How can I know if my brain is healthy? Brain Health Assessment
Innovative online cognitive assessment. Study brain function and complete a comprehensive online assessment. Precisely evaluate a wide range of abilities and assess cognitive well-being (high-moderate-low). Identify strengths and weaknesses in the areas of memory, concentration/attention, executive functions, planning, and coordination*.
Who is it for?
Cognitive Assessment Battery (CAB)®
You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.
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* Assessment licenses can be used for any type of assessment
2,636,394 unique test-takers
1,617,575,100 data points
5,136 professionals
Cognitive assessment battery to screen brain function and cognitive performance
Cognitive assessment battery to screen brain function and cognitive performance
- Assess current state of the user's cognitive skills
- For children 7 years and older and adults.
- The complete battery lasts about 30-40 minutes.
- Reliability analysis of the evaluation - Only in English Download
CogniFit General Cognitive Assessment (CAB) is a leading professional tool that helps measure general cognitive well-being in children 7+ and adults, using online cognitive tasks. The results of this neurocognitive test are useful for understanding the user's general cognitive state, highlighting their strengths and weaknesses. This computerized cognitive assessment cannot be intended for use in the diagnosis of any disease or condition, however it can help determine whether or not the cognitive changes that the user may be experiencing are normal, or if they reflect some kind of neurological disorder. Any private or professional user can easily use this cognitive assessment.
This neuropsychological assessment or cognitive test is designed to easily understand people’s cognitive function, as well as cognitive, physical, psychological, and social well-being. This online cognitive test shows how people score in concentration/attention, memory, reasoning, planning, and coordination, compared to people the same age and gender. Note that this test does not identify the presence or absence of clinical diagnoses. We recommend using this complete cognitive assessment in addition to a professional diagnosis, and never as a substitute for a clinical diagnosis.
This standard cognitive test takes about 30-40 minutes to complete and is done entirely online, either on a computer using an internet browser or on a mobile device using our iPhone/iPad and Android apps. No pen and paper required! After completing the evaluation, the system will automatically generate the user's neurocognitive profile. This report gathers useful information and presents data in an easy-to-understand format, including every cognitive skill level.
Digitalized protocol for the General Cognitive Assessment (CAB)
Digitalized protocol for the General Cognitive Assessment (CAB)
This versatile and complete online neurocognitive assessment tool is made up of screening online questionnaire, and a general battery of digital tasks.
These tasks are designed to measure the functioning of different cognitive areas, such as attention and concentration, perception, memory, executive function, and coordination, as well as physical, psychological, and social well-being.
This cognitive function test lasts about 30-40 minutes. In this time, the user or professional will complete the questionnaire about the different areas of well-being and complete the battery of neuropsychological tasks that are presented as fun brain games.
The results from this assessment may be evidence of deficits in different cognitive areas, which can help explain why someone may have poor performance in certain activities or why some skills were never fully developed.
Well-being Questionnaire
A series of different questions designed to better understand the user's well-being will be presented, covering the different areas of health (physical, psychological, social wellbeing).
Neuropsychological factors and cognitive profile
This is followed up by a battery of tasks that assess different fundamental cognitive skills. This makes it possible to understand the user's complete cognitive profile. CogniFit compares your score with people the same age and gender to easily see where you stand among your peers.
Complete results report
After completing the general cognitive assessment, the system will automatically generate a detailed report showing the user's cognitive profile, degree of wellbeing (high-moderate-low), neuropsychological profile, results analysis, and recommendations will appear.
Psychometric Results
Psychometric Results
CogniFit General Cognitive Assessment (CAB) combines patented algorithms with artificial intelligence (AI) to analyze thousands of variables and get a complete cognitive profile with very satisfactory psychometric results. This neuropsychological exploration measures a series of key cognitive skills necessary for daily life.
The General Cognitive Assessment (CAB) is CogniFit most complete cognitive test as it includes all of our subtests. Each subtest was designed following a rigorous scientific methodology in order to guarantee the necessary psychometric characteristics for an effective cognitive well-being evaluation. The cognitive profile in the neuropsychological report received high reliability, consistency, and stability scores. Using transversal researcher designs, the evaluation received psychometric values of about .9, like the Alpha Cronbach coefficient. The Test-Retest tests reached scores of almost 1, showing the high reliability and precision.
See validation tableWho is it for?
Who is it for?
People from almost all aging segments can complete CogniFit General Cognitive Assessment (CAB): Starting 7 years and up, to teenagers, young adults, adults, and seniors.
Any individual or professional user can easily use this neuropsychological battery. It's not necessary to have any background or training any neuroscience or technology systems, and is available to the following populations:
Individual users
Better understand brain function and cognitive strengths and weaknesses
Healthcare professionals
Precisely evaluate patients and offer a complete report
Schools and educators
Test your students cognitive abilities and adapt your teaching based on their profile.
Parents, caretakers, and other individuals
Challenge your loved-ones and compare your scores!
Researchers
Measures the cognitive abilities of study participants
Benefits
Benefits
This online cognitive assessment tool is intended for use as a regular screening tool to track subtle cognitive deficiencies and presents well-being strengths and weaknesses. It offers many benefits:
LEADING INSTRUMENT
Any individual or professional users (doctor, psychologist, teacher, etc.) can personally use this online neuropsychological assessment battery without needing any background in neuroscience or technology systems. The interactive format makes it possible to manage users and patients. However, a qualified medical professional should interpret results and conduct a clinical diagnosis.
EASY-TO-USE
Any user, whether an individual or a professional (doctor, psychologist, instructor, etc.) can implement this cognitive assessment battery with no need for previous experience in neuroscience or technology. The interactive format means management is quick and effective.
DIGITAL
The tasks from CogniFit's cognitive tests are completely online, which means that any user can take this assessment from the comfort of their home using a computer with an internet browser or on the go using our mobile apps for iPhone/iPad and Android. When this cognitive assessment is recommended by a professional, the user can complete the assessment on site or anywhere with internet access.
USER-FRIENDLY
All of the cognitive tasks are presented in the form of fun and interactive online games, which makes it enjoyable, especially for children.
DETAILED RESULTS REPORT
The system automatically and instantly generates a complete analysis of the results after completion of the General Cognitive Assessment (CAB). The results will show cognitive strengths and weaknesses compared to people from the same demography.
ANALYSIS AND RECOMMENDATIONS
This powerful software makes it possible to analyze thousands of variables and offer specific recommendations that adjust to the specific needs of each user.
When is it recommended to use this General Cognitive Assessment?
When is it recommended to use this General Cognitive Assessment?
With its excellent psychometric results and easy application, CogniFit General Cognitive Assessment (CAB) is a great screening tool to track subtle cognitive deficiencies.
Evaluating a user's cognitive profile and well-being may allow physicians to design and monitor each patient's intervention and cognitive rehabilitation process.
The neuropsychological tests from CogniFit can be useful for:
Study brain function and determine the cognitive state of children 7 years and older and adults.
This neuropsychological assessment battery offers detailed information about the elements that make up "intellectual architecture". The analysis of these cognitive components can help us understand the elements that drive one's behavior and mental function. Tests and studies will be helpful to better understand the specific situation of each patient or user.
Get anyone's cognitive profile
The user's neuropsychological profile is automatically gathered after the assessment is completed, and provides detailed information about the different main cognitive skills divided into areas: attention and concentration, perception, memory, reasoning (executive functions), and coordination, as well as physical, psychological, and social well-being.
Identify cognitive strengths and areas of improvement
Understand how the different areas of the brain make it possible to understand cognitive state and recognize areas of strengths and areas of improvement. This battery can help us understand one's specific difficulties (like memory vs. attention problems).
Helps determine whether the cognitive changes are normal, or if they may reflect a neurological disorder.*
These tests can help better understand if one's symptoms or complaints may be indicators of some kind of disorder, like brain disorders*, neurodevelopmental disorders*, neurodegenerative diseases*, brain damage*, behavioral disorders*, mental disorders*, etc. This battery can help collect information that makes it possible to explain a potential decrease in an individual's cognitive performance.
Understand the degree of alteration caused by brain damage*
Understand the cognitive effects caused by a cognitive alteration. Determine the normality or abnormality of the examined functions and the degree to which they are affected.
Complement a clinical diagnosis
This neuropsychological test is indicated for people with different pathologies* that may cause brain dysfunction.
Description of well-being questionnaire
Description of well-being questionnaire
In order to consider one to be in good health, they need to be free of any alteration in the three areas of well-being. This is why the first step of the General Cognitive Assessment (CAB) is made up of a questionnaire to help detect alterations in any of the three areas of well-being and are adapted to each age range.
Physical Well-being: Recent studies suggest that science hold valuable information about the how close the relationship is between physical and mental state. Sleep, diet, and exercise are factors that determine physical well-being and that condition good cognitive function.
Cognitive or Psychological Well-being: Alterations in well-being integrate cognitive, affective, and emotional aspects in the different areas of human life. Mental or psychological well-being have an important role in one's health, and can cause alterations in physical and social well-being.
Social Well-being: Having a rich, constant, and appropriate social environment favors good social health. There is an emotional transfer that happens when we interact with others.
A series of simple questions will be answered by the child's parents or teacher before or after completing the evaluation. This questionnaire gathers information about the following domains: physical well-being (good physical condition), psychological well-being (cognitive and emotional processes in good condition), and social well-being (maintains health and rich social relationships). These questions are adapted to teens and children of this age.
The assessment will start with a series of simple questions that can be completed by the professional in charge of the assessment, or by the user him or herself. This questionnaire gathers information about the following domains: physical well-being (good physical condition), psychological well-being (cognitive and emotional processes in good condition), and social well-being (maintains health and rich social relationships). These questions are adapted to the routines and activities of adults.
Neuropsychological aspects evaluated: Battery of Tasks
Neuropsychological aspects evaluated: Battery of Tasks
The alteration of one of the cognitive skills, or a disturbance in one of the areas of well-being may be sufficient to cause difficulties in daily life.
Due to the importance of good cognitive health, the General Cognitive Assessment (CAB) puts a high importance on the measurement of the following areas and cognitive skills:
Attention
Ability to filter distractions and focus on relevant information. Attention accompanies every cognitive process and is in charge of assigning cognitive resources depending on the relevance of both internal and external stimuli. Good attention skills are necessary for other high-level processes, like memory or planning. Attention is an essential process that requires the use of different parts of the brain, from the brainstem or the parietal cortex, to the prefrontal cortex. However, it seems that the right hemisphere has a predominant role in controlling attention. This cognitive area makes it possible to stay alert and pay attention to the stimuli when other irrelevant distractors are present, concentration for long periods of time, alternating attention between different activities, or dividing attention when two events are happening at the same time. These are the cognitive skills that make up attention and that are calculated in the General Cognitive Assessment.Excellent
7.5% above average
Divided attention is the ability to pay attention to more than one stimuli or activity at the same time. Tasks to evaluate Divided Attention:
This neuropsychological assessment was created with the classic Stroop Test (1935). This task will require the user to complete two tasks at the same time, which will cause them to divide their attention in order to be able to respond simultaneously to both activities.
581Your Score
400Average
Focused attention is the ability to focus attention on the target stimulus, regardless of the duration. Tasks that measure Focus Attention: The neuropsychological assessment tasks were based on the classic Continuous Performance Test (CPT) from Conners, the Test of Variables of Attention (TOVA), and the Visual Organization Task (VOT) de Hooper. In order to correctly complete the tasks, the user will have to detect the target stimulus in order to respond to it.
547Your Score
400Average
Inhibition is the ability to control impulsive or automatic responses, and generate calculates and careful responses using attention and reasoning. Tasks that measure Inhibition:
The tasks to evaluate inhibition were created using the Stroop Test, Test of Variables of Attention (TOVA), and the Continuous Performance Test (CPT) as references. During each of these activities, the stimuli will generate a tendency to answer a certain way, and the user will have to stop or inhibit this action at the right time.
490Your Score
400Average
Updating is the ability to supervise the actions being carried out in order to ensure that they are following the prepared plan of action. Tasks that evaluate Updating:
CogniFit's tasks to measure updating are based on different classic neuropsychological tests: The Stroop Test, NEPSY, Test of Memory Malingering (TOMM), the Test of Variables of Attention (TOVA), and the Wisconsin Card Sorting Test (WCST). The user will have to constantly supervise and check their actions to adapt to the requirements of the task.
- Synchronization Test UPDA-SHIF
- Equivalencies Test INH-REST
- Identification Test COM-NAM
- Processing Test REST-INH
- Precision Test COOR
- Coordination Test HECOOR
605Your Score
400Average
Memory
The ability to retain or use new information and recover memories of the past. Memory allows us to store internal representations of knowledge in our brain and retain events from the past to use them in the future. Learning is a key process in memory because it makes it possible to incorporate new information or modify existing information in the previous mental schemas. After this coding and storage, the information, the memory, or the learning should be prepared to be recovered in the future. The hippocampus is a key brain structure in the mnesic process, and works actively during sleep to consolidate the information acquired during the day. These are each of the areas that make up the memory and will be evaluated in Cognitive Assessment of CogniFit:Excellent
8.4% above average
Phonological short-term memory is the ability to retain a small amount of phonological information over a short period of time. Tasks to measure phonological short-term memory:
The task to assess phonological short-term memory was inspired by the Direct and Indirect Digits test from the Weschler Memory Scale (WMS), on the Continuous Performance Test (CPT), and the Rey Auditory Verbal Learning Test (RAVLT). In this task, the user will have to conserve the phonological information they heard for a short period of time.
503Your Score
400Average
Contextual memory is the ability to memorize and see the real source of a specific memory. Tasks that measure Contextual memory:
The contextual memory tasks were based on the classic Contextual Memory Test by Toglia (1993), the Test of Memory Malingering (TOMM), and the Test of Variables of Attention (TOVA). In these tasks, the user will have to keep information in their memory in order to recover it, even if the sensory input (auditory or visual) learning episode does not coincide with the recovery episode.
641Your Score
400Average
Short-term memory is the ability to maintain a small amount of information over a short period of time. Tasks to evaluate Short-term memory:
The neuropsychological tasks that measure short-term memory were inspired by the Direct and Indirect Digits Test from the Wechsler Memory Scale (WMS), the Test of Memory Malingering (TOMM), on the Tower of London Test (TOL), and on the Continuous Performance Test (CPT). The user will have to retain a growing amount of information over a short period of time.
495Your Score
400Average
Non-verbal memory is the ability to code, store, and recover information about faces, shapes, images, melodies, sounds, smells, flavors, and sensations. Task to measure Non-verbal memory:
This neuropsychological task is based on the Continuous Performance Test (CPT), the Test of Memory Malingering (TOMM), the Visual Organization Test (VOT), NEPSY, the Tower of London test (TOL), and on the Corsi Cubes from the Wechsler Memory Scale (WMS). The user will be required to memorize visual information with little or no verbal content and reproduce it later.
638Your Score
400Average
Visual short-term memory is the ability to remember a small amount of visual information, like letters, words, etc. Task to measure Visual short-term memory:
This cognitive test is based on the Corsi Cubes from the Wechsler Memory Scale (WMS), on the Test of Memory Malingering (TOMM), and on the Tower of London test (TOL). The user will be required to remember visual information in order to replicate it later.
690Your Score
400Average
Working memory is the ability to retain and use necessary information for complex cognitive tasks. Tasks to evaluate Working memory:
The tasks that measure working memory are based on the Continuous Performance Test (CPT), the direct and indirect digits test from the Wechsler Memory Scale (WMS), the Test of Memory Malingering (TOMM), the Visual Organization Task (VOT), the Test of Variables of Attention (TOVA), NEPSY, and the Tower of London test (TOL). During these games, the user will have to use part of the information that is presented on the screen.
- Sequencing Test WOM-ASM
- Recognition Test WOM-REST
- Identification Test COM-NAM
- Concentration Test VISMEM-PLAN
547Your Score
400Average
Naming is our ability to refer to an object, person, place, concept, or idea by its proper name. Tasks that measure naming:
The tasks that measure monitoring are based on different classic neurological tests: the NEPSY, the Test of Memory Malingering (TOMM) and the Test of Variables of Attention (TOVA). The user needs to be able to name the objects or words that appear on the screen, as well as know their sound.
492Your Score
400Average
Coordination
Ability to efficiently perform precise and ordered movements. Coordination allows us to perform our movements in a quickly and efficiently. The cerebellum is the brain structure responsible for making coordinated movements: from walking, holding a glass, or dancing ballet. It helps to maintain a coherence between our movements and the feedback we get from our senses. These are each of the cognitive abilities that make up the coordination and will be calculated in Cognitive Evaluation of CogniFit:Excellent
7.5% above average
Hand-eye coordination is the ability to complete activities that require the simultaneous use of hands and eyes. Tasks that measure Hand-eye coordination:
The neuropsychological tests that measure this skill were inspired by the classic Wisconsin Card Sorting Test (WCST), the Stroop Test, and the Test of Variables of Attention (TOVA), the Visual Organization Task (VOT). Many of these tasks will ask the user to move the cursor over the stimuli on the screen, which requires hand-eye coordination.
- Synchronization Test UPDA-SHIF
- Simultaneity Test DIAT-SHIF
- Coordination Test HECOOR
- Speed Test REST-HECOOR
- Resolution Test REST-SPER
585Your Score
400Average
Response time is the ability to perceive, process, and respond to a simple stimulus quickly and efficiently. Tasks to measure Response time:
The tests that measure this skill are based on the NESPY, the Test of Variables of Attention (TOVA), the Continuous Performance Test (CPT), the Test of Memory Malingering (TOMM), the Visual Organization Task (VOT), and the Stroop Test.
- Inquiry Test REST-COM
- Decoding Test VIPER-NAM
- Recognition Test WOM-REST
- Resolution Test REST-SPER
- Processing Test REST-IHN
- Speed Test REST-HECOOR
- Coordination Test HECOOR
- Concentration Test VISMEM-PLAN
- Sequencing Test WOM-ASM
- Simultaneity Test DIAT-SHIF
- Identification Test COM-NAM
708Your Score
400Average
Perception
Ability to interpret the stimuli of the environment. Perception is responsible for identifying and making sense of the information received from our sensory organs based on our prior knowledge of the world. Perception is a process that can be given by different senses (like sight, hearing, touch, etc.), and that our brain is responsible for integrating, giving it a sense of whole. The brain areas associated to perception are responsible for uniting the information perceived by the different sensory organs so that we can interact effectively with external stimuli, regardless of the stimulated sensory organ. In order for the perceptual process to be carried out properly, a process of assimilation and understanding of the information received will be necessary. These are each of the cognitive capacities that form the perception and that will be calculated in Cognitive Evaluation of CogniFit.Excellent
7.7% above average
Auditory perception is the ability to interpret the information that reaches our ears through the sound waves in the air. Tasks to evaluate Auditory perception:
The neuropsychological tasks used by CogniFit to measure auditory perception are based on the classic Test of Memory Malingering (TOMM), NEPSY, and the Test of Variables of Attention (TOVA). All of these tasks will require the user to listen to some type of auditory information relevant to reaching a goal.
495Your Score
400Average
Estimation is the ability to predict an outcome or generate a response when there is no other solution available. Tasks to measure Estimation:
In these activities, the user will have respond with the answer that they believe to be correct or closest to reality. The user will have to estimate different attributes of the stimulus, whether it be speed, direction, distance, or duration.
469Your Score
400Average
Recognition is the ability to identify the stimuli that we have previously perceived (situations, people, objects, etc.). Tasks to measure Recognition:
This neuropsychological test was inspired by the Continuous Performance Test (CPT), the Test of Memory Malingering (TOMM), the Visual Organization Test (VOT), the Test of Variables of Attention (TOVA), and the NEPSY. The user will have to identify whether or not the stimuli that presented appeared previously.
583Your Score
400Average
Spatial perception is the ability to be conscious of the one's relationship with the environment around them. Tasks to measure Spatial perception:
The neuropsychological assessment tasks that measure spatial perception were inspired by the classic Tower of London (TOL), Visual Organization Task (VOT), the direct and indirect digits test from the Wechsler Memory Scale (WMS), the Test of Memory Malingering (TOMM), the Test of Variables of Attention (TOVA), and the Continuous Performance Test (CPT). The user will have to be able to correctly identify the distance and position of the stimuli in order to complete the task successfully.
- Programming Test VIPER-PLAN
- Concentration Test VISMEM-PLAN
- Resolution Test REST-SPER
- Recognition Test WOM-REST
520Your Score
400Average
Visual perception is the ability to interpret the visual information that reaches the eyes through the visible light in the environment. Tasks to measure Visual perception:
This neuropsychological assessment tasks was inspired by the evaluation method in the Developmental Test of Visual Perception (DTVP), which integrated visual and visual-motor perception, complemented by notions of the classic Korkman, Kirk and Kemp test from 1998. There are also some characteristics of the Stroop Test, the Wisconsin Card Sorting Test (WCST), the Test of Memory Malingering (TOMM), and the Test of Variables of Attention (TOVA). The user must be able to correctly identify the images on the screen and respond to them correctly.
- Decoding Test VIPER-NAM
- Simultaneity Test DIAT-SHIF
- Coordination Test HECOOR
- Identification Test COM-NAM
- Inquiry Test REST-COM
696Your Score
400Average
Visual scanning is the ability to actively and efficiently look for relevant stimuli in one's environment using sight. The tasks that measure Visual scanning:
The neuropsychological tests that CogniFit uses are based on the Test of Variables of Attention (TOVA), the Visual Organization Task (VOT), the Continuous Performance Test (CPT), and the Test of Memory Malingering (TOMM). In these tasks, the user will have to locate the target stimuli among irrelevant stimuli.
- Resolution Test REST-SPER
- Programming Test VIPER-PLAN
- Recognition Test WOM-REST
- Exploration Test SCAVI-REST
619Your Score
400Average
Reasoning
Ability to efficiently use (order, relate, etc.) the information acquired through the different senses. Through executive functions, we can access and use the information acquired in order to achieve complex goals. This set of superior processes makes it possible for us to relate, classify, order and plan our ideas or actions according to the needs that are imposed in the present or future. They allow us to be flexible and adapt to the environment. The executive functions make it possible to be effective in our day to day lives, solve problems and achieve our objectives even if there are modifications in the original plan. These are each of the cognitive abilities that make up the executive functions and will be calculated in Cognitive Evaluation of cogniFit:Excellent
7.8% above average
Planning is the ability to mentally organize the best way to complete a future goal. Tasks to evaluate Planning:
The assessment tasks are based on various classic tests, like the Tower of London (TOL) test, the Visual Organization Task (VOT), the Test of Memory Malingering (TOMM), and the Corsi Cubes test from the Wechsler Memory Scale (WMS). The user will have to anticipate moves and think about how to organize answers in these tasks.
696Your Score
400Average
Processing speed is the ability to process information quickly and automatically. Tasks that measure processing speed:
The assessment tasks to measure this skill are based on classic tests, like the Continuous Performance Test (CPT), the Wechsler Memory Scale in some tests, the Test of Variables of Attention (TOVA), the Visual Organization Task (VOT), the Test of Memory Malingering (TOMM), the Tower of London test (TOL), the NEPSY, the Stroop Test, and the Wisconsin Card Sorting Test (WCST). The time it takes to process and analyze the stimuli on the screen is essential for correctly completing these tasks.
- Sequencing Test WOM-ASM
- Resolution test REST-SPER
- Speed Test REST-HECOOR
- Concentration Test VISMEM-PLAN
- Recognition Test WOM-REST
- Inquiry Test REST-COM
- Processing Test REST-INH
- Simultaneity Test DIAT-SHIF
- Equivalencies Test INH-REST
- Identification Test COM-NAM
- Decoding Test VIPER-NAM
- Precision Test COOR
722Your Score
400Average
Shifting is the ability of our brain's ability to adapt our behavior and thinking to new, changing or unexpected situations. Tasks to measure Shifting.
The tasks that measure shifting are based on different classic neurological tests: The Stroop Test, Continuous Performance Test (CPT) and Wisconsin Card Sorting Test (WCST). The user will have to constantly adapt to environmental changes.
706Your Score
400Average
Evaluation tasks
Our Digital Cognitive Assessments
CogniFit digital tests are designed to measure a specific areas of cognition and are grouped together to form customized batteries based on the unique requirements of the study design and population. Learn more about our different tests and how they can support the unique needs of your study by exploring the details and demos below.
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.
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.
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.
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.
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.
Eye-Hand Coordination Test Fixed Trajectory and Predictable Direction
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.
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.
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.
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.
Eye-Hand Coordination Test Multidirectional and Unpredictable Direction
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.
Visual Working Memory Span Test
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.
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.
Multimodal Lexical Memory Test
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.
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.
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.
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.
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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