrices Test (RSPM; Raven, 1936; Raven, 1938). This task allows for the assessment of abstract reasoning, which is an elementary component of intelligence.

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  • The CogniFit Selective Attention Test is based on the classic d2 Test (Brickenkamp, 1962). This task is specifically aimed at measuring the user's selective attention.

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  • The CogniFit Sustained Attention Response Test is based on the classic task of the same name (SART; Robertson et al., 1977). This task is specifically aimed at measuring the user's sustained attention.

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  • The Speed Test REST-HECOOR exercise was inspired by the classic test of Fingertip tapping from the assessment battery NEPSY (Korkman et al., 1998). The test-taker is required to keep on clicking for 10 seconds and as rapidly as possible with the mouse, or finger if using a touch-screen device, in a defined area on the screen. Data is collected as the number of clicks during the allocated time, number of clicks inside the defined area and number of clicks outside it.

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  • The Resolution Test REST-SPER was inspired by the classic paradigms Go/No Go Task (Gordon & Caramazza, 1982), Continuous Performance Test (Conners, 1989; Epstein et al., 2001), and the Psychomotor Vigilance Task (Dinges & Powell, 1985). The test-taker is required to rapidly press on circles which appear on the screen and to ignore hexagons should they also appear. Embedded in the task are 16 circles-only items and 8 circles-and-hexagons items. For each item data is collected on response time, response accuracy and cursor distance from target center.

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  • The Exploration Test SCAVI-REST was inspired by the Hooper Visual Organization Task (VOT) test by Hooper (1983). This cognitive assessment is responsible for measuring visual scanning and response time in order to find a stimulus that is surrounded by other, less important stimuli. Initially, it requires an investigation of the context on a general level, in order to later perform a more specific scan.

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  • The Inattention Test FOCU-SHIF is based on the classic Conners (CPT) test. The user will have to react quickly to the changing colors, which makes it possible to assess inhibition, shifting, and focused attention.

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  • The CogniFit Visual Organization Test is based on Hooper's classic task of the same name (VOT; Hooper, 1983; Merten, 2004). This task is specifically aimed at measuring the user's visual organization and visual perception.

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  • CogniFit's IQbe test is based on the Raven's Standard Progressive Matrices test (RSPM; Raven, 1936; Raven, 1938). This task assesses abstract reasoning in a manipulative manner in a 3D environment and provides an estimate of the manipulative-executive intelligence quotient (IQ). This score is validated for men and women between 18 and 55 years of age.

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  • The CogniFit Ace Detector Test is composed of a set of four CogniFit tasks that have been modified to be shorter and more demanding: Tapping Test (Halstead, 1947), Visual Search Test (Treisman & Gelade, 1980), Selective Attention Test (Brickenkamp, 1962), Sustained Attention to Response Test (Robertson et al., 1997). The purpose of this task is to quickly identify the most cognitively sharp and active elite players, particularly in bench sports environments.

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  • The CogniFit Verbal Fluency Test is a digitized replica of the classic F-A-S task (Spreen & Benton, 1977). This task will allow to know the user's verbal fluency, i.e. the ability to evoke valid and distinct exemplars of a particular category. This task requires a device with a microphone and permissions to use it.

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  • The CogniFit Vocabulary Test is a digitized reinterpretation of the classic Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). This task will allow us to know the user's level of vocabulary and naming, i.e. the ability to access the person's verbal lexicon.

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  • The CogniFit Reading Test is based on classic reading comprehension tests, such as the Woodcock Reading Mastery Test (Woodcock, 2011). This task seeks to measure the user's speed, accuracy, and reading comprehension through reading a text aloud and the answers given to a series of questions about the read text.

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  • The CogniFit Verbal Description Test is based on the cookie theft image description task from the Boston Diagnostic Aphasia Examination (BDAE; Goodglass & Kaplan, 1972). To complete this activity it will be necessary to pay visual attention to all the things that happen or are shown in the image, understand them and name them out loud.

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  • The CogniFit Auditory Comprehension Test is based on the Sentence Comprehension Test, included in the Verb and Sentence Test (VAST; Bastiaanse et al., 2003). This task provides an assessment of the user's ability to understand a series of auditory descriptions and to identify the visual representation of each description among a series of three images.

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  • Face Working Memory Span Test is a version of the Corsi Cubes Test (Corsi, 1972; Kessels et al., 2000; Wechsler, 1945) to which visual information (faces) and verbal information (Names). The objective of this task is to assess the span of working memory using stimuli similar to those that people handle in their daily lives.

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  • The Processing Test REST-INH was inspired by the classic Stroop test (Stroop, 1935). The test-taker is required to press on the larger of two circles, regardless of the number inscribed in each circle, while ignoring the text that could appear on the top-middle part of the screen. They are then required to press on the higher number regardless of the size of the circle in which the number is inscribed.

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  • The Sequencing Test WOM-ASM is based on the classic direct and indirect digit test of the WAIS-III (Wechsler, 1997). The test-taker is required to remember and reproduce increasingly longer number sequences, which appear, each in its turn, on the screen. The task will begin with a two- -number sequence.

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  • The Estimation Test EST-II is based on the Duration Pattern Test (DPT) (Frota & Pereira, 2003). The test-taker is asked to interrupt an ongoing auditory stimulus so as to reproduce the exact length of time of the previously presented one. In the first part of the task an animated drawing accompanies the stimulus. During the second part of the task, the drawing remains still.

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  • The Synchronization Test UPDA-SHIF is based on the Vienna Test System (VST) (Whiteside, 2002). In this task the test-taker is required to carefully and precisely track a ball which moves along a path. The distance in pixels between the center of the ball and the cursor moved by the user is considered to calculate the accuracy score.

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  • The Programming Test VIPER-PLAN took as a reference the classic Porteus Maze Test (Porteus, 1950), and the Route finding (NEPSY) (Korkman et al., 1998). The test-taker is presented with several mazes with dead-ends and is required to successfully go through it, from start to end, in the smallest possible number of steps, and as fast as possible.

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  • The Recognition Test WOM-REST is based on the classic tests of Symbol search (WAIS) (Wechsler, 1997), Wisconsin Card Sorting Test (WCST) (Heaton, 1981) and Raven's Progressive Matrices Test (Raven, 1936). In this task, a trio-sequence of objects is presented in the center of the screen. The test-taker is required to memorize these stimuli in a first screen, and to recognize it from among four trio-sequences in a second screen. The number of correct answers is considered to calculate an accuracy percentage.

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  • The Equivalencies Test INH-REST was based on the classic Stroop test (Stroop, 1935). The test-taker is asked to press on the spacebar (go action) only if the color names on the screen are printed in the matching color and to refrain from pressing (no-go) if the color of the letters does not match the printed color name.

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  • The Coordination Test HECOOR was inspired by the classic Trail Making Test (Reitan, 1955), and by the Vienna Test System (Whiteside, 2002). The test-taker is required to track, with the mouse (or on-screen digital joystick, if using a mobile device), a ball moving in an undetermined itinerary.

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  • The Concentration Test VISMEM-PLAN took as a reference the Corsi block-tapping test (Corsi, 1972; Kessels et al., 2000; Wechsler, 1945). In the first part of the task, some circles, within a fixed array of circles, light up. The test-taker is required to memorize which circles, within the array, have lit up and then try to reproduce the sequence in the right order. In the second part of the task, a delay of 4 secs is added between the first screen and the playback screen, in order to increase the time the user must retain the information.

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  • The Decoding Test VIPER-NAM was inspired by the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). The test-taker is required to click on the first letter, among four of them, that spells the name of the object depicted on the screen. For example, for the picture of an apple, the test-taker should click on the letter “A” but not on the three incorrect responses (C, P, M) also present on the screen.

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  • The Identification Test COM-NAM is based on the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). For each object shown, the test-taker must choose from three possibilities: 1) the item is presented for the first time in the task or 2) the last time it appeared the item was spoken or 3) the last time it appeared the item was presented as a picture.

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  • The Inquiry Test REST-COM took as a reference the classic Boston Naming Test (Kaplan et al., 1983), the vocabulary test from WAIS-III (Wechsler, 1997), the Test of Variables of Attention (Greenberg et al., 1996), and the Rey Auditory Verbal Learning Test (Schmidt, 1994). A series of objects are shown. In a new series of objects, the test-taker must then recognize only those objects that were previously displayed. This new series could be presented as images or as spoken words.

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  • The Estimation Test EST-I was inspired by the Biber Cognitive Estimation Test (Goldstein et al., 1996). In the first part, the test-taker is required to determine which of two balls moves faster. In the second part, another ball is added. In the third part, a fourth ball is added and it should be indicated which ball moves twice as fast as a designated ball (the red one). In the fourth part, while watching four balls moving in four separate itineraries, the test- -taker must determine as quickly as possible which ball will arrive at a given point first.

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  • The Estimation Test EST- III is based on the Biber Cognitive Estimation Test (Goldstein et al., 1996). The first part consists of indicating which of the objects on the screen is farther away from the user. The second part consists of indicating which of the objects is farther away from a pink ball, also located on the screen. The third part consists of indicating which two objects are at the same distance from the pink ball. The fourth part consists of indicating which object is not at the same distance from the pink ball. Finally, the fifth part is to indicate which of the images has the objects spatially arranged differently from the model.

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  • The Simultaneity Test DIAT-SHIF stems from the classic Stroop test (Stroop, 1935), the Vienna Test System (Whiteside, 2002), and the Test of Variables of Attention (Greenberg et al., 1996). The test-taker is required to accurately follow a ball moving and turning in all directions on the screen while, at the same time, performing a variant of the Stroop test.

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