a number between 2 and 7 digits is displayed for a brief period and is followed by a greater period of time than that in its complement, the immediate memory task, that contains distractor stimuli.

Subjects participate in a two-stage decision task where they make a binary choice in each stage (stage 1&2) and probabilistically receive reward after the final stage (stage 2). First-stage choices are primarily associated with one of two second-stages (labeled 2a and 2b): one first-stage choice leads to 2a 70% of the time and 2b 30% of the time, while the opposite is true of the other first-stage choice. Each second-stage choice has its own probability of reward (constantly changing via a random-walk). The ultimate goal of the subject is to maximize reward, which are only given during the second stage. The ideal subject would identify the most rewarding second-stage stimulus and make first-stage choices that make it more likely to arrive at the relevant second stage. 

a phenomenon wherein presenting one stimulus (a &#34;mask&#34; or &#34;masking stimulus&#34;) immediately after another brief (â¤ 50 ms) &#34;target&#34; stimulus leads to a failure to consciously perceive the first stimulus.

participants judge whether two objects presented side-by-side are the same size

A variant of the n-back task, each trial consists of letters (b,d,g,t,v) presented in successive order.  Subjects must press a button if the current letter matches the letter that occurred n trials ago (regardless of capitalization).  N varies according to a staircase tracking method that increases as subjects accurately respond and decrease as subjects make errors. 

participants are shown pictures and asked to identify whether the object could be real or is unreal

The basic antisaccade task is as follows:

Subjects view a fixation point and a visual target is presented.  Subjects are instructed to make a saccade away from the target (antisaccade).

For this version (from Figure 1 of http://www.sciencedirect.com/science/article/pii/S1878929311000612)

At the onset of each AS trial, participants were first presented with one of two incentive cues (1500 ms) (Fig. 1). For rewarded trials, the cue consisted of three rectangles containing dollar signs ($ $ $), indicating that money could be earned on that trial if correctly performed. Participants were told that they could win up to US $25 based on their performance during the task. However, they did not know how much they could win on any given trial in order to prevent them from keeping a running tally of their earnings and invoking processes (i.e. working memory) separate from inhibitory control and reward processing. For neutral trials, the three consecutive rectangles each contained a dash (â â â), which indicated that no monetary gain was at stake for that trial. After the initial cue, a central red fixation cross subtending â¼0.7Â° of visual angle appeared (3000 ms), instructing participants to prepare for the target stimulus. The red central fixation then disappeared and a horizontally peripheral target stimulus (yellow spot, subtending â¼0.5Â°) appeared (1500 ms) at an unpredictable location on the horizontal meridian (Â±3Â°, 6Â°, or 9Â°). Participants were instructed to refrain from looking at the stimulus when it appeared but instead move their eyes to its mirror location. Target location was randomized within each run. During the VGS trials, participants were presented with a green fixation cross (1500 ms) which instructed them to look toward the peripheral stimulus when it appeared. No incentive cue was provided for VGS trials. The VGS trials were randomly interspersed between the AS trials to minimize the possibility that participants would establish an inhibitory response set (Velanova et al., 2009), but were not further analyzed. As indicated in previous studies, (Ollinger et al., 2001b and Ollinger et al., 2001a), the inter-trial fixation period was jittered between intervals of 1.5, 3, or 4.5 s (uniformly distributed) and consisted of participants simply fixating a central white cross on a black background. Participants performed three functional runs of the task (5 min 2 s each in duration) for a total of 30 reward AS trials, 30 neutral AS trials and 15 VGS trials.

participants are asked to identify all the objects in pictures containing overlapping figures

Participants perform meditation either according to a particular school or undirected in conjunction with cognitive, behavioral, and/or physiological measures.

a form of classical conditioning in which the presentation of the conditioned stimulus and the unconditioned stimulus is separated in time by an interstimulus interval.

The Hungry Donkey Task is a version of Bechera&#39;s Iowa Gambling Task for children; it is a test in the areas of cognition & emotion that was originally developed to assist in detecting decision-making impairment in patients with prefrontal cortex damage. The experiment is often computerized and is carried out in real time and resembles real-world contingencies. A donkey chooses from four doors, each with a cost or reward in apples. The objective is to give the donkey the most apples possible. 

Subjects are serially presented 3 different images (colored squares).  Subjects must monitor the repetitions of these images and press a button when any image reaches 4 repetitions.

In this task, subjects are presented with 18 stimuli composed of three dimensions: 3 shapes, 3 orientations and 2 colored borders. Subjects had to learn one of three key responses for each of the 18 stimuli. In the &#34;flat&#34; condition, the 18 stimuli to 3 responses mapping was arbitrary, requiring subjects to individually learn each of the 18 associations. In a hierarchical condition, the colored borders indicated whether &#34;orientation&#34; or &#34;shape&#34; determined the response. This simplifies performance if subjects learn this hierarchical structure.

This task measures sustained attention and reaction time. A light blinks randomly and the subject is asked to press a button when the they see it. The focus is not on how quickly the subject notices the light, but how often the subject doesn&#39;t notice the light. It is often used to study the effects of sleep deprivation and sleep debt. 

participants judge whether two objects presented side-by-side are shown with the same orientation

Paper and pencil Test of mental rotation ability.  Participants must are presented with four 3-D block figures and must select 2 from the group which match a reference figure.  This test is administered under time contraints.  A male advantage is typically seen on this type of task, as measured by test accuracy.

A task in which single words (including names of colors) are presented in colored ink, and the subject is asked to name the color of the ink as quickly as possible. The ink color may either match or conflict with the color name. Accuracy and response time are measured.

A task in which subjects are presented with a stream of letters, and must respond to one of the letters and refrain from responding to any other letters. The Penn Continuous Performance Test (PCPT) uses a standard CPT paradigm. The participant responds to a set of 7-segment displays presented 1/sec., whenever they form a digit (NUMBERS, initial 3 min) or letter (LETTERS, next 3 min). The number of true positive responses is recorded as the accuracy score and the median response time for true positive responses is the measure of attention speed.

is an experimental paradigm where a picture of an object is presented along with either an auditory or written word and participants indicate whether the word and the picture refer to the same concept.  It is typically used as a test of semantic memory integrity.

the block design test is a subtest of perceptual reasoning index of the Wechsler Adult Intelligence Scale IV. The block design test measures spatial perception, visual abstract processing, and problem solving.

In the embedded figures test, the research participant is shown a complex background figure and asked to describe it. After this, the participant is shown a target (such as the outline of a triangle) and asked to locate the target amid the background figure.

A task which assesses shifting attention. In the computerized version of this task, three spaceships appear on a screen and the participant must determine if the spaceships are all different or all the same. The spaceships can differ in color, size, or shape type. There are three levels of difficulty.  In the first level, the spaceships must all be identical to be considered the same. In the second level of difficulty, the spaceships are considered the same even if they only share two qualities, and in the third difficulty level, the spaceships only need to share one quality to be considered the same. Auditory feedback is given after each response notifying the child whether their answer was correct. 

A task in which participants are shown pictures of chimeric animals (such as a duck&#39;s head attached to a cow&#39;s body) and asked to name animal that the head belongs to while ignoring the identity of the body, or vice versa.  

&#34;Participants are required to name, as rapidly as possible, items presented visually on a chart. Each chart contains five rows of 10 stimuli from a category of five items. Categories include colors, lowercase letters, digits, and common objects. The tests are scored for total number of errors and time in seconds taken to complete each chart.&#34; - (Meyer, Wood, Hart, & Felton 1998)

This test involves finding and underlining stimuli among other stimuli.  There are four conditions of the test: finding and underlining letters among other letters, drawings among other drawings, real words among nonsense letter strings, and then specific nonsense words among others.  

This task involves completing a series of increasingly complex mazes.  

A task where two sets of differently colored superimposed patterns of dots rotate in opposite directions.  The participant is asked to pay attention to on set of dots.  One of the sets of dots will then move across the screen and the participant must say which direction the dots are moving.  

The WASI meets the demand for a reliable, brief measure of intellectual ability in clinical, educational and research settings for ages 6 to 89 years. With parallel forms of WAIS-IIIUK and WISC-IIIUK subtests, it offers the clinician a means of reducing practice effects on repeat testing. It yields traditional verbal, performance and full scale IQ scores and is linked to the WISC-IIIUK and WAIS-IIIUK. The WASI allows you to choose whether to use the four or two subtest format.

Areas of Assessment

Updated Test Structure

The WMS-IV has had significant changes to the overall test structure. Based on feedback from customers, we are introducing four new subtests and modifying three existing subtests.

4 subtests were added:

    * Spatial Addition
    * Symbol Span
    * Design Memory
    * General Cognitive Screener

3 subtests retained with modifications:

    * Logical Memory
      Although the stories remain the same as seen in WMS-III for ages 16-69 years old, the repetition trial for Story B has been dropped to increase the consistency with previous editions. For the older age range of 65-90 years old, a new story was developed with content more relevant. The story is shorter and repeated once to enable adequate floor through age 90. You can obtain immediate versus delay and recognition versus delay contrast scores.
    * Verbal Paired Associates
      It now includes a combination of difficult and easy items. For the younger age group (16-69 years) there are 14 items of which 10 are hard. For the older age group (65-90 years), there are 10 items of which six are hard. Delayed Free Recall Trial has been added while Recognition Trial has increased its level of difficulty. You can obtain immediate versus delay and recognition versus delay contrast scores.
    * Visual Reproduction
      While following the same structure and format as seen in WMS-III, there have been a few changes to the subtest. Recognition Trial has been shortened and scoring has been improved. Based on Munro Cullumâs research, scoring is easier and faster than previously experienced and emphasizes recall with less focus on drawing accuracy. You can obtain immediate versus delay and recognition versus delay contrast scores.

8 subtests were eliminated:

    * Information & Orientation
    * Spatial Span
    * Mental Control
    * Faces
    * Digit Span
    * Family Pictures
    * Letter Number
    * Word List (CVLT-II can be entered int

a commercially developed computerized assessment battery designed to detect early signs of cognitive impairment

a task that requires the reordering of an initially unordered set of letters and numbers

a task that requires an eye movement to be made to a cued location after a delay

A task in which subjects are asked to perform a simple mathematical verification (e.g., 4/2 +1 = 3) and then read a word, with a recall test following some number of those verify/read pairs.  The maximum number of words that can be recalled is the &#34;operation span&#34;.

A task that requires participants to read series of unconnected sentences aloud and to remember the final word of each sentence of a series (grouped according to the total number of sentences). With each sentence presented on a card, participants were cued to recall the memorized end-of-sentence words in their original order by a blank card at the end of a series. The number of sentences of a series was incrementally increased until a participant&#39;s reading span, or the maximum number of final words correctly recalled, was found. (From http://en.wikipedia.org/wiki/Reading_span_task)

A task in which subjects must listen to a set of sentences and remember the last word in the sentence.  The number of words that can be recalled is the &#34;listening span.&#34; 

A version of the continuous performance task in which subjects are told to make one response for the letter X when it was preceded by the letter A, and another response for all other stimuli. AX trials are &#34;target trials&#34;; in these types of trials a valid cue is followed by a valid probe. The 3 other trial types are &#34;Non-target trials&#34; in which either a valid cue is followed by an invalid probe (&#34;AY&#34; type trials) or an invalid cue is followed by either a valid or invalid probe (&#34;BX&#34; or &#34;BY&#34; probes, respectively). 

A task in which a set of stimuli is presented, and subjects must point to one stimulus at a time, without ever pointing at the same stimulus twice.

A task in which subjects are first shown a set of categories to keep track of for a particular trial (e.g., animals, colors, and countries).  They are then presented with words (including words from each category), and must remember the last word that was presented from each of the categories and recall those words at the end of the trial.  

subjects are monitored for their cognitive, behavioral, and/or physiological responses to stimulation with filamentous needles

The subject is cued to breathe in and then hold their breath for an extended period of time.

Subjects chew an oral stimulus that is not food (e.g., gum) or swallow their own saliva.  If the oral stimulus is food or liquid that is swallowed, then the correct paradigm class is eating/drinking

participants encounter a stimulus (designated the &#34;conditional stimulus&#34; or CS and being one without inherent significance) is paired with an unconditional stimulus or US, so named because it is biologically significant (e.g. food, sex, drug, pain), so that the participant responds to the former in a way that conveys his or her association of the two; subtypes of classical conditioning vary the temporal relationship between the CS and US.

Subjects count, add, subtract, multiply, or divide various stimuli (numbers, bars, dots, etc).

Subjects view a list of items (words, pictures, sounds, or abstract patterns) prior to scanning.  During scanning, probe words are presented and subject recall if the words are familiar or unfamiliar.

Subjects are asked to perform a task and either lie or be truthful in their responses.

Participants generate or evaluate conclusions based on given or well-known premises.

During the performance of an unrelated task, subjects simultaneously respond to auditory stimuli (tone or word discrimination, with or without distractors).   Also often co-coded with Tone Monitor/Discrimination.

Subjects draw lines, circles, or drawings using a pen or stylus.

Subjects view stimuli (words, pictures, letters) and are instructed to memorize them.

Subjects recall items from episodic memory (autobiographical history, long-term event memories).  This class is commonly used in generating a type of emotion linked to a specific memory.  This class does NOT include tasks which probe semantic memory (memory of facts or concepts) in which subjects are asked to recall stimuli that were memorized prior to scanning - those are coded as Cued Explicit Recognition.

Subjects are presented with human faces and are instructed to view them passively or discriminate according to their order, gender, location, emotion, or appearance.  If the subjects view the faces passively, then the experiment is NOT co-coded with Passive Viewing.

Subjects view movie or film clips passively or are required to make a discrimination when the clip is over.

Subjects tap their fingers according to a visual, auditory, or no cue.

Subjects move (flex and extend) their hands, arms, legs, feet, lips, tongue, etc.

Participants view a list of words and after a delay are asked to freely recall the words presented.

Subjects grasped or gripped a presented stimulus with their hand or mimicked grasping one that was not physically presented (i.e., was imaginary or presented as a picture or video).

Subjects imagine performing some movement (e.g., finger tapping, reaching).

Subject generate vivid images of objects, places, concepts, hypothetical events (not in their past), or the completion of tasks.

Subjects use their hands or fingers to apply isometric force or complete a precision grip task.

Subjects view visual stimuli (2D or 3D) and determine whether and to what extent they are rotated between trials.

Subjects think about voiding urine, provide urine samples, or keep a micturition diary.

Subjects listen to music passively or are asked to sing overtly.

Subjects view objects (pictures, line drawings, etc.) and name them silently

Subjects view objects (pictures, line drawings, etc.)  and name them aloud.

Subjects experience thermal stimulation (heat) below pain threshold.

Subjects are presented with odors and are instructed to smell them passively or to discriminate according to some feature (pleasant/unpleasant, strong/weak, same/different, etc.).

Subjects view letters and discriminate according to some feature (uppercase/lowercase, alphabetic order, same/different spelling of words, vowel/consonant, font size, etc.).

Subjects experience thermal or electrical stimulation at a painful threshold.

Subjects are shown paired stimuli prior to the task.  During the task, subjects are shown a single stimuli and are asked to recall the associated pair.  Stimuli may be words, faces, objects, etc.

Subjects listen to various auditory stimuli and make no response.  Stimuli include speech (words, sentences), noise, tones, etc.  If the stimulus is tones, then the experiment is co-coded with Tone Monitor/Discrimination.

Subjects view various visual stimuli and make no response.  Stimuli include houses, faces, objects, fractals, letter strings, line drawings, complex scenes, etc. If the presented stimuli were faces, the experiments are co-coded with Face Monitor/Discrimination.  But if the presented stimuli are words, the experiments are not coded as passive viewing but rather as reading (covert).

Subjects view or listen to phonemes, syllables, or words and discriminate according to some feature of their sounds (rhyming, number of syllables, homophones, etc.).

Subjects are presented with various stimuli (human speech and non-speech vocalizations, animal vocalization, mechanical noise, etc.) and are instructed to listen to them passively (also co-coded with Passive Listening), or discriminate based on pitch (pleasant/unpleasant, same/different, duration, familiar/unfamiliar, male/female).

Subjects look and point at a target (e.g. cursor with their arm, hand, finger, or shoulder).

Subjects view words, pseudo-words,  Asian characters, phrases, or sentences and read them silently.

subjects view words, pseudo-words, logograms, phrases, or sentences and read them aloud.

Subjects silently repeat or recite phonemes, words, or well-known text (nursery rhymes, Pledge of Allegiance, months of the year, etc.).

Subjects repeat or recite phonemes, words, or well-known text (nursery rhymes, Pledge of Allegiance, months of the year, etc.) aloud.

Subjects rest passively with their eyes open. Often used as a baseline for comparison for other tasks.

The Motor Screening Task is typically administered at the beginning of a battery, and serves as a simple introduction to the touch screen for the participant. If a participant is unable to comply with the simple requirements of this task it is unlikely that they will be able to complete other tasks successfully. This task therefore screens for visual, movement and comprehension difficulties.

Subjects learn and/or perform a complex sequence of finger tapping, button pressing, pointing/clicking, or various other motor responses.

Subjects view shapes or other stimuli (letters, pictures, numbers, or arrows) and discriminate according to their location, orientation, or size.

Subjects view pictures and are instructed to respond to emotional pictures, to indicate which pictures are pleasant/unpleasant or funny/not funny, or rate the valence of emotional pictures.

Subjects viewed grammatically correct and incorrect sentences and discriminate according to their grammar.  This class also includes morphosyntactic tasks such as gender discrimination of words.

Subjects experience tactile/somatosensory stimulation and are asked to attend passively or discriminate according to some feature (shape, texture, same/different, frequency of presentation,  etc.)  Also includes: subjects are presented with 3-dimensional objects and are asked to manipulate them in their hands and probe their features.

Subjects are asked to perform a task involving the understanding of another&#39;s personal beliefs and feelings or forming hypotheses regarding the mental states of others.

Subjects are presented with tones and are instructed to listen to them passively (also coded as passive listening) or discriminate according to their order, timing, pitch, frequency, or amplitude.

Subjects experience vibrotactile stimulation to the hand, finger, arm, toe, or lip.

This category is a catch-all for visuoattention paradigms.  Examples include:  subjects press a button when a visual target (letters, bars, circles, asterisks, LEDs, etc) appears; subjects detect changes in luminance, shape, or color of visual stimuli; subjects fixate on a central stimuli while ignoring peripheral distractors.  Also includes cued, attention shift, and divided attention paradigms.

Subjects view a moving target(s) and track its movement across the screen.  Frequently, stimuli are moving dots.

participants are cued to inhale and to whistle at fixed intervals, usually during some measure of brain physiology

Subjects view word stems and silently generate a word that completes the stem.

Subjects view word stems and overtly generate a word that completes the stem.

Subjects write letters or words with a pen, stylus, or their finger.

Subjects are presented with gambles in which they have a 50% chance of gaining some amount of money and a 50% chance of losing some other amount of money.  The subject decides whether or not they would accept the gamble.  The amount of the potential gain and loss are varied across trials.  Gambles are not resolved during performance of the task; after the end of the task, some gambles are chosen at random and played for real money if they were accepted. 

Subjects are presented with a set of stimuli and must classify those stimuli into one of two categories. In a common version known as the &#34;weather prediction task&#34; the stimuli are cards with geometric shapes on them and the outcomes are rainy versus sunny weather.  The feedback is probabilistic, and performance is measured by the proportion of statistically optimal responses.

A task in which an external stimulus signals the participant to interrupt an already-initiated motor response, but only for a subset of possible responses.  

A task in which a participant sees another person perform an action and later performs the same action him/herself.  Imitation can be immediate or delayed.  It can be instructed or elicited implicitly (without the participant&#39;s conscious awareness).  The actions imitated can be familar/meaningful actions or unfamilar/meaningless actions.

Subjects view images of actions in order to learn the action themselves. 

Standardized interview used to assess developmental and attachment history.  

Subjects view a fixation point and a visual target is presented.  Subjects are instructed to make a saccade away from the target (antisaccade) or to the target (prosaccade).

attentional processing of a first stimulus interferes with and/or delays the allocation of attention to a second stimulus if the second is presented before the processing of the first has been completed.

This task pairs auditory and visual stimuli. Participants are asked to indicate when the paired stimuli are presented in synchrony, or to identify the locations of the stimuli among distracting visual and auditory information.

In a typical test of memory span, a list of random numbers or letters is read out loud or presented on a computer screen at the rate of one per second. The test begins with two to three numbers, increasing until the person commits errors. At the end of a sequence, the person being tested is asked to recall the items in reverse of the presented order.

used for evaluating and planning treatment strategies for a wide spectrum of developmental and acquired neurological conditions, including learning disabilities, low birth weight, ADHD, Tourette&#39;s disorder, Traumatic Brain Injury, and Autism; consists of 8 non-overlapping clinical scales that form two broader indexes: Behavior Regulation (three scales) and Metacognition (five scales). A Global Executive Composite score is also produced; completed by parents and teachers, is suitable for children as young as 5 years old.

a set of standardized procedures for assessing neuropsychological disorders of visual object recognition which includes tests to assess low-level aspects of visual perception (using same-different matching of basic perceptual features, such as orientation, length, position and object size), intermediate visual processes (e.g., matching objects different in viewpoint), access to stored perceptual knowledge about objects (object decision), access to semantic knowledge (function and associative matches) and access to names from object (picture naming).

tool used for assessment of visual short-term memory and implicit visual-spatial learning. An examiner taps a series of blocks and the subject must repeat in the correct sequential order. If the sequence is correct, the examiner adds another tap to the next sequence.

assesses the ability to name pictures of objects through spontaneous responses and need for various types of cueing, inferences can be drawn regarding language facility and possible localization of cerebral damage.

A comprehensive and detailed assessment of verbal learning and memory available for older adolescents and adults. In addition to recall and recognition scores, it measures encoding strategies, learning rates, error types, and other process data.

a test with high reliability and validity that assesses the ability to learn and then recognize six new faces.

a psychological test in which participants have to say as many words as possible from a category in a given time (usually 60 seconds), this category can be semantic, such as animals or fruits, or phonemic, such as words that begin with letter p.

Choice reaction time tasks require distinct responses for each possible class of stimulus. For example, the subject might be asked to press one button if a red light appears and a different button if a yellow light appears.

3rd edition of an assessment used to evaluate the nature and extent of language difficulties in school children and adolescents.

is a behavioral task where a subject is to make specific responses when presented with particular colors.  The responses to the various colors are then evaluated to see if the subject was able to discern between different colors.    

In the continuous recognition paradigm, study and test phases are not separate entities, but rather, items are continuously presented and the participant is instructed to respond to an item as &#34;old&#34; if it has been seen before (generally presented a second time) in this continual stream of item presentation. Items that were correctly called &#34;old&#34; are the subsequently remembered trials, and items that were &#34;missed&#34; (not called old upon second presentation) make up the subsequently forgotten trials. 

On each trial, participants choose between a risky and safe option. Each trial involves either gains or losses. The options are presented as a choice of cups. The risky option involves two to five cups, one containing a gain (loss) of $2, $3 or $5, and the others containing $0. If the latter option is selected, the payoff from one cup is selected at random. The safe cup offers a sure gain (loss) $1.

Subjects view an item(s). After a brief delay a probe item is presented and subjects are asked to recall if the probe item was presented before the delay (during encoding). Stimuli can be words, pictures, or abstract patterns. 

A task in which an target is presented and then removed from view. This target must be maintained in working memory for a delay, after which it is presented with non-target(s). The participant&#39;s task is to identify the non-target.

A task in which participants are given information to remember (list of words or paragraph) and which they are asked to reproduce after some span of time.

A task in which participants are presented with sequentially presented digits and are then asked to recall the items. The number of digits that can be correctly recalled provides an estimate of working memory capacity.

a measurement scale used to assess the dominance of a person&#39;s right or left hand in everyday activities. It consists of a questionnaire with 10 activities listed (writing, drawing, throwing, using scissors, using a toothbrush, using a knife without a fork, using a spoon, the upper hand when using a broom, striking a match, and opening the lid of a box). Participants must indicate which hand they would use, and the strength of this preference (strong, less strong, indifferent).

A task in which participants view stimuli (typically arrows) presented one at a time and to which they must make a simple lexical response. These stimuli are surrounded by either distracting or facilitating items. Distracting items are typically associated with an opposite response (&#34;incongruent&#34; = pointing in opposite direction to target stimulus), whereas facilitating items are typically associated with the same response as the target stimulus (&#34;congruent&#34; = pointing in the same direction as the target stimulus).

A task in which multiple (typically two) stimuli are presented simultaneously and the subject must select the stimulus that matches the currently relevant rule. The relevant rule alternates or &#34;shifts&#34; among multiple (typically two) rules. The rule represents the relevant task &#34;dimension&#34;. The stimulus-response mappings are unique and constant within each possible rule dimension.

Task in which face stimuli are presented one at a time in a continuous stream, and the objective is to detect when the current face matches the face presented n previously (1,2, or 3 faces before).

a standard instrument for assessing the intensity of physical addiction to nicotine.

A method of short-term memory measurement in which a person listens to someone say a series of single-digit numbers and must repeat them back in the same order they were given.

A task in which stimuli are presented in a continuous stream and participants perform a binary decision on each stimulus. One of the outcomes requires participants to make a motor response (go), whereas the other requires participants to withhold a response (no-go). Accuracy and reaction time are measured for each event. Go events typically occur with higher frequency than no-go events. 

Measures growth in oral reading and aids in the diagnosis of oral reading difficulties. Five scores provide information on oral reading skills in terms of: Rate, accuracy, fluency, comprehension, overall reading ability, and comprehension. The test consists of two parallel forms, each containing 14 developmentally sequenced reading passages with five comprehension questions following each passage.

a neuropsychological test of visual spatial ability that presents participants with a line drawing of a common object that has been broken into fragments, and asks participants to name what the object would be if reassembled.

involves presenting a subject with material that is to be memorized.  Once the material is removed the subject is to immediately demonstrate everything that they remember from the material.

A task in which multiple (typically two) stimuli are presented simultaneously and the subject must select the stimulus that matches the currently relevant rule. The rule represents the relevant task &#34;dimension&#34;. The stimulus-response mappings within this dimension alternate or &#34;shift&#34; among multiple (typically two) alternatives. 

a test for red-green color deficiencies that consists of a number of colored plates, called Ishihara plates, each of which contain a circle of dots appearing randomized in color and size. Within the pattern are dots which form a number visible to those with normal color vision and invisible, or difficult to see, for those with a red-green color vision defect.

An ambiguous figure in which the illusory contour of a square (or triangle) appears in the middle of four (or three) truncated solid squares (or circles). It is an illustration of the perceptual ability to make sense of an incomplete figure by creating a &#39;whole&#39; image from the separate elements (Gestalt organization).

is a test that requires generation of words cued with a specific letter and depends on phonemic abilities.

A task in which participants view a continuous stream of letter stimuli. The object of the task is to identify letter repetitions that occur n-trials preceding to the current stimulus.

Participants are presented with letters and asked to give the name for each letter as it appears or as the researcher points to it.

a procedure used in many psychology and psycholinguistics experiments; the basic procedure involves measuring how quickly people classify stimuli as words or nonwords.  Subjects are presented, either visually or auditorily, with a mixture of words and pseudowords (nonsense strings that respect the phonotactic rules of a language, like trud in English). Their task is to indicate, usually with a button-press, whether the presented stimulus is a word or not.

The game is played between two players, Player A and Player B. Each player has a penny and must secretly turn the penny to heads or tails. The players then reveal their choices simultaneously. If the pennies match (both heads or both tails), Player A receives one dollar from Player B (+1 for A, -1 for B). If the pennies do not match (one heads and one tails), Player B receives one dollar from Player A (-1 for A, +1 for B). This is an example of a zero-sum game, where one player&#39;s gain is exactly equal to the other player&#39;s loss.

assess obsessive-compulsive symptoms in the areas of contamination fears and washing behaviors, checking, slowness, and doubting using 30 dichotomously scored (true/false) items, with each pathological response receiving a score of 1. 

The mini-mental state examination (MMSE) or Folstein test is a brief 30-point questionnaire test that is used to screen for cognitive impairment. It is commonly used in medicine to screen for dementia. It is also used to estimate the severity of cognitive impairment at a given point in time and to follow the course of cognitive changes in an individual over time, thus making it an effective way to document an individual&#39;s response to treatment.

Participants perform several motoric tasks in a specific sequence/order.

A task in which items (e.g., letters) are presented one at a time and participants must identify each item that repeats relative to the item that occurred &#34;n&#34; items before its onset.

a timed test of fine motor coordination; the test involves the subject placing 9 dowels in 9 holes. Subjects are scored on the amount of time it takes to place and remove all 9 pegs.

Participants are shown pairs or sets of objects. Experimenters then try to discern whether the participant is able to discriminate between the objects. This can be done by having subjects match identical objects to each other, having certain objects become associated with rewards and measuring accuracy, or measuring time spent observing novel objects compared to time spent observing previously seen objects.

A task in which stimuli are presented in a continuous stream and participants must detect the presence of an oddball stimulus. The oddball is a stimulus that occurs infrequently relative to all other stimuli, and has distinct characteristics (e.g., a different tone among auditory stimuli).

is when a subject is asked to explain an emotion or how an object is used by only gesturing with their hands and not using speech.  

a scale created for self-reporting of subjective states like stress, arousal, and pleasure in nicotine studies

participants are shown pictures of objects and asked to identify the item.

A psychometric scale to measure positive and negative affects in individuals, and both as states and traits. Positive affect questions assess to what extent the participant is attentive, interested, alert, excited, enthusiastic, inspired, proud, determined, strong and active. Negative affect questions assess to what extent the participant is distressed, upset, hostile, irritable, scared, afraid, ashamed, guilty, nervous, and jittery. Participants answer questions on a Likert scale where 0=very, 1=slightly or not at all, 2=a little, 3=moderately, 4=quite a bit, and 5=very much. The questionnaire asks whether participants have felt these traits &#34;during the past few weeks&#34; (trait) and &#34;during the past few days&#34; (state).

Subjects view two stimuli (boxes, letters, etc.) and are cued by an arrow to attend to one of the stimuli.  Subjects then discriminate and respond (e.g., press a button when one of the boxes is filled with a diagonal cross, or press the left button for an &#34;X&#34; and the right button for an &#34;O&#34;). 

Participants are presented (usually one at a time, rather than in list form) with words and pseudowords, which are strings of letters that have no meaning in the language but are still pronounceable and asked to read aloud what they see. In pseudoword choice or decision tasks, they are asked to identify whether the items are words or not.

a semantic memory test that presents one word or picture above two others. The participant is then asked to identify which of the bottom items best matches the top item. Semantic memory is necessary for the identification of the analogies, which link conceptually two perceptually, and functionally distinct entities.

In a recognition memory test, a participant is presented with some or all of a set of &#34;old&#34; stimuli that were encoded earlier, as well as several &#34;new&#34; stimuli that were not previously presented. The participant&#39;s task is to indicate whether each stimulus is old or new. Responses in recognition memory tests are commonly sorted into four classes: Hits (&#34;old&#34; response to an old stimulus), Misses (&#34;new&#34; response to an old stimulus), False Alarms (&#34;old&#34; response to a new stimulus), and Correct Rejections (&#34;new&#34; response to a new stimulus). By comparing the percentage of responses that fall into each of these classes, the experimenter can assess both a participant&#39;s ability to discriminate between old and new stimuli, and his or her tendency to provide a particular response regardless of the type of stimulus presented. In many recognition memory tests, each old/new judgment is followed by a prompt asking participants to indicate either how confident they are in that old/new judgment, or what type of subjective experience was elicited by the stimulus being judged (e.g., was the old/new judgment accompanied by a vivid recollection of the encoding experience). This additional information can be used to generate and test more precise hypotheses about how recognition memory decisions are made.

Pattern Recognition Memory (PRM) is a specific recognition memory test included in the CANTAB. The participant is presented with a series of 12 visual patterns, one at a time, in the centre of the screen. These patterns are designed so that they cannot easily be given verbal labels. In the recognition phase, the participant is required to choose between a pattern they have already seen and a novel pattern. In this phase, the test patterns are presented in the reverse order to the original order of presentation.
This is then repeated, with 12 new patterns. The second recognition phase can be given either immediately or after a 20 minute delay.

Subjects are presented with a sequence of three numbers in ascending order (20, 40, and 80).  Each number is displayed onscreen for one second and, if the subject presses a button while that number is displayed, he/she receives that number of points along with immediate positive visual and auditory feedback.  When a 40 or 80 appears, however, there is a chance that it will appear in an alternate color, along with immediate negative feedback signaling a loss of 40 or 80 points, respectively.  When this occurs, the trial ends immediately (i.e. the subject may not make a response). 

Participants listen to an experimenter read a set of sentences. The participant must simultaneously respond to comprehension questions, and record or remember the last word of each sentence. The measure of &#34;listening span&#34; is then the number of correct words recalled.

involves a participant to attend to a specific stimuli in the presence of competing stimuli.

Participants read or listen to sentences, then judge whether the sentence is plausible and makes sense semantically, or is implausible. Sentences may be structurally and gramatically correct, but the verb and noun are incompatible. Often, the structure or length of sentences varies to assess the role of working memory in any resulting deficit. 

Participants are shown pairs of words or pictures and asked to identify if the items are semantically related.

A task in which participants alternate between two or more judgments typically regarding the same set of stimuli. Accuracy and reaction time are measured for each judgment.

Subjects view arrows presented in the right or left visual field that were pointing to the left or right.  Subjects respond via button press as to the direction of the arrow.  In incongruent stimuli, left-pointing arrows are seen on the right side, and vice versa. 

Simple Reaction Time (SRT) is a test which measures simple reaction time through delivery of a known stimulus to a known location to elicit a known response. The only uncertainty is with regard to when the stimulus will occur, by having a variable interval between the trial response and the onset of the stimulus for the next trial. As soon as the participant sees the square on the screen, they must press the button on the press pad.

Participants are shown a list or series of items (words, pictures, objects). Later, when shown an item, they are asked whether it has was shown to them before, and if they respond affirmatively, they are asked a question about the source of the item. The source question could be what the spatial location of the item was, what color it appeared in, or which list or set it belonged to.

Participants are given sequences to recall that exceed their working memory span, usually by about 2 items, however the sequence contains a smaller repeating sequence(s) among the non-repeating items.

Participants view a configuration of dots and must indicate whether the dot is in the same position as the dot in the picture presented n previously (0,1,2,or 3). In some variations, participants are asked to identify the location of the dot n pictures back, rather than indicating if the current dot matches.

instrument used to measure trait (chronic) anxiety, a general propensity to be anxious, and state (temporary) anxiety, a temporary state varying in intensity, in adults.

Subjects view a string of letters.  After a delay, a probe letter is presented and subjects indicate if the presented letter was in the previously viewed group. 

Participants usually perform a choice reaction time in which they have to respond as quickly as possible to a particular stimulus feature (e.g. colour, shape, identity, or location). On a minority of the trials, the go stimulus is followed by an additional signal (e.g. an auditory tone or a visual cue), which instructs participants to withhold their planned response. 

Subjects view color names presented in various ink colors and are instructed to name the color of the ink.  In incongruent stimuli, color names and ink colors are non-matching. 

a diagnostic exam used to determine DSM-IV Axis I disorders (mental health disorders). It covers 6 diagnostic categories, and is often used in conjunction with an unstructured interview. The exam includes an administration booklet of questions for the examiner to ask and a scoresheet. Scores are not determined by &#34;right&#34; or &#34;wrong&#34; answers, but by number of questions that adhere to diagnostic criteria.

https://en.wikipedia.org/wiki/Structured_Clinical_Interview_for_DSM-IV

a relatively brief self-report psychometric instrument designed to evaluate a broad range of psychological problems and symptoms of psychopathology. It is also useful in measuring the progress and outcome of psychiatric and psychological treatments or for research purposes.

Also called the syntactic plausibility judgment task, this task asks participants to read sentences and indicate whether or not they are gramatically correct. 

A task in which subjects are asked to choose between a smaller reward earlier in time versus a larger reward later in time.

a multidimensional questionnaire to assess tobacco craving.  It consists of a 47-item TCQ and other forms assessing demographics, tobacco and other drug use history, quit attempts, and current mood.  It represents four specific constructs that characterize craving for tobacco: (a) Emotionality, or smoking in anticipation of relief from withdrawal symptoms or negative mood, (b) expectancy, or anticipation of positive outcomes from smoking, (c) compulsivity, or an inability to control tobacco use, and (d) purposefulness, or intention and planning to smoke for positive outcomes.  It is an instrument for assessing tobacco craving in individuals not attempting to reduce or quit smoking.

A neuropsychological test in which participants must connect-the-dots (traverse between items) according to some specified order. In Test A these items are numbers (1,2,3 etc.) and the order is determined by increasing magnitude. In Test B these items are both numbers and letters (1,2,3, A,B,C etc.) and the order is determined by a combination of increasing numbers AND letters (e.g., 1 A 2 B 3 C..) requiring participants to alternate between letters and numbers.

a rating scale used to follow the longitudinal course of Parkinson&#39;s disease, made up of the following sections: (1)evaluation of Mentation, behavior, and mood, (2)self evaluation of the activities of daily life (ADLs), (3)clinician-scored motor evaluation, (4)Hoehn and Yahr stating of severity of Parkinson disease, (5)Schwab and England ADL scale; these are evaluated by interview and clinical observation.

Participants are shown misaligned lines and asked to indicate which side the top line is offset. Alternatively, participants may be asked to complete an alignment with a pencil or digital pointer.

participants look at a computer screen and press buttons to respond to targets. In some of the trials, a visual cue will appear before the target, but in the same spot as the target.

Also called the Warrington Recognition Memory Test (RMT), &#34;the RMT consists of the presentation of 50 printed words at the rate of one word every 3 s, and for each word the subject is required to judge the presented stimulus as &#34;pleasant&#34; or &#34;unpleasant&#34; to help ensure that they are attending to the stimulus items. The patient is then presented with a series of word pairs, and the task is to identify which of the two words came from the target list. A series of 50 faces is then presented at the same rate, and the patient is asked to provide the same pleasant versus unpleasant judgments; the patient
is then presented with a series of 50 pairs of faces, and the task is again to identify which of the two faces came from the target list.&#34; - (Hermann, Connell, Barr, & Wyler 1995)

a general test of intelligence, which Wechsler defined as, &#34;... the global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment.&#34; In keeping with this definition of intelligence as an aggregate of mental aptitudes or abilities, the WAIS-R consists of 11 subtests divided into two parts, verbal and performance.

used with adults ages 16 to 90 and measures cognitive ability using a core battery of 10 unique subtests that focus on four specific domains of intelligence: verbal comprehension, perceptual reasoning, working memory, and processing speed. 

The participant is presented with stimulus cards with shapes on them.  The cards differ in color of the shapes, number of the shapes, and the form of the shapes. The participant is asked to sort these cards into two piles. The participant is not told what stimulus dimension to use in order to sort the cards, but the administrator tells the participant if a particular match is correct. During the test, the sorting rules are changed and the participant must discover the new sorting rule in order to be successful. 

Participants must read non-words aloud. Raw scores are converted into a &#34;reading comprehension age,&#34; which is then compared to the participant&#39;s real age to determine if they are a poor or gifted reader.

Covert: Semantic: subjects listen to or view nouns and silently generate an associated verb, or subjects view a category and silently generate as many exemplars as possible; Orthographic: subjects listen to or view a letter and silently generate as many words as possible that start with that letter; Phonologic: subjects listen to or view a word and silently generate words that rhyme. 

Overt: semantic: subjects listen to or view nouns and overtly generate an associated verb, or subjects view a category and overtly generate as many exemplars as possible; Orthographic: subjects listen to or view a letter and overtly generate as many words as possible that start with that letter; Phonologic: subjects listen to or view a word and overtly generate words that rhyme.

is the process of determining the pronunciation and some degree of meaning of an unknown word. Note: Word- identification skills commonly taught are phonic analysis, structural analysis, context clues, configuration clues, dictionary skills, and sometimes picture clues.

Participants see ten boxes at the top of a screen, each of which is red or blue in some ratio. Under one of these boxes is a token, and participants must guess whether the token is under red or blue. On a gambling trial, participants can select some proportion of their allotted points to bet on their judgement.

Two cards are drawn without replacement from a deck containing cards numbered from one to ten (one of each). After the first card is presented, participants bet whether the next card will be higher or lower than the first card. Thus there is maximal risk when the first card is five or six, zero risk when it is ten or one. 

In later version of the task participants bet on whether the second card will be higher or lower before seeing the first card.

On each trial, participants choose between two stocks (gain/loss gambles, one stochastically dominating the other) and one bond (a sure gain of $1). They must learn through trial-and-error the characteristics of the stocks, which change over blocks of trials. Feedback on payoffs of the forgone options is presented on each trial. 

Each of 12 stimuli (circles of different colors, numbers and sizes) is associated with a different reward magnitude and probability. These include all combinations of (100 and 200) point rewards with (0, 0.25, 0.5, 0.75 and 1) probabilities, plus 300 and 400 rewards with 0.5 probability. Participants are first trained to learn the probabilities and outcomes associated with each stimulus. Next, on each trial, a stimulus appears in one of four quadrants of the screen, and participants indicate which quadrant using a button press.

On each trial, participants pump a simulated balloon without knowing when it will explode. Each pump increases the potential reward to be gained but also the probability of explosion, which wipes out all potential gains for that trial. In most studies, balloon explosion probabilities are drawn from a uniform distribution, and participants must learn explosion probabilities through trial-and-error.

a choice made between two or more options when one of those options has some probability >0 of producing either a reinforcing or an aversive consequence

Stimuli are presented in pairs (either words or pseudowords) and the subject is asked to judge whether the pair of stimuli rhyme with one another.

a combination of the Posner cueing paradigm and the Eriksen flanker test, the ANT presents participants with a target item (>) surrounded by congruent (> > > > >), neutral (- - > - -), or incongruent flanker stimuli. Stimulus presentation is preceded by different cue conditions and the participant is instructed to identify the target stimulus.

participants learn to respond according to the opposite, previously irrelevant, stimulus-reward pairing, often in a visual discrimination task

participants count the number of words in a display of words describing numbers (e.g. &#34;three&#34;)

subjects are shown a scene and must later decide whether views from different vantage points are of the same scene

The WISC-IV comprises Picture Concepts, Letter-Number Sequencing, Matrix Reasoning and two supplemental tests: Cancellation and Word Reasoning.

Designed to be a culturally fair analog of the trail making test (TMT), the CTT presents numbered colored circles and universal sign language symbols. The participant is required to alternate between the number and color sequences in completing the task.

participants view a series of items (e.g. pictures or words) and after some interval are shown a series including these, during which they specify what items they recognize

a test in which participants must not only memorize items, but must perform an additional cognitive task (e.g. &#34;2 + 2 = 5; A&#34; in which the equation must be evaluated for whether it is true and the letter following must be memorized)

part of the Weschler Adult Intelligence Scale and Cambridge Neuropsychological Test Automated Battery, it is an analog to a digit span task. White squares are shown, some of which briefly change colour in a variable sequence. The participant must then touch the boxes which changed colour in the same order that they were displayed by the computer (for clinical mode) or in the reverse order (for reverse mode). The number of boxes increases from 2 at the start of the test to 9 at the end, and the sequence and colour are varied through the test.

descendant of the expectancy AX task, participant views a combination of simple dot formations as cues and probes; for example, &#34;.:.&#34; may be a target probe, but should only be responded to if preceded by the cue &#34;:&#34; rather than &#34;..&#34; or any other formation.

a test of intelligence which Raymond Cattell subdivided into &#34;fluid,&#34; or inherited, and &#34;crystallized,&#34; or learned, designed to minimize the influence of cultural experiences

participant views two rows of consonants and must indicate as quickly as possible whether these rows are identical

This test measures speed of processing by asking participants to discern whether two sideby-side pictures are the same or not. The items are presented one pair at a time on the computer screen, and the participant is given 90 seconds to respond to as many items as possible (up to a maximum of 130). The items are designed to be simple so as to most purely measure processing speed.

a target detection task subtype, the T.O.V.A. uses geometric shapes as both target and distractor stimuli

participants are to respond to frequent neutral signals and are required to withhold response to rare critical signals

participants are shown an image of a familiar object and several comparison images of that object, one of which is identical and the others of which are slightly different; the participant is to select the identical image

participant must rearrange a set of three colored balls arranged on pegs, in the fewest possible moves, to match a specified configuration

participants see discs of various sizes distributed among three pegs and must organize them in a stack of decreasing size upward with specific constraints (i.e. only one disk can be moved at a time, each disk must be placed on one of the pegs, and a larger disk can never be placed on top
of a smaller disk)

participants are asked to attend to one or both channels of different, sometimes disparate, stimuli played simultaneously through a headset

subjects are instructed halfway through an incidental or intentional learning task that they should forget what had been presented so far because it was just practice, but after learning is complete are asked to recall the entirety of the learning task (e.g. a list of words)

Participant is presented with a series of single digit numbers and are instructed to sum the two most recent digits.

participants must trace a path untimed through mazes of increasing complexity without backtracking or lifting their pencil

is a computer-based cognitive assessment system consisting of a battery of neuropsychological tests, administered to subjects using a touch screen computer. The 22 tests in CANTAB examine various areas of cognitive function, including:

    * general memory and learning,
    * working memory and executive function,
    * visual memory,
    * attention and reaction time (RT),
    * semantic/verbal memory,
    * decision making and response control.

The CANTAB endeavours to import the accuracy and rigour of computerised psychological testing whilst retaining the wide range of ability measures demanded of a neuropsychological battery. It is suitable for young and old subjects, and aims to be culture and language independent through the use of non-verbal stimuli in the majority of the tests.

was developed in the early 1970s as a visuospatial counterpart to the verbal-memory span task (Milner, 1971). Over the years, it has frequently been used to assess visuospatial short-term memory performance in adults (e.g. Smyth & Scholey, 1992), children (e.g. Orsini, Schiappa, & Grossi, 1981), and patients with neuropsychological deficits (e.g. Vilkki & Holst, 1989). 

The original Corsi apparatus consisted of a set of nine identical blocks (3 X 3 X 3 cm) irregularly positioned on a wooden board (23 X 28 cm). The experimenter points to a series of blocks at a rate of one block per second. Subsequently, the participant is required to point to the same blocks in their order of presentation. The length of the block sequences increases until recall is no longer correct. 

Numerous variations have since been employed in both display characteristics (e.g. colour, number and size of the blocks, block placement, size of the board) and test administration (e.g. presentation rate, block sequences, recall order, scoring technique) (for a review, see Berch, Krikorian, & Huha, 1998).

is a measure of short term visual memory that has been designed for use both as a clinical tool and a research instrument.  In the VPT, the subject is presented with matrix patterns of black and white squares in grids of varying size and required to memorize a series of black and white checkerboard-like patterns of increasing complexity. Such matrix patterns are virtually impossible to code verbally.

comprises a number of subtests focused on providing objective measures of everyday memory performance in people with observed and/or reported memory difficulties.

The Rey is a word-list learning task in which 15 unrelated words are presented orally (usually via audio recording) over three consecutive learning trials. After each presentation, the participant is asked to recall as many of the words as he/she can. The Rey is one of the most widely studied measures of memory and has been used in different languages, cultures and ethnic groups around the world. The test can be administered as a supplement to the PSMT for even more detailed study of episodic memory, or as an accommodation in place of PSMT for those with significant visual impairment.

participant is instructed to repeat after each nonword (i.e. phoneme or series of phonemes) spoken in a recording

The pursuit rotor task is a task used in common use in the mid 20th century which involved a participant trying to follow (pursue) a small disc on a rotating turntable. Original mechanical versions had typical rotation rates of 60 RPM, which is probably too fast for mouse-controlled versions. The PEBL version offers a simple version with multiple trials and controllable parameters that can be used as a test of hand-eye coordination. 

A type of task-switching paradigm in which two different tasks are presented in alternating runs or blocks

the participant is to locate a target under one of two objects, and the object it is located under changes each time the target is found

animals are presented, usually pictorially, and participants are asked to name them aloud

participants are asked to fill in missing letters in a written short story; the first half describes contexts for which &#34;c&#34; would most appropriately complete &#34;_at,&#34; while the second half describes contexts for which &#34;b&#34; would most appropriately complete &#34;_at.&#34; 

cognitive and physiological measures are taken while participant experiences a tactile illusion

Participants are given the beginnings of sentences to complete. The sentences appear to have expected answers. In the first condition, participants must complete the sentence with a/the word that makes sense. In the second condition, participants are asked to complete sentences by saying semantically unrelated words, thereby making the sentence nonsensical.

The Picture Sequence Memory Test involves recalling increasingly lengthy series of illustrated objects and activities that are presented in a particular order on the computer screen, with corresponding audiorecorded phrases played. The participants are asked to recall the sequence of pictures demonstrated over two learning trials; sequence length varies from 6-18 pictures, depending on age. Participants are given credit for each adjacent pair of pictures they correctly place (i.e., if pictures in locations 7 and 8 are placed in that order and adjacent to each other anywhere, such as slots 1 and 2, one point is awarded), up to the maximum value for the sequence, which is one less than the sequence length. (That is, if 18 pictures are in the sequence, the maximum score is 17 â the number of adjacent pairs of pictures 
that exist). 

Two spheres of different sizes are repeatedly placed in participants&#39; hands, and they are asked to compare the sizes; upon the final presentation these are replaced with identically sized spheres.

participant completes task that induces emotional conflict while behavioral and/or physiological data is collected

a descendant of the Lifshitz distractibility test, participants are instructed to cross out particular digits in an array, either with or without an auditory distractor of numbers read aloud

 a planning subtask derived from the Behavioural Assessment of the Dysexecutive Syndrome test battery in which participants must plan in advance a route for visiting particular sites in a zoo

an open-field water-maze procedure in which rats learn to escape from opaque water onto a hidden platform, used to examine how rodents navigate in the absence of spatial cues

&#34;The participant is shown two displays containing three coloured balls. The displays are presented in such a way that they can easily be perceived as stacks of coloured balls held in stockings or socks suspended from a beam. The participant must use the balls in the lower display to copy the pattern shown in the upper display. The balls may be moved one at a time by touching the required ball, then touching the position to which it should be moved.&#34;

is a neurological scale that aims to give a reliable, objective way of recording the conscious state of a person for initial as well as subsequent assessment. A patient is assessed against the criteria of the scale, and the resulting points give a patient score between 3 (indicating deep unconsciousness) and either 14 (original scale) or 15 (the more widely used modified or revised scale).

The Reynell Developmental Language Scales measures language skills in young or developmentally delayed children.  The scales include 1) verbal comprehension scale to assess receptive language skills, and 2) expressive language scale to assess expressive language skills.

a parent-report measure of language development in children between 8 and 30 months of age. The infant (8-16 months) form comprises vocabulary checklists, actions, and gestures, while the toddler (16-30 months) form comprises vocabulary, sentences, and grammar.

Series of structured and semi-structured tasks that involve social interaction between the examiner and the subject.  Subject is given opportunities to exhibit social and communication behaviors relevant to autism.

a questionnaire designed to understand how the participant feels about communication, often used in speech therapy

subjects focus on a fixation cross while a dot-shaped cue appears elsewhere on the screen; after this the fixation cross is replaced by several geometric shapes, one of which the participant must respond to, and when the fixation cross appears again the participant must indicate where the cue had appeared.

participants view line drawings of commons objects paired with either congruent or incongruent names thereof (e.g. a drawing of an umbrella with the word &#34;BALLOON&#34; or &#34;UMBRELLA&#34; above it)

Participants decide whether the unimodal cues to a crossmodal event (stimulus) were in temporal synchrony or not, i.e., whether they were &#34;in synch&#34; or &#34;out of synch&#34;.

participants judge whether two objects presented side-by-side have a gap in the same position

part of the BIrmingham Object Recognition Battery; participants judge whether two objects presented side-by-side are the same length

Participants decide which of two (or more) unimodal cues (e.g. audio or video) was presented first (or sometimes second) in a crossmodal stimulus. Alternatively, unimodal (auditory, visual or tactile) temporal order judgments generally involve deciding which of two spatial locations was presented first.

a number between 2 and 7 digits is displayed for a brief period and is followed briefly by a blank screen, then another number to which participants respond only if it is identical to the first.

A heat stimulus is applied to the skin and the participant rates the experienced sensation on a visual analogue scale

A long (~ 30 seconds or more) heat stimulus is applied to the skin and the participant rates the experienced sensation continuously on a visual analogue scale

One hand is occluded from sight and an artificial hand is lying in front of the participant. Synchronious paint brush strokes are applied to the same fingers of the occluded hand and the artificial hand. The participant rates the sense of ownership of the artificial hand on the Ownership Illusion Questionnaire or reports the felt position of his or her own hand against a ruler (proprioceptive drift).

A mechanical stimulus is applied to the skin and the participant rates the experienced sensation on a visual analogue scale.

Innocuous warm and cool bars that are spatially interlaced are applied together to the skin and produce a painful burning sensation. The participant rates the experienced sensation.

A long pain stimulus (usually more than 20 seconds) is applied to the skin and the participant gives continuous ratings on a visual analogue scale. Pain can be induced with thermal (hot/cold), electrical, chemical or mechanical stimuli.

A short pain stimulus (usually up to 3 seconds) is applied to the skin and the participant rates the stimulus on a visual analogue scale. Pain can be induced with thermal (hot/cold), electrical or mechanical stimuli.

A noxious cold stimulus is applied to the skin and the participant rates the experienced sensation on a visual analogue scale.

An electric stimulus is applied to the skin and the participant rates the perceived pain on a visual analogue scale.

Capsaicin, the active ingredient of chili peppers, is injected intradermally into the skin and participants rate the experienced sensation on a rating scale.

The hand or foot is immersed into a bowl of iced water and participants report their sensation from first clear pain to unbearable pain on a scale.

Participants are shown an object for a fixed period. After an interstimulus interval, typically with no intervening object presentations, a second object is presented. The second object is either the same or a different object. Typically, at least one other factor is manipulated. For example, the object may be presented from different viewpoints at each presentation.

Is a feedback-driven learning task in which participants classify stimuli into different categories.  A common version of this task is the &#34;weather prediction task.&#34;

When an experimental run consists of blocks of two or more related behavioral tasks.  For example, a mixed event-related probe in a classification learning experiment can consist of alternating blocks of probabilistic classification trials and deterministic classification trials.

Infants are trained to associate an image with a linguistic (often a nonsense word) cue and, during testing, hear this auditory cue and see its paired image next to a novel image. If the infant demonstrates a significant preference for the cue-paired word, this is considered evidence for the capacity for word learning.

A task in which a participant needs to count and remember the number of specific tones presented in an experimental run.

is a feedback driven classification learning task in which a subject is presented with a stimuli (ex-geometric shapes) and has to classify them into one of two categories (ex-rainy or sunny weather), and then receives feedback on if the response was correct or incorrect.  This may or may not be presented with other stimuli (ex-tones of different frequencies), but the goal of the task is to only pay attention the the classification task at hand. 

A task in which a subject must attend and respond to two different tasks contained in one experimental run; one task is a feedback driven classification learning task in which a subject is presented with a stimuli (ex-geometric shapes) and has to classify them into one of two categories (ex-rainy or sunny weather), and then receives feedback on whether the response was correct or incorrect.  The other task requires the subject to listen to different tones and count the number of a specific tone.

is preformed after receiving training in the classification learning task.  It is similar to the classification learning task but in this task the subject does not receive feedback.

Task in which subjects are presented with words that are either abstract or concrete nouns, and decide for each term whether it is abstract or concrete.

An n-back task in which the stimuli are images of visual objects.

A one-back task in which the stimuli are images of visual objects

A one-back task on which subjects are presented with words or word-like stimuli

task in which subject makes a response within a time window and is potentially rewarded for the response depending on their reaction time

A task in which a subject makes a decision about the meaning of a stimulus.

A task in which subjects judge whether a set of stimuli are related by meaning.

A task in which the subject discriminates auditory stimuli based on temporal characteristics.

A task in which the subject decides whether letters are uppercase or lowercase.

Task in which a subject classifies stimuli into one of a set of categories

A test in which the subject is asked to produce a list of previously studied items.

A task in which subjects decide whether words are abstract or concrete.

A task in which the subject classifies stimuli based on meaning; the detection and classification of semantic relationships between worlds

A task in which the subject discriminates stimuli based on phonetic features.

Over 32 trials participants see a phrase (e.g. &#34;A precedes B&#34;) and a letter sequence (e.g. &#34;AB&#34;) and must evaluate the relationship as true or false.

A task  in which the subject performs arithmetic computations without an external means of recording their work.

A task in which the subject generates a series of random numbers.

A task in which subjects are presented with nouns and generate an associated verb.

A task in which subjects view a set of balls interacting in game.  At some point one of the balls is excluded from the game, simulating social exclusion.

A task that requires the subject to search for a stimulus defined by a combination of visual features.

a task in which the subject must resolve multiple sources of interference

a task in which the participant is asked to reï¬ect on their own and other people&#39;s thoughts and feelings and the causes thereof, often by describing characters in stories or placing themselves in characters&#39; places

Any task that requires subjects to process the meaning of stimuli

Any task that requires the subject to process the sound structure of words.

participants generate words to a given category (e.g. animals, foods)

participants are to name as many words starting with a specified letter as possible in a given time interval

A task requiring the subject to use knowledge retrieved from semantic memory.

participant is shown series of photos either of people in portraits or in scenes and asked to determine their gender

participants view a stimulus composed of a large character (global) composed of smaller characters (local), e.g. a large &#34;T&#34; formed by an assembly of smaller letters

participants listen to a sentence and must select from several images the one that correspond to the sentence

participants are presented with two lists of words, then (after a brief reasoning test) tested to recall whether a given word had appeared on the first or the second list presented

in animal models, aversion to an avoidable part of an apparatus is conditioned, and the animal is later tested for whether it will enter this area.

participants are exposed to a list composed of famous and nonfamous names and then tested for recollection of which names are famous

participant predicts which of two mutually exclusive outcomes will occur, but critically, the larger reward (and penalty) is associated with choice of the least likely outcome, whereas the smallest reward (and penalty) is associated with choice of the most likely outcome

participants regulate their emotional states using cognitive strategies

participants are presented with lists of X items and be required to recall the N most recent; this means that the participant must hold in memory the first N items and, if X > N, update the contents of memory by dropping initial for most recent items

a brief presentation of a face is followed by a delay during which participants are instructed to keep an image of the face in mind, followed by a test face they indicate to match or not to match the initial face

participants view a sequence of simple objects and after a short delay are instructed to name them in either a forward or backward sequence

any task requiring a rapid, aimed movement to acquire a target, the time of which is measured and, according to Fitts&#39; law, is generally inversely proportionate to distance required and target size

participants are asked to either assess a statement (e.g. &#34;Doctors go through extensive training,&#34;) or provide simple answers to questions (e.g. &#34;What color are emeralds?&#34; about the world

subjects view a reference face and must either simply compare two faces or select one of two differently-oriented comparison faces (e.g. reference face looks straight ahead while comparison face is a three-quarter view) that match it

Refers broadly to a kind of task in which participants are to react to a target stimulus among distractor stimuli. Target detection tasks in the absence of competition are considered measures of sustained attention and not selective or divided attention, which are subsumed under cognitive control

This is a modified Stroop task (Gauthier et al., 2012) that consists of two 60- second blocks each of control and Stroop conditions, interspersed with 60-second rest blocks. In total, there are 4 task and 5 resting blocks, for a total acquisition length of 9 minutes. During task blocks, control or Stroop events always lasts 2.5 seconds, preceded by 1.5 seconds with a fixation cross to maintain a constant gaze direction. For full details, see http://www.sciencedirect.com/science/article/pii/S0197458012005684

participants are shown pictures of nameable things and must indicate as quickly as possible whether each is living or nonliving

participants listen to a pseudowords and after a delay are asked whether they contained specific phonemes

A task in which the subject makes a discriminative response by default, but makes a different response upon presentation of a stop signal.

participants are given goals either time-based (e.g. remembering to press a key every two minutes) or event-based (e.g. remembering to press a key when a given word appears on the screen)

participants are shown a series of objects, sometimes as photos or as line drawings, typically selected for their commonality by previous experiments and/or articles

participants perform visual search for targets among distractor stimuli in invariant or variable conï¬gurations randomly mixed within trials; because targets appear in the same locations within invariant configurations, these configurations function as a context cueing the participant.

A class of tasks in which subjects make decisions about chance gambles.

a logic puzzle in which participants must decide which cards are consistent with selection criteria

participant is to draw a specified pattern while only seeing their hand from a mirrored perspective

participant is presented with a series of letter strings constructed according to an artificial and finite set of rules, after which the participant must determine whether new strings follow or violate the grammar established by the first series.

participants view an array of dots of which some proportion is moving in a particular direction and the rest are moving in another.

in a semi-structured interview a participant is asked to recall recent events (within one week, within one month) in his or her own life, and this recollection is compared with report(s) from a &#34;collateral source,&#34; a person close to the participant

The participant selects a target in the presence of one or more distractors; the negative priming arises between consecutive trials, in which the participant must respond to a target on the current trial that had appeared as a distractor on the previous trial.

any task investigating participant ability to find correspondences between structures of distinct mental representations

participants are instructed to move their arms and/or hands according to a novel spatiotemporal relationship

participant is asked to make decisions with several criteria in mind, e.g. to decide whether to purchase a car while considering its cost, image, efficiency, comfort, etc.

participant is presented with a digit and instructed to assess whether it is odd or even

participant views stimuli composed of objects like points of light moving in several patterns to detect which of these correspond to biological motion

broadly describing many disparate subtasks, a social judgment task typically describes one in which participants are asked to decide what other people are thinking or would think, or to interpret their behavior

participant is trained to categorize high and low distortions of a dot array prototype, and are then tested for recognition when shown the prototype, its distortions, and random arrays

participants are to repeat target words as quickly as possible under various conditions, and when primed, after a brief interval

Participants must judge whether two numbers, either Arabic or verbal (as words), are equal.

A class of tasks involving the online maintenance and/or manipulation of verbal information. The Verbal Recognition Memory test, which assesses immediate and delayed memory of verbal information under free recall and forced choice recognition conditions, should provide comparable results. In the VRM test, the participant is shown a list of 12 words, one at a time, and then asked to:
1)produce as many of the words as possible immediately following the presentation.
2)recognize the words they have seen before from a list of 24 words containing the original 12 words and 12 distractors.
3)following a delay of 20 minutes, recognize the words they have seen before from another list of 24 words containing the original list and 12 new distractors.

participants fixate on a cross in the center of a screen while a visual cue appears elsewhere on screen; they are instructed that once the fixation cross disappears, they are to direct a saccade to the place where the cue had been

The Big/Little Circle test assesses comprehension, learning and reversal. It is also intended to train participants in the general idea of following and reversing a rule, before proceeding to the Intra/Extradimensional Shift test (IED), so should ideally precede the IED task in a battery. Participants must first touch the smaller of the two circles displayed, then, after 20 trials, touch the larger circle for 20 further trials.

participants are asked to select a picture that is the same as the original picture, but the object&#39;s principle axis is foreshortened

participants draw images varying in complexity from simple shapes to complex objects like faces

Participants are given several sets of characters or stimuli to respond to. In Sperling&#39;s version of the task, participants are cued to recall just one subset. Due to the fact that participants did not know which row would be cued for recall, performance in the partial report condition can be regarded as a random sample of an observer&#39;s memory for the entire display. Another version involves participants responding by pressing a button when they see only a certain stimulus out of a set appear.

A task designed to measure automatic associations, particularly those which are often affected by social desirability bias in self-report measures. They test the association of positive and negative words or images with certain concepts such as race, gender, religion, self-esteem, and sexuality. Respondents to the IAT experience a higher (conscious, controlled, explicit, reflective, analytic, rational, etc.) level of mental operation, when they try to overcome the effects of the automatic associations, and thus a longer response time when they answer counter to their implicit associations.

This is a test of visual spatial recognition memory in a 2-choice forced discrimination paradigm. This test is often used, in conjunction with Pattern Recognition Memory (PRM) , before the Paired Associates Learning (PAL) test, as both these tests help to train the participant for PAL. PRM and SRM contain different elements of PAL and the results considered together help to decide on the exact nature of the cognitive deficit being considered. The participant is presented with a white square, which appears in sequence at five different locations on the screen. In the recognition phase, the participant sees a series of five pairs of squares, one of which is in a place previously seen in the presentation phase. The other square is in a location not seen in the presentation phase. As with the PRM test, locations are tested in the reverse of the presentation order. This sub-test is repeated three more times, each time with five new locations

a subtype of classical conditioning in which the conditional stimulus (CS) is presented and, during this presentation, a biologically relevant unconditional stimulus (US) is also presented. Afterward the subject is tested for its reaction to the CS in isolation.

a CS already paired with a particular US is associated with a second US that is often incompatible with the first US

participant learns to associate a particular outcome with a particular effort and characteristics thereof (e.g. frequency, strength)

participants are variably exposed to aversive stimuli and cues thereof while being monitored for their behavioral and physiological responses

stimuli within and/or across modalities are presented to participants, who are then to detect and/or estimate their presence or magnitude

a kind of psychophysical task, participants view a stimulus that can be perceived as oriented and/or moving in more than one way

participants make judgments of their verticality after holding specific body orientations for some duration

a psychophysical task in which participants are to discriminate between a nonzero low-contrast stimulus and a blank

participants are shown faces expressing various emotions and asked to describe what emotion they believe is being expressed, sometimes also in conjunction with physiological (including neurophysiological) measures

a  small  object  moving  at  constant  velocity  passes behind  an  opaque  barrier.  The  task  is  to  estimate  the  moment  when  the  object will  reappear.  It  differs  from  a  number  of  other  time-estimate  tasks  in  that discrete  mediating  responses  such  as  counting  or  taping  are  of  no  direct obvious  aid.

A task in which an external stimulus signals the participant to interrupt an already-initiated motor response.

Attention bias refers to the tendency for an emotional stimulus to influence attention.  The term is most typically used to refer to biases related to emotional content, typically in bottom-up-capture attention tasks.  

A task in which the subject is creating new memories without purposely knowing that memorization is the task at hand.  Their memories are created thorough working in their environment and picking up information in the process.  

The Space Fortress videogame is used as a platform for investigating skill learning. The game was originally developed by cognitive psychologists at the University of Illinois, as a tool to study learning and training strategies. Notably, it is one of the few cognitive training tools that has shown transfer of training to real-world performance. Flight students that trained on Space Fortress performed better on a battery of real-world flight tests, and were more likely to be selected to pursue pilot training compared to a no-training control group. Studies have also found that learning Space Fortress with a strategy that involves flexibly shifting attention to different aspects of the game results in improved learning. Thus, the Space Fortress game serves as a great tool for studying how the brain acquires new, complex skills, and how the trained ability can extend to new contexts. (http://fcon_1000.projects.nitrc.org/indi/retro/Train-39.html)

Another version of the task involved performing an oddball task while simultaneouly playing Space Fortress.

Playing Space Fortress while simultaneously performing an oddball task.

ERT measures the ability to identify emotions in facial expressions. The participant is shown a series of faces which appear on the screen briefly and asked to identify the emotion (happiness, sadness, anger, disgust, surprise and fear). One hundred and eighty stimuli, which are computer morphed images derived from the facial features of real individuals each showing a specific emotion, are displayed on the screen, one at a time, in two blocks of ninety. Each face is displayed for a short while (200ms) and then immediately covered up, and then six buttons are displayed, each describing an emotion which could be portrayed in the photograph. The participant must decide which is the appropriate button to describe the emotion and touch the button. There are fifteen different photographs for each of the six emotions, each showing different levels of intensity.

Visual Analogue Scales are psychometric response scales which can be used as a measurement instrument for subjective states. The CANTAB VAS assess subjective measurements of drug effect, energy levels, sickness, alertness and mood. The participant must respond to sixteen questions as they appear on the screen by touching the on-screen slider and moving it to the appropriate position on the scale.

The Information Sampling Task (IST) tests impulsivity and decision making. The participant is presented with a 5x5 array of grey boxes on the screen, and two larger coloured panels below these boxes. The participant is instructed that they are playing a game for points, which they can win by making a correct decision about which colour is in the majority under the grey boxes. They must touch the grey boxes one at a time, which open up to reveal one of the two colours shown at the bottom of the screen. Once a box has been touched, it remains open. When the participant has made their decision about which colour is in the majority, they must touch the panel of that colour at the bottom of the screen to indicate their choice. After the participant has indicated their choice, all the remaining grey boxes on the screen reveal their colours and a message is displayed to inform the participant whether or not they were correct. The colours change from trial to trial. At the end of a trial the grey boxes are displayed on the screen again at a speed which depends on how fast the trial was completed, so that there is always at least 30 seconds between trials.

There are two conditions â the fixed win condition, in which the subject is awarded 100 points for a correct decision regardless of the number of boxes opened, and the decreasing win condition, in which the number of points that can be won for a correct decision starts at 250 and decreases by 10 points for every box touched. In either condition, an incorrect decision costs 100 points.

This test was developed by Dr. Richard Wilson to measure a personâs ability to recognize single words presented amid varying levels of background noise.  It measures how much difficulty a person might have hearing in a noisy environment. A recorded voice instructs the participant to listen to and then repeat words. The task becomes increasingly difficult as the background noise gets louder. The best score that can be attained (35 correct) for either ear is -2.0 dB S/N, and the worst score (0 correct) is 26.0 dB S/N. Lower scores, therefore, are indicative of better performance on this test.

This measure of receptive vocabulary is administered in a computerized adaptive format. That is, the next question a participant receives depends on his/her response to the previous question; Computer Adaptive Testing (CAT) ensures a test that is tailored to the participantâs needs. The respondent is presented with an audio recording of a word and four photographic images on the computer screen and is asked to select the picture that most closely matches the meaning of the word. 

 Separate but parallel reading tests have been developed in English and Spanish. In either language, the participant is asked to read and pronounce letters and words as accurately as possible. The test administrator scores them as right or wrong. For the youngest children, the initial items require them to identify letters (as opposed to symbols) and to identify a specific letter in an array of four symbols.

This simple test of manual dexterity records the time required for the participant to accurately place and remove nine plastic pegs into a plastic pegboard. The protocol includes one practice and one timed trial with each hand. Raw scores are recorded as time in seconds it takes the participant to complete the task with each hand (separate score for each).

This protocol is adapted from the grip strength testing protocol of the American Society of Hand Therapy. Participants are seated in a chair with their feet touching the ground. With the elbow bent to 90 degrees and the arm against the trunk, wrist at neutral, participants squeeze the Jamar Plus Digital dynamometer as hard as they can for a count of three. The dynamometer provides a digital reading of force in pounds. A practice trial at less than full force and one test trial are completed with each hand.

The Standing Balance Test is a measure developed to assess static standing balance. It involves the participant assuming and maintaining up to five poses for 50 seconds each. The sequence of poses is: eyes open on a solid surface, eyes closed on a solid surface, eyes open on a 18 foam surface, eyes closed on a foam surface, eyes open in tandem stance on a solid surface. Detailed stopping rules are in place to ensure participant safety with these progressively demanding poses. Postural sway is recorded for each pose using an accelerometer that the participant wears at waist level.

This test is adapted from the 4-meter walk test in the Short Physical Performance Battery.  Participants are asked to walk a short distance (four meters) at their usual pace. Participants complete one practice and then two timed trials. Raw scores are recorded as the time in seconds required to walk 4 meters on each of the two trials, with the better trial used for scoring. 

This is the screening version of the Hearing Handicap Inventory; different versions are presented for adults (ages 18-64) and the elderly (ages 65+). Both versions are 10-item self-report measures of hearing-related disability that have been widely used in hearing research. Each of the ten items has three response options. Each item has three response options, assigned point values of 0, 2 or 4, with higher scores indicative of more of a self-reported problem for each item. The score provided for the test is thus a total summed score, ranging from 0-40.

This test measures the perceived intensity of quinine (a bitter tastant) and salt administered in liquid solutions. The tastants are each applied to the tip of the tongue as well as swished around in the whole mouth and are rated on a generalized labeled magnitude scale (gLMS). The gLMS is a measure of perceived intensity, with seven anchor labels provided (Strongest imaginable, Very strong, Strong, Moderate, Weak, Barely detectable, No sensation). Participants can rate their intensity by clicking with a computer mouse on any point on the scale from Strongest imaginable to No sensation. The computer records the exact location of the response. A score from 0-100 on a semi-logarithmic scale is produced for each of the four items (quinine whole mouth, salt whole mouth, quinine tip of tongue, salt tip of tongue), corresponding to the point on the gLMS where the participant clicked. A higher score represents greater perceived intensity of the tastant. 

This task assesses a personâs ability to identify various odors. Participants use scratch-andsniff cards and after scratching them one at a time, are asked to identify which of four pictures on the computer screen matches the odor they have just smelled. Participants ages 10-85 are administered nine odor cards, while those ages 3-9 are administered five odor cards. Child participants (ages 3-9 years) are first asked to identify the eight pictures used as answer choices to ensure they can complete the task. Having identified the pictures, they are asked if they have tasted or smelled the objects or foods depicted.

A short-term memory task in which the subject must produce irrelevant speech while maintaining information in memory.

The Graded Naming Test, developed by Professor Elizabeth Warrington and Dr Pat McKenna in 1980 , has been used extensively in cognitive neuropsychology. The Graded Naming Test (GNT) avoids the problem of ceiling effects in previous naming tests by having subjects name drawings of objects in ascending difficulty. Reduced efficiency in retrieving the name of an object can be the first and only indication of impaired language functioning. This test assesses object-naming ability, but is in addition graded in difficulty to allow for individual differences. This means that it may be able to detect any word-finding difficulty even in those with an extensive naming vocabulary. Currently available in UK English only (this test is culturally biased and there are no alternative versions at present).

One Touch Stockings of Cambridge is a spatial planning task which gives a measure of frontal lobe function. OTS is a variant of the Stockings of Cambridge task and places greater demands on working memory as the participant has to visualise the solution. As for SOC (Stockings of Cambridge), the participant is shown two displays containing three coloured balls. The displays are presented in such a way that they can easily be perceived as stacks of coloured balls held in stockings or socks suspended from a beam. This arrangement makes the 3-D concepts involved apparent to the participant, and fits with the verbal instructions.

There is a row of numbered boxes along the bottom of the screen. The test administrator first demonstrates to the participant how to use the balls in the lower display to copy the pattern in the upper display, and completes one demonstration problem, where the solution requires one move. The participant must then complete three further problems, one each of 2 moves, 3 moves and 4 moves.

Next the participant is shown further problems, and must work out in their head how many moves the solutions to these problems require, then touch the appropriate box at the bottom of the screen to indicate their response.

Reaction Time (RTI) is a latency task with a comparative history (the five choice task) and uses a procedure to separate response latency from movement time. It is more useful than CRT or SRT where it is necessary to control for tremor. The task is divided into five stages, which require increasingly complex chains of responses. In each case, the participant must react as soon as a yellow dot appears. In some stages the dot may appear in one of five locations, and the participant must sometimes respond by using the press-pad, sometimes by touching the screen, and sometimes both.

Rapid Visual Information Processing (RVP) is a test of sustained attention (similar to the Continuous Performance Task) and has proved useful in many studies in which drugs are used to help develop a disease model.. It is sensitive to dysfunction in the parietal and frontal lobe areas of the brain and is also a sensitive measure of general performance. A white box appears in the centre of the computer screen, inside which digits, from 2 to 9, appear in a pseudo-random order, at the rate of 100 digits per minute. Participants are requested to detect target sequences of digits (for example, 2-4-6, 3-5-7, 4-6-8) and to register responses using the press pad.

Match to Sample Visual Search (MTS) is a matching test, with a speed/accuracy trade-off. It is a simultaneous visual search task with response latency dissociated from movement time. Efficient performance on this task requires the ability to search among the targets and ignore the distractor patterns which have elements in common with the target. This test can help to differentiate between Parkinson&#39;s disease and Alzheimer&#39;s disease, and also between Lewy Body dementia and Alzheimer&#39;s disease. The participant is shown a complex visual pattern (the sample) in the middle of the screen, and then, after a brief delay, a varying number of similar patterns is shown in a circle of boxes around the edge of the screen. Only one of these boxes matches the pattern in the centre of the screen, and the participant must indicate which it is by touching it. Reaction time is measured on the basis of the release of the press-pad, which allows for its more accurate measurement.

A measure of abstraction and concept formation by hypothesis testing, where the principle shifts after its discovery is established.. Subjects decide which of 4 objects does not belong with the other 3 based on one of three sorting principles (e.g., shape, size, line thickness). Sorting principles change after 10 successive correct responses, and feedback is used to guide discovery of the principle and indicate its change. There are 4 alternate forms available. An accuracy score is calculated by multiplying the proportion of correct responses by the number of categories attained (out of 3 possible).

The examinee 29 answers questions that address a broad range of general knowledge topics. This subtest measures the ability to acquire, retain, and retrieve general factual information. 

For Digit Span Forward, the examinee is read a sequence of numbers and recalls the numbers in the same order. For Digit Span Backward, the examinee is read a sequence of numbers and recalls the numbers in reverse order. For Digit Span Sequencing, the examinee is read a sequence of numbers and recalls the numbers in ascending order. This subtest measures working memory, mental manipulation, cognitive flexibility, rote memory and learning, attention, and encoding. 

For picture items, the examinee names the object presented visually. For verbal items, the examinee defines words that are presented visually and orally. This subtest measures word knowledge and verbal concept formation. 35 words are defined in this measure of expressive word knowledge. It correlates very highly with Full Scale IQ.

Working within a specified time limit, the examinee mentally solves a series of 14  arithmetic story type problems. This subtest measures mental manipulation, concentration, attention, short- and long-term memory, numerical reasoning ability, and mental alertness. Tests distractibility as well as numerical reasoning.

The examinee answers questions based on his or her understanding of general principles and social situations. This subtest measures verbal reasoning and conceptualization, verbal comprehension and expression, the ability to evaluate and use past experience, and the ability to demonstrate practical knowledge and judgment.

The examinee is presented two words that represent common objects or concepts, and asked to describe how two seemingly dissimilar items might in fact be similar. This subtest measures verbal concept formation and reasoning.

Working within a specified time limit, the examinee views a picture with an important part missing and identifies the missing part. This subtest measures visual perception and organization, concentration, and visual recognition of essential details of objects.

The subject is given 10 small pictures and asked to arrange them in a logical sequence.

The subject is given 4 puzzles (like jigsaw puzzles) and must put together the pieces to form the intended shape. 

A decision making task designed to test how individuals can use different criteria to classify perceptual stimuli.  In the criteria with line stimuli version of the task, participants are asked to decide if lines are &#34;big&#34; or &#34;small&#34; compared to a criterion line that can differ in size.  At the beginning of each block of trials, they are shown which criterion line to use for their decisions.  In the criteria with dot stimuli version of the task, participants are asked to decide if a matrix of dots is &#34;big&#34; or &#34;small&#34; compared to a matrix of dots that can differ in size. At the beginning of each block of trials, they are shown which criterion matrix of dots to use for their decisions.  

The subject is presented with an array, then after a short delay, presented with a second array. In the no-change condition, the second array is identical to the first. In the change condition, the second array differs by a single item. Subjects must identify whether a change has occurred or not, and if so, are often asked to point out the change. Other versions target different sensory abilities, such as auditory change detection or face change detection.

An alternative version of the AX-CPT in which the letter stimuli are replaced with simple dot patterns derived from Braille language. Dot patterns are more easily parametrically manipulated, and require less time between stimuli presentations because they are not as easily stored in working memory as letters, thus increasing the proportion of errors.

Subjects are presented with a cue indicating which of several tasks to perform. After a delay phase, they see a task screen and perform the task. Typically, brain activity related to the tasks is analyzed during the delay period.

A task in which subjects are presented with mirror-reversed written stimuli and asked to process them in some way.

Subjects are presented with words in either plain text or mirror-reversed format, and are asked to judge whether the stimulus refers to a living or nonliving object.  Items are presented in a mixed fashion and separated by whether each stimulus is a switch in presentation form from the previous trial.

is a feedback driven classification learning task in which a subject is presented with a stimuli (ex-geometric shapes) and has to classify them into one of two categories (ex-rainy or sunny weather), and then receives feedback on if the response was correct or incorrect.  This may or may not be presented with other stimuli (ex-tones of different frequencies), but the goal of the task is to only pay attention the the classification task at hand.  This is the same task as the weather prediction task but with the reward contingencies reversed

An auditory illusion discovered by H. McGurk and J. MacDonald, demonstrating the contribution made by visible face movements to normal speech perception

In this task, participants are required to select responses for two stimuli. The intervals between the two stimuli vary, but are  usually so brief that the second stimulus often appears before the response to the first one is finished.

This task tests whether children understand the principle of conservation, or the idea that two objects are still equivalent after a transformation of one of them.  Specifically, the &#34;Water Jar Task&#34; tests if children have attained &#34;conservation of liquid quantity.&#34; The child is asked to assess if the same amount of water in different glasses is in fact equal.  

The social responsiveness scale (SRS) is a 65 item rating scale used to assess social awareness, social information processing, capacity for reciprocal social communication, social anxiety/avoidance, and autistic preoccupations and traits.  The original SRS is completed by a parent or teacher for children from 4 to 18 years of age. The second version of the SRS is extended to 2.5 years into adulthood, validated on a larger sample, and allowing for self-report.

Subscales Include:
1. Social Awareness
2. Social Cognition
3. Social Communication
4. Social Motivation
5. Restricted Interests and Repetitive Behavior

Additionally, the Total Score reflects overall severity of social deficits.

The Children&#39;s Memory Scale (CMS) assesses attention, declarative memory, and learning for children from 5 to 16 years of age, specifically with subscales that reflect 1) Attention/Concentration, 2) Verbal Immediate, 3) Verbal Delayed, 4) Delayed Recognition, 5) Visual Immediate, 6) Visual Delayed, 7) Learning, and 8) General Memory.

http://link.springer.com/referenceworkentry/10.1007%2F978-0-387-79948-3_1532/fulltext.html

The Social Communication Questionnaire consists of 40 yes/no questions (answered by parents) to screen for autism spectrum disorders in children four years of age and older.  Specifically, the questions ask about social functioning and communication skills.  Two forms of the SCQ include the Lifetime and Current, which assesst behaviors for each of those periods. 

Theoretically derived subscales include 1) Reciprocal Social Interaction subscale, 2) Communication subscale, and 3) Restricted, Repetitive, and Stereotyped Patterns of Behavior subscale, although they have not been formally validated.

Questions 20 through 40 (Lifetime) focus on behaviors occurring between the ages of 4 and 5.
Total scores can range from 0 to 39
The first question is a language screening item that is not included in the final score.
Total SCQ raw score of â¥ 15 is highly suggestive of ASD

The Aberrant Behavior Checklist- Community version (ABC-C) is a symptom checklist for assessing problem behaviors of children and adults with mental retardation, to be completed by a parent, educator, or care-giver.  The community version is specifically for individuals living at home. 

The rater is asked to provide ratings for 58 specific symptoms to compute scores for the following subscales:

  1. Irritability/Agitation
â  2. Lethargy/Social Withdrawal
  3. Stereotypic Behavior
  4. Hyperactivity/Noncompliance
  5. Inappropriate Speech

http://www.slossonnews.com/ABC.html

The Adult Behavior Checklist is a 126 item measure that assesses withdrawn, somatic, anxious/depressed, internalizing, intrusive, thought, attention, delinquent behavior, aggressive, and externalizing problems.

The Adolescent Symptom Inventory (4th version) is a 120 question rating scale that screens for 18 DSM-IV emotional and behavioral disorders in youths between 12 and 18 years old.  These scores have shown a high correspondence with psychiatric diagnoses.

The Broad Autism Phenotype Questionnaire (BAPQ) is designed to measure the BAP (the Broad Autism Phenotype, a set of personality and language characteristics that reflect the phenotypic expression of the genetic liability to autism) in adults.  The subscales include: aloof personality, rigid personality, and pragmatic language.

http://staff.science.uva.nl/~michiell/docs/HurleyEtAl2007.pdf

The Battelle Developmental Inventory (BDI) is an assessment for children (newborn to 7 years 11 months) that assesses early childhood developmental milestones in the domains of personal-social, adaptive, motor, communication, and cognitive ability.

The Beery VMI is a screener for visual-motor deficits that can lead to learning, neuropsychological, and behavior problems, available in both a child and adult form.  It also helps to assess the extent to which individuals can integrate their visual and motor abilities.

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAg105

The BFQ is a self-report measure for assessing the big five personality dimensions of energy/extraversion, agreeableness, conscientiousness, emotional instability, and intellect/openness in youths.

http://www.sciencedirect.com/science/article/pii/S019188690200051X

The Broader Phenotype Autism Symptom Scale (BPASS) measures traits that have likely effects on autism susceptibility genes, including social motivation, social expressiveness, conversational skills, and flexibility. 

http://www.ncbi.nlm.nih.gov/pubmed/16868845

The Brief Symptom Inventory (BSI) is a brief psychological self-report assessment intended to help measure psychological distress and psychiatric disorders in medical and community populations.  It is a shorter version of the SCL-90-R.

http://www.ncbi.nlm.nih.gov/pubmed/6622612

The Child Behavior Checklist (CBCL) obtains reports from parents, relatives, and/or guardians about competencies and behavioral or emotional problems relating to social relations and school performance.  This metric is intended for ages 6 through 18, and measures anxiety, depression, somatic complaints, social problems, thought and attention problems, and rule-breaking and aggressive behavior.

The Conners Comprehensive Behavior Rating Scale(s) is an instrument designed to provide a complete overview of child and adolescent behaviors, emotions, academic, and social problems.  These scales include the DSM-IV symptom scales.

The CES-D scale is a short self-report scale designed to measure depressive symptomatology in the general population, and is composed of items from longer scales that have been previously validated.

The Conners 3 is an extended version of the Conners&#39; Rating Scales-Revised that, in addition to the original metrics, assesses comorbid disorders such as Oppositional Defiant Disorder, and Conduct Disorder.  Specifically, it addresses:

General Psychopathology
Inattention
Hyperactivity/Impulsivity
Learning Problems
Executive Functioning
Aggression
Peer Relations
Family Relations
ADHD Inattentive
ADHD Hyperactive-Impulsive
ADHD Combined
Oppositional Defiant Disorder
Conduct Disorder

The Children&#39;s Psychiatric Rating Scale (CPRS) is a multidimensional rating scale of childhood psychopathology.  It is not diagnostic, but rather a broad-ranging rating scale of symptoms and behaviors which may contribute to diagnosis. In addition, the scoring system enables the rating of severity of symptoms and presentation. Since the scale measures the presence or absence of symptoms over a particular period of time, it is a useful instrument of treatment efficacy and has regularly been the instrument of choice employed in clinical trials.

For more information, see http://www.springerreference.com/docs/html/chapterdbid/334435.html

the ADI-R is a comprehensive interview that provides a thorough assessment of individuals suspected of having autism or other autism spectrum disorders. It has proven highly useful for formal diagnosis as well as treatment and educational planning.

The CTOPP-2 can be used to help evaluate phonological processing abilities as a prerequisite to reading fluency. The revised version of this popular assessment is now appropriate for use with children as young as 4 years old. 

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=CTOPP2

a widely used measure of obsessive compulsive disorder (OCD) symptom severity in youth.

The Expressive Vocabulary Test assesses receptive and expressive vocabulary, and word retrieval.

The Expressive One Word-Picture Vocabulary Test assesses English speaking vocabulary and verbal intelligence for individuals age 2 to 95 years.

http://portal.wpspublish.com/portal/page?_pageid=53,272879&_dad=portal&_schema=PORTAL

The Leiter International Performance Scale is an intelligence test for children ages 2 to 18 in the form of a strict performance scale.  The test purports to &#34;provide a nonverbal measure of general intelligence by sampling a wide variety of functions from memory to nonverbal reasoning.&#34;  Because of the exclusion of language, it claims to be more accurate than other tests when testing children who cannot or will not provide a verbal response, including children who are non native speaking, or have autism, traumatic brain injury, speech impairment, and hearing problems.

Scales and subscales include: 

Reasoning:

Classification
Sequential order
Repeated patterns
Design analogies

Visualization:

Matching
Figure-ground
Paper folding
Figure rotation
Picture context
Form completion

Memory:

Memory span (Forward)
Memory span (Backward)
Immediate recognition
Delayed recognition
Associative memory
Associative delayed memory
Spatial memory
Visual coding

Attention:
Attention sustained (marking one kind of figures printed on a page with several different figures)
Attention divided (observing a display and simultaneously sorting cards correctly)

http://en.wikipedia.org/wiki/Leiter_International_Performance_Scale

The Mullen Scales of Early Learning encompass five scales used to assess cognitive and motor ability and development.  Specifically, including Gross Motor, Visual Reception, Fine Motor, Expressive Language, and Receptive Language.

The Pervasive Developmental Disorder Behavioral Inventory assess responsiveness to intervention in children with a pervasive developmental disorder.  The extended form assesses two categories, each including a set of subscales:

Approach/Withdrawal Problems:

Sensory/Perceptual Approach
Ritualisms/Resistance to Change
Social Pragmatic Problems
Semantic Pragmatic Problems
Arousal Regulation Problems (extended form)
Specific Fears (extended form)
Aggressiveness (extended form)

Receptive/Expressive Social Communication Abilities:

Social Approach Behaviors
Expressive Language
Learning, Memory, and Receptive Language (extended form)

The Preschool Language Scale (PLS) provides a comprehensive assessment of language development, specifically it measures total language, auditory comprehension, and expressive communication. 

The Peabody Picture Vocabulary Test (PPVT) is a vocabulary assessment to assess receptive and expressive vocabulary performance.

The Sensory Profile is a test to assess sensory processing for a wide range of age groups.  Domains (and subscles within domains) include:

1) Sensory processing domain: auditory processing, visual processing, vestibular processing, touch processing, and multi-sensory processing, oral processing.

2) Modulation domain: sensory processing related to endurance and tone, modulation related to body position and movement, modulation of movement affecting activity level, modulation of sensory input affecting emotional responses, modulation of visual input affecting emotional responses and activity level.

3) Behavior and emotional responses: emotional/social responses, behavioral outcomes of sensory processing, items indicating threshold for response.

https://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=076-1638-008

The Stanford-Binet (SB) - the best and most popular intelligence test, is a Cognitive ability assessment used to measure intelligence (IQ). It measures five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. Each of these factors is tested in two separate domains, verbal and nonverbal.

Subtests include: Vocabulary, Comprehension, Pattern Analysis, Quantitative, Bead Memory, and Memory for Sentences.

http://www.stanfordbinet.net/

The Test of Early Language Development (TELD) is a standardized test to assess spoken language skills at early ages. Subtests include Receptive Language and Expressive Language, and these metrics yield an overall Spoken Language score.

The Test of Adolescent and Adult Language (TOAL) measures spoken and written language abilities of adolescents and young adults with varying degrees of knowledge of the English language. It includes the following six subtests: Word opposites, word deviations, spoken analogies, word similarities, sentence combining, and orthographic usage.

Composite scores include spoken language, written language, and general language.

The Test of Language Development (TOLD) provides six subtests that measure components of spoken language, including 1) Sentence Combining, 2) Picture Vocabulary, 3) Word Ordering, 4) Relational Vocabulary, 5) Morphological Comprehension, and 6) Multiple Meanings.

The Vineland Adaptive Behavior Scales are the leading instrument for supporting the diagnosis of intellectual and developmental disabilities.  It assesses an individual in the domains of communication, daily living skills, socialization, motor skills, and a maladaptive behavior index.

The Communication and Symbolic Behavior Scales Development Profile (CSBS) is an assessment to pick up early delays in social communication, expressive speech/language, and symbolic functioning.

The Differential Ability Scales (DAS) make an assessment about how a child processes information, and at cognitive abilities that are important for learning.  Specifically, the test measures verbal and visual working memory, immediate and delayed recall, visual recognition and matching, processing and naming speed, phonological processing, and understanding of basic number concepts.

The Early Childhood Behavioral Questionnaire encompasses 18 scales, and 201 items to measure several aspects of temperament in toddlers.  A short form (107 items; 18 scales), and a very short form (36 items; 3 broad scales) are available.

http://www.bowdoin.edu/~sputnam/rothbart-temperament-questionnaires/instrument-descriptions/early-childhood-behavior.html

The Early Development Interview measures the following:

Communication
Repetitive Behavior
Regulatory
Social
Sensory
Tone
Family Changes
Child Medical Events
Stressful Events

http://ndar.nih.gov/ndar_data_dictionary.html?short_name=edi01

The Expressive One-Word Picture Vocabulary Test can be used to assess expressive language for individuals who have experienced stroke, concussion, traumatic brain injury, or neurodegenerative disease. 
The test provides a comprehensive assessment of expressive and receptive vocabulary.
 
http://www.proedinc.com/customer/productView.aspx?ID=2166

The Halstead-Reitan Neuropsychological Battery is a combination of neuropsychological tests used to assess the possible physical aspects and localization of neurological damage. 

Trails A and B
Verbal Fluency
Halstead Category Test
Spatial Positional Reasoning
Tactual Performance Test
Rhythm Test
Speech Sounds Perception Test
Finger Oscillation Test

and several ancillary tests.  See: http://www.minddisorders.com/Flu-Inv/Halstead-Reitan-Battery.html for details.

This task makes an assessment of the extent that a child can respond to different stimuli, or exhibit joint attention:

http://ndar.nih.gov/ndar_data_dictionary.html?short_name=jasnot01

I was not able to find the original paper detailing the task.

This test is a standardized measure of visuospatial judgment.  See http://www4.parinc.com/Products/Product.aspx?ProductID=JUDGMENTLINE

The Kaufman Brief Intelligence Test (K-BIT) measures both verbal and nonverbal ability.

http://www.pearsonclinical.com/psychology/products/100000390/kaufman-brief-intelligence-test-second-edition-kbit2.html

The loneliness rating scale is a 40 item questionnaire to assess current level of loneliness.

http://www.ncbi.nlm.nih.gov/pubmed/16367513

Subjects are presented auditorily with words and asked to repeat them aloud.

A task in which subjects are presented with nouns and generate an associated verb silently.

The Why/How Task is a neuroimaging task for manipulating and measuring abstract conceptualization of sensory stimuli, especially social stimuli. In the version validated in Spunt and Adolphs (2014, NeuroImage), participants answer attributional (why) and factual (how) questions about visual social scenes using a yes/no manual response. The Why/How manipulation is attentional: Each photograph appears once as the target of a Why question, and once as the target of a How question. A standardized version of this task is available for download here: http://bobspunt.com/whyhow-localizer/. Further information can be acquired in the following paper: Spunt, R. P., & Adolphs, R. (2014). Validating why/how the contrast for functional MRI studies of Theory of Mind. NeuroImage. 99, 301-311.

Subjects rest passively with their eyes closed. Often used as a baseline for comparison for other tasks.

A task in which subjects are cued to either remember or suppress the memory for a specific association that was previously learned.

This is the &#34;working memory&#34; task used in the Human Connectome Project. The category specific representation task and the working memory task are combined into a single task paradigm. Participants were presented with blocks of trials that consisted of pictures of places, tools, faces and body parts (non-mutilated parts of bodies with no ânudityâ). Within each run, the 4 different stimulus types were presented in separate blocks. Also, within each run, Â½ of the blocks use a 2-back working memory task and Â½ use a 0-back working memory task (as a working memory comparison). A 2.5 second cue indicates the task type (and target
for 0-back) at the start of the block. Each of the two runs contains 8 task blocks (10 trials of 2.5 seconds each, for 25 seconds) and 4 fixation blocks (15 seconds). On each trial, the stimulus is presented for 2 seconds, followed by a 500 ms inter-task interval (ITI). 

Potential Additional Event Related Contrasts: Researchers can also use the TAB.txt E-Prime
data files to generate the following potential event-related contrasts:

http://humanconnectome.org/documentation/S500/HCP_S500+MEG2_Release_Appendix_VI.pdf
http://humanconnectome.org/documentation/S500/HCP_S500+MEG2_Release_Reference_Manual.pdf

References for Working Memory: Localizer (Drobyshevsky et al. 2006); Reliable across subjects (Drobyshevsky et al. 2006) and time (Caceres et al. 2009).

This task was adapted from the one developed by Buckner and colleagues (Buckner et al. 2011; Yeo et al. 2011). Participants are presented with visual cues that ask them to either tap their left or right fingers, or squeeze their left or right toes, or move their tongue to map motor areas. Each block of a movement type lasted 12 seconds (10 movements), and is preceded by a 3 second cue. In each of the two runs, there are 13 blocks, with 2 of tongue movements, 4 of hand movements (2 right and 2 left), and 4 of foot movements (2 right and 2 left). In addition, there are 3 15-second fixation blocks per run. This task contains the following events, each of which is computed against the fixation baseline.

This task is included in the Human Connectome Project (HCP) 500 subject data release.

References for Motor Task: Localizer (Morioka et al. 1995; Bizzi et al. 2008; Buckner et al. 2011; Yeo et al. 2011).

Participants were presented with short video clips (20 seconds) of objects (squares, circles, triangles) that either interacted in some way, or moved randomly on the screen. These videos were developed by either Castelli and colleagues (Castelli et al. 2000) or Martin and colleagues (Wheatley et al. 2007). After each video clip, participants judge whether the objects had a mental interaction (an interaction that appears as if the shapes are taking into account each otherâs feelings and thoughts), Not Sure, or No interaction (i.e., there is no obvious interaction between the shapes and the movement appears random). Each of the two task runs has 5 video blocks (2 Mental and 3 Random in one run, 3 Mental and 2 Random in the other run) and 5 fixation blocks (15 seconds each). 

References for the Social Cognition Task: Reliable across subjects and robust activation
(Castelli et al. 2000; Castelli et al. 2002; Wheatley et al. 2007; White et al. 2011).

This task is used in the Human Connectome Project.

The tone matching task is designed to measure pitch perception. Subjects are presented with pairs of tones and are asked to indicate whether they sounded the same or different.

Source: http://davidileitman.com/tone-matching-task/

When viewing an image with multiple interpretations, subjective perception alternates stochastically between the different interpretations.

just-noticeable difference or JND is the amount something must be changed in order for a difference to be noticeable, detectable at least half the time

observers judge whether one line is displaced above or below a second line

observers are asked to detect the presence of a contour of Gabor elements embedded in a background of similar but otherwise unrelated elements

the ability to form coherent mental pictures with very little visual information. Perceptual closure is a process whereby an incomplete stimulus is perceived to be complete.

In a serial search, you look at one item at a time, and respond as soon as you see a target. In a parallel search, you look at multiple items at a time and the relevant aspect of the target can be detected quickly regardless of how many distractors there are.

Contour interpolation mechanisms allow perception of bounded objects despite incomplete edge information. 

find the figure that is embedded in the background, ignoring the background

Any task that requires the perception of complex auditory stimuli, such as music

Auditory masking occurs when the perception of one sound is affected by the presence of another sound.

participants are presented with faces whose expressions slowly change from neutral to full intensity

A contrast sensitivity test measures your ability to distinguish between finer and finer increments of light versus dark (contrast).

The interstimulus interval (ISI) is the temporal interval between the offset of one stimulus to the onset of another

spatial cueing task has been used to measure manual and eye-movement reaction times to target stimuli in order to investigate the effects of covert orienting of attention in response to different cue conditions.

Attentional blink is a phenomenon observed in rapid serial visual presentation. When presented with a sequence of visual stimuli in rapid succession at the same spatial location on a screen, a participant will often fail to detect a second salient target occurring in succession if it is presented between 180-450 ms after the first one. 

The ANT is a task designed to test three attentional networks in children and adults: alerting, orienting, and executive control. Efficiency of the alerting network is examined by changes in reaction time resulting from a warning signal. Efficiency of orienting is examined by changes in the reaction time that accompany cues indicating where the target will occur. The efficiency of the executive network is examined by requiring the participant to respond by pressing two keys indicating the direction (left or right) of a central arrow surrounded by congruent, incongruent or neutral flankers.

in running memory task , a list ends unpredictably and the last few items are to be recalled.

The test begins with two to three numbers, increasing until the person commits errors. At the end of a sequence, the person being tested is asked to recall the items in order.

A version of the continuous performance task in which subjects are told to make one response for the letter X when it was preceded by the letter A, and another response for all other stimuli. AX trials are &#34;target trials&#34;; in these types of trials a valid cue is followed by a valid probe. The 3 other trial types are &#34;Non-target trials&#34; in which either a valid cue is followed by an invalid probe (&#34;AY&#34; type trials) or an invalid cue is followed by either a valid or invalid probe (&#34;BX&#34; or &#34;BY&#34; probes, respectively).

test the ability to encode a sequence of letters or words into memory in the presence or absence of distractors

requires tapping keys as rapidly and as accurately as possible to reproduce different finger movement sequences demonstrated on a visual display panel.

Transitive inference is a form of inferential reasoning. For example, if  A > B and B > C and C > D and D > E, then it can be concluded without being told than B > D.  &#34;greater than (>)&#34; can be replaced with any other (supposedly) transitive relation, such as &#34;better than&#34; or &#34;darker-colored than&#34;.

Acquired equivalence is a paradigm in which generalization is increased between two superficially dissimilar stimuli (or antecedents) that have previously been associated with similar outcomes (or consequents).

Measures ability to distinguish between coherent and incoherent sentences and discourse

Listening and reading times to critical words and regions in linguistic input

Patterns of eye movements to critical words and regions in linguistic input

Patterns of motor movements to critical words and regions in linguistic input

Patterns of eye movements to non-verbal visual stimuli during spoken language comprehension

Manipulations of predictability and acceptability, at different levels of representation, in a linguistic input.

Experimental manipulations of relationships between language and non-verbal behaviors

Measures the ability to answer questions about the content of sentences and discourse

Experimental manipulations of different types of relationships between individual words in priming paradigms

Experimental manipulations of different types of coherence and cohesion between clauses in discourse

For intermediate vision, nonlocal properties of images, transformations beyond retinotopic representations (e.g., surface properties of the object independent of light, head position)

Unlike in spatial cuing task where left, right, up, down arrows shows the direction to which the stimuli appear, in non-spatial cuing task the directions right, left, up, and down are replaced by the words e.g., quick, slow, good, and bad avoiding providing spatial cues to the stimuli.

This task involves repeatedly predicting the next in a sequence of numbers. The inference problem is embedded in a cover task in which the number corresponded to the horizontal position at which a bag of money would drop from a helicopter concealed behind clouds. The objective is to catch coins in a bucket by predicting where the bag lands, and this is equivalent to inferring the generative mean (i.e., the position of the helicopter) and centering the bucket at that position.  Learning rate can be measured by the shift in the participant&#39;s prediction and the prediction error. 

The description above, as well as full details of the task: http://www.sciencedirect.com/science/article/pii/S0896627314009118#sec4

This task presents blocks of fixation and words, with the words varying in the degree to which they are predictable (given the context of the previous words). On each trial, a fixation cross is presented followed by a visual prompt (asterisk) and a sequence of five centrally presented words (in lower case). The experimental variable is the predictability of the terminal, target word, represented in four conditions (Congruent == highly predictable,Incongruent == target word is highly predictable, but the prediction was violated by presenting a terminal word that was inappropriate given the context, Scrambled == initial four words did not establish a context for a grammatical sentence and the target word was not predictable, and Letter String == meaningless letter strings of identical consonants as a control). After presentation of the target word, the participant is asked if the sentence is meaningful. The above description was derived from (and full details are available) here: http://www.jneurosci.org/content/34/8/2871.full

This is an economics-derived task that broadly measures willingness to pay (WTP).  Implementations generally involve the participant formulating a bid, and comparing the bid to a randomly generated price.  If bid > price, the participant pays the price and receives the item. If bid 

This task is a type of cue-approach training in which participants observe images of individual food items presented for 1 s  and are instructed to press a button as fast as possible (before the image disappears) only when they hear a tone (i.e., Go trials). There is no feedback to the participants regarding the success of the button press in the allotted time window. Full details can be read about: http://www.nature.com/neuro/journal/v17/n4/full/nn.3673.html

This is a simple and fast acquisition procedure based on a 5-minute functional magnetic resonance imaging (fMRI) sequence that can be run as easily and as systematically as an anatomical scan. This protocol captures the cerebral bases of auditory and visual perception, motor actions, reading, language comprehension and mental calculation at an individual level. Individual functional maps are reliable and quite precise. This description, and full details are available at: http://www.unicog.org/pm/pmwiki.php/Site/FunctionalLocalizer

A social interactive bargaining task that measures social preferences via the degree to which participants accept unfair and unequal offers. https://en.wikipedia.org/wiki/Ultimatum_game

This is an instantiation of the Ultimatum Game (UG) in fMRI. In this game, a proposer is charged with splitting a sum of money with a partner. The responder decides either to accept or reject this proposed offer. If accepted, the money is split as suggested, but if rejected then neither player receives anything. The parterns can be a combination of real people, computers. Offers are preceded by a picture of the partner for that round, and partner pictures are randomly paired to an offer amount. Full details of the task are available: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3594719/

Participants are trained on the relative likelihood of receiving a reward on a set of images,&#34;stimuli,&#34; and a set of button presses, &#34;actions,&#34; and learn action-reward probabilities and stimulus-reward probabilities (pS) separately by performing pairwise choices between two randomly selected alternatives from each set. Choosing the better or worse of the two options gives positive or negative feedback (smiley and sad faces).  For the actual task, participants performed a three-option choice task in which each option comprised one previously learned stimulus and one previously learned action. They are instructed to weight stimulus and action information equally on each trial and select the best option to obtain points that subsequently converted into monetary reward. This summarized text, and full details are available: http://www.nature.com/neuro/journal/v17/n11/full/nn.3836.html#f1 

Participants are asked to distinguish a gabor display that is &#34;popping out&#34; from one that is not, and rate their confidence on the decision on a scale of 1 (low confidence) to 6 (high confidence).  Full details are available: http://www.jneurosci.org/content/33/42/16657.full#F1

a sequence of numeric stimuli was encoded and participants were intermittently probed regarding the parity of the prior stimulus.

Broadly, participants are taught to visually identify a facial feature or face, link a phonological cue or name to that feature or face, and either recall the associated name/cue or recognize it from a list

Specifically, this is an associative memory encoding task for which participants are asked to remember names paired with pictures of faces, and rate their confidence on the assertion.

Any task where participants are asked to evaluate preferences for one or more stimuli on a scale.

This task assesses the impact of social influence on ratings for healthy and unhealthy foods.  Participants are shown images of foods, and asked to rate how much they would like to eat each food on a scale [1,8]. Participants are then shown an &#34;average&#34; rating from their peers that will either be much lower, higher, or the same, and this procedure is followed by another block to ask participants to re-evaluate foods after exposure to the peer ratings.  Paper is available at: http://ssnl.stanford.edu/publications (Social norms shift behavioral and neural responses to foods. Journal of Cognitive Neuroscience.)

any task for which a participant views stimuli with some proportion moving in a particular direction and must decide the direction the stimuli is moving in

A participant must come to consensus with a set of other participants on a choice between two items. If consensus is reached, the item is obtained and the next block begins. If consensus is not reached, the next trial contains the same choice. If consensus is not reached by the end of the block, no item is gained. The experiment uses actual people, and the control condition uses has th participant interacting with a computer algorithm. Full details: http://www.sciencedirect.com/science/article/pii/S0896627315002159

Participants walk around a virtual reality environment controlled by a foot pedal and must respond to STOP and WALK commands. In a low cognitive load condition, participants respond to these commands verbatim. In a high cognitive load condition, participants are presented with stroop stimuli, and congruent words == WALK, and incongruent words == STOP. Full details: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0052602

Audio narratives tell stories through sound alone: narration, interviews, live and archival sound recordings, environmental soundscapes, sound effects, found sounds, etc. Audio narratives use storytelling along with other audio means to create intimate experiences through characters, plot, and setting.

The Pittsburgh Sleep Quality Index (PSQI) is a self-rated questionnaire which assesses sleep quality and disturbances over a 1-month time interval. Nineteen individual items generate seven &#34;component&#34; scores: subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep disturbances, use of sleeping medication, and daytime dysfunction. The sum of scores for these seven components yields one global score.

from http://www.ncbi.nlm.nih.gov/pubmed/2748771

A primary diagnostic measure developed to establish the presence of current adult symptoms of ADHD. This is an 18-item, clinician-based, semistructured interview hat employs adult-specific language to ensure adequate probing of adult manifestations of ADHD symptoms. The 18 items in the scale correspond to the 18 diagnostic criteria in the DSM criteria.

From: http://www.adhdandyou.com/hcp/adult-adhd-screening.aspx

The Young Mania Rating Scale is an eleven-item, multiple-choice diagnostic questionnaire that psychiatrists use to measure the severity of manic episodes in patients. The scale was originally developed for use in the evaluation of adult patients who were suffering from bipolar disorder, but has since been modified for use in pediatric patients. A similar scale was then developed to allow clinicians to interview parents about their children&#39;s symptoms, in order to ascertain a better diagnosis of mania in children. Clinical studies have demonstrated the effectiveness of the parent version of the scale.

https://en.wikipedia.org/wiki/Young_Mania_Rating_Scale

An n-back task including faces, scenes, and chinese characters as stimuli

A stop signal task in which the primary task is a dot motion discrimination task

A task involving presentation of multiple classes of visual objects, meant to localize category-specific regions of visual cortex.  The subject monitors for a target (red dot) and responds when target appears.

A task in which strings of stimuli (either sentences or strings of nonwords) are presented, followed by a probe on which the subject responds whether the probe item was present in the string of stimuli.

A task in which targets are presented on a spatial grid,  followed by a probe in which the subject must choose between two spatial layouts, one of which matches the locations presented in the initial set.

The subject is presented with stimuli including rotating wedges and expanding/contracting rings, while maintaining fixation and performing a target detection task for an eccentric target.

The Hamilton Psychiatric Rating Scale for Depression is a multiple item questionnaire used to provide an indication of depression, and as a guide to evaluate recovery. It was originally published in 1960 by Max Hamilton and revised it in 1966, 1967, 1969, and 1980. The questionnaire is designed for adults and is used to rate the severity of their depression by probing mood, feelings of guilt, suicide ideation, insomnia, agitation or retardation, anxiety, weight loss, and somatic symptoms.

https://en.wikipedia.org/wiki/Hamilton_Rating_Scale_for_Depression

The Scale for the Assessment of Negative Symptoms (SANS) is a rating scale to measure negative symptoms in schizophrenia. The scale was developed by Nancy Andreasen and was first published in 1984. SANS is split into 5 domains, and within each domain separate symptoms are rated from 0 (absent) to 5 (severe). The scale is closely linked to the Scale for the Assessment of Positive Symptoms (SAPS) which was published a few years later.

From https://en.wikipedia.org/wiki/Scale_for_the_Assessment_of_Negative_Symptoms

The Brief Psychiatric Rating Scale (BPRS) is rating scale which a clinician or researcher may use to measure psychiatric symptoms such as depression, anxiety, hallucinations and unusual behaviour.[1] Each symptom is rated 1-7 and depending on the version between a total of 18-24 symptoms are scored. The scale is the one of the oldest, widely used scales to measure psychotic symptoms and was first published in 1962.

https://en.wikipedia.org/wiki/Brief_Psychiatric_Rating_Scale

The Adult ADHD Self-Report Scale (ASRS) Symptom Checklist is a self-reported questionnaire used to assist in the diagnosis of adult ADHD.

https://en.wikipedia.org/wiki/Adult_ADHD_Self-Report_Scale

The Hopkins Symptoms Checklist (HSCL) is a well-known and widely used screening instrument whose history dates from the 1950s. It was originally designed by Parloff, Kelman, and Frank at Johns Hopkins University. The HSCL-25 is a symptom inventory which measures symptoms of anxiety and depression.

http://hprt-cambridge.org/screening/hopkins-symptom-checklist/

The Barratt Impulsiveness Scale (BIS) is a widely used measure of impulsiveness. It includes 30 items that are scored to yield six first-order factors (attention, motor, self-control, cognitive complexity, perseverance, and cognitive instability impulsiveness) and three second-order factors (attentional, motor, and non-planning impulsiveness).

https://en.wikipedia.org/wiki/Barratt_Impulsiveness_Scale

The Dickman Inventory classifies impulsivity into functional and dysfunctional categories. Dysfunctional impulsivity is a type of impulsivity that is associated with a tendency to make quick decisions when this type of decision-making is non-optimal. This differs from functional impulsivity which is a tendency to make quick decisions where this is optimal. As dysfunctional impulsivity is often associated with a failure to consider the consequences of oneâs behavior, it can often lead to life difficulties.

https://en.wikipedia.org/wiki/Dysfunctional_impulsivity

The Multidimensional Personality Questionnaire (MPQ) is a personality test meant to measure normal personality developed by Auke Tellegen in 1982. It is currently sold by the University of Minnesota Press.

https://en.wikipedia.org/wiki/Multidimensional_Personality_Questionnaire

In psychology, Eysenck Personality Questionnaire (EPQ) is a questionnaire to assess the personality traits of a person, with the result sometimes referred to as the Eysenck&#39;s personality Inventory or (EPI).

https://en.wikipedia.org/wiki/Eysenck_Personality_Questionnaire

Eysenck Personality Questionnaire

The Minnesota Multiphasic Personality Inventory (MMPI) is the most widely used and researched standardized psychometric test of adult personality and psychopathology. Psychologists and other mental health professionals use various versions of the MMPI to develop treatment plans; assist with differential diagnosis; help answer legal questions (forensic psychology); screen job candidates during the personnel selection process; or as part of a therapeutic assessment procedure.

https://en.wikipedia.org/wiki/Minnesota_Multiphasic_Personality_Inventory

The Hypomanic Personality Scale (HPS) was designed to measure a predispositional personality style to bipolar disorder.

http://www.ncbi.nlm.nih.gov/pubmed/25156658

The Temperament and Character Inventory (TCI) is an inventory for personality traits devised by Cloninger et al. It is closely related to and an outgrowth of the Tridimensional Personality Questionnaire (TPQ), and it has also been related to the dimensions of personality in Zuckerman&#39;s alternative five and Eysenck&#39;s models and those of the Five Factor Model.

https://en.wikipedia.org/wiki/Temperament_and_Character_Inventory

The Scale for the Assessment of Positive Symptoms (SAPS) is a rating scale to measure positive symptoms in schizophrenia. The scale was developed by Nancy Andreasen and was first published in 1984. SAPS is split into 4 domains, and within each domain separate symptoms are rated from 0 (absent) to 5 (severe). The scale is closely linked to the Scale for the Assessment of Negative Symptoms (SANS) which was published a few years earlier.

https://en.wikipedia.org/wiki/Scale_for_the_Assessment_of_Positive_Symptoms

A task that adjusts delay across a series of delay discounting trials, while holding the later amounts constant. This determines the Effective Delay 50(ED50), a delay period that results in the smaller immediate reward having the same value as a larger later reward.

A task in which subjects decide for several (snack) foods, sequentially, whether they would like to eat them. In order to make the choices realistic, participants are instructed that one of the trials counts for real and that they actually receive a portion of the snack chosen in that trial at the end of the study session.

In every trial, they view one of the study stimuli (3000 ms, choice period) and subsequently indicate with a button press (1500 ms, button press period) whether they want to eat a portion of the snack or not. During the button press period the words âyesâ and ânoâ are shown left/right (randomized) on the screen. After indicating their choice, a yellow box appears around the yes or no. Participants are instructed to make their choice already during the period that the image was shown. To ensure that choices are made in direct response to the food pictures, the button press period was so short that it only allows them to locate whether they have to push the left or right button. The choice trials are interspersed with a random interval (between 2000 and 5000 ms). At the beginning, halfway (after 50 trials) and at the end an additional baseline period of 30 s is included in the task (fixation cross). 

The visual stimuli consist of 100 pictures of regularly available snack foods on plates with a grey background: 50 high energy (HE) foods (energy content in kcal/100gram: M = 419, SD = 103) and 50 low energy (LE) foods (M = 56, SD = 37). Examples of HE snacks were crisps, cookies, cakes and candies. Examples of LE snacks were grapes, apples, bananas and mixed snack salads. The standardized image set can be downloaded from: http://nutritionalneuroscience.isi.uu.nl/index.php/32

In this task, subjects decide for a series of binary food choice options which of the two they would like to eat. In populations with weight-concerned and dieting subjects this task is employed to investigate aspects of food-related self-control. It has also been employed in general population and non-dieters (e.g., Charbonnier et al., 2015) in a slightly adapted forms. Here the implementation of Van der Laan (2014) is described. 

In the food choice task, participants make a total of 100 choices. In every trial, a high energy (HE) (energy content in kcal/100 gram: M = 419, SD = 103) and a low energy (LE) (M = 56, SD = 37) snack are shown side by side. Participants have 3000 ms to indicate which of the two products they would most like to eat a portion of by pushing the left or right but ton of a button box. After indicating their choice, a yellow box appears around the chosen product for 500 ms. The trials are interspersed with a random interval between 2000 and 5000 ms.

To investigate response conflict during food choice participants  are required to choose between pairs of HE and LE snacks matched such (on the basis of their own tastiness ratings given in the first session) that either a self-control dilemma was posed or not. In half of the trials, LE snacks are combined with HE snacks rated two or three points higher on tastiness (Self-Control required(SC)trials), posing a self-control dilemma concerning the trade-off between immediate eating enjoyment (choosing the appealing HE snack) and weight-watching intentions (choosing the less appealing LE snack). In the other half of the trials, the LE and HE snacks are matched on tastiness (equal or Â±1 point in tastiness rating; No Self-Control required (NSC) trials), such that no trade-off between eating enjoyment and weight watching intentions is needed to choose the long-term superior LE snack.

Subjects are presented with a task cue followed by a colored number (1-9 excluding 5 in orange or blue). The task cue indicates whether to respond to the colored number based on parity (odd-even), magnitude (higher-lower than 5) or color (orange-blue).  There are three different tasks, and each task has two task cues that evoke the task action.  For example, the task cue could be either parity or odd-even.  Both of these task cues indicate that the subject should judge the subsequent colored number based on whether it is an odd or even number.  

Subjects are presented with three three-dimensional (e.g., color, texture, shape) stimuli. Each dimension has three exemplars so all exemplars are on the screen at any time. One dimension (e.g., color) determines reward, and one exemplar in this dimension (e.g. &#34;red&#34;) has a higher probability of reward than the others (75% vs. 25%). If rewarded, the subject earns 1 point (the subject is instructed to maximize points). After 15-25 trials the relevant dimension and higher probability feature is switched. This switch is either signaled to the participant (in most versions so far) or not (in one paper).

The probabilistic selection task assesses whether participants learn better from positive or negative reinforcement.  The subject is instructed to choose between abstract stimuli via key press.  The task is composed of two phases.  During the first phase, subjects learn to associate 6 abstract visual stimuli with different reward probabilities (e.g., stim 1= 80%, stim 2 = 70%, stim 3= 60%, stim 4= 40%, stim 5 = 30%, stim 6= 20%).  In phase 1, the various stimuli are always presented in pairs, where the sum of the two reward probabilities associated with each stimuli equal 100%.  For example, stim 1 will always be paired with stim 6 (80%+20%=100%).  Subjects eventually learn that for each pair, choosing one stimuli over the other results in more reward (80%>20%).  The subject is tested on this association in phase two.  During phase two, the subject must decide between novel combinations of stimuli. Each stimuli is presented with the remaining four stimuli that it was not paired with in phase 1.  For example, stim1 (80%) can be paired with either stim2(70%), stim3(60%), stim4(40%), or stim5(30%), but not with itself or with the stimuli it was associated with during phase 1, stim6 (20%). Subjects are instructed to win as many points as possible.  There is no feedback given during the second phase.

In this task subjects &#34;fish&#34; in rounds trying to accumulate as much money as possible. If they catch a red fish, they earn .05 cents. However, if they catch a blue fish they lose all the money earned on that round. They are able to stop any round at any time to collect that round&#39;s earnings into their &#34;tournament bank&#34;. There is one blue fish and many red fish. The subjects complete 4 tournaments of 30 rounds each. The tournaments differ in their weather condition: Sunny (subjects can see/know how many red/blue fish are in the pond) and cloudy (subjects cannot see the fish) and release law: catch N Keep (probability of catching a red fish goes down as they are taken out of the pond) and catch N Release (probability stays constant). 

Subjects must choose between sooner but smaller rewards versus larger but later rewards.  This task differs from the preceding Kirby Delay Discounting Task in two ways, 1) the smaller reward will not always be immediate and 2) the reward amounts will be chosen randomly from a uniform distribution of a given interval.  This allows for the estimation of a subjectsâ discount rate and for the comparison of different model fits of discounting behavior.

This task is composed of two conditions: hot and cold, with 27 rounds in each condition. In each round subjects are presented with 32 cards; some are gain cards, some are loss cards. Subjects are told how many points a gain card is worth, how many points a loss card costs, and how many loss cards there are in a round. Each round ends when a loss card is turned. In the cold version subjects choose how many cards they want to turn but don&#39;t see the result for the round until the end. In the hot version subjects click and turn each card themselves and sees their earning for that round.  In both conditions, subjects see their final score at the end of 27 rounds. 

Subjects will be asked to remember a training set of 6 stimuli.  After a delay interval, subjects are probed with a single stimulus. Via key press, subjects will be instructed to give one response if the probe was part of the training set for that trial and a different response if the probe was not part of the training set for that trial.   

Subjects will be asked to remember 6 letters presented in a 2x3 matrix. Each trial begins with a central fixation point  followed by the training set of 6 letters to remember, followed by a retention interval.  After the retention interval, subjects are presented with a cue, either TOP or BOT, which instructs the participant to forget the 3 letters presented in the cued location (forget set).  The remaining 3 letters consist of the memory set. 

Subjects rate 50 items on a five point scale separately for health and for tastiness. A reference item for health and tastiness, rated neutrally previously on both scales, is chosen for each subject. In stage 3 they are first presented with this reference item and told to choose between the other food items and the reference item. Participants are grouped as self-controllers or non-self-controllers depending on whether they choose the items in stage 3 based upon health or taste, respectively. 

Subjects are told that they have 10 minutes to gain as much money as possible by selling tokens and to adopt any strategy that they prefer.  Each trial begins with a circular token (green or purple) at the center of the screen.  After a random delay, the token turns blue and its value changes from 0 cents to 30 cents.  A white progress bar marks the amount of time the current token had been on the screen, with a maximum length corresponding to 100seconds.  Participants could sell the token at anytime by pressing a key.  Subjects were explicitly instructed that the green and purple tokens might differ in their timing, and to learn the nature of the differences from direct experience.  

Subjects are presented with a series of paired lottery choices. For example subjects choose between option A that is a lottery that wins $2 with probability 0.1 and $1.6 with probability 0.9 (safe bet) and option B that is a lottery that wins $3.85 with probability 0.1 and $0.1 with probability 0.9 (risky bet). The paired lottery choices are structured so that the crossover point to the high-risk lottery can be used to infer the degree of risk aversion. 

Subjects are presented with three questions.  These questions at first glance are relatively easy and intuitive. However in order to solve the problem correctly, subjects must correctly inhibit the intuitive/impulsive answer.

A task in which stimuli are presented in a continuous stream and participants must detect the presence of an oddball stimulus. The oddball is a stimulus that occurs infrequently relative to all other stimuli, and has distinct characteristics. For this particular implementation, the trains of stimuli are electrical pulses that between high and low intensity after a variable number of repetitions.  For full details see:

http://www.sciencedirect.com/science/article/pii/S1053811915010526

A 45-item forced-choice recognition task that uses consonant letters as stimuli and manipulates face difficulty level along 2 dimensions: number of letters to be remembered and number of choices amongst which the target stimulus must be identified.

A psychometric scale that assesses risk taking in five content domains: financial decisions (separately for investing versus gambling), health/safety, recreational, ethical, and social decisions. Respondents rate the likelihood that they would engage in domain-specific risky activities (Part I). An optional Part II assesses respondentsâ perceptions of the magnitude of the risks and expected benefits of the activities judged in Part I.

A decision maker chooses between two alternatives, both with a fixed unknown rate of reward.  The subject is instructed to try to gain as much money as possible across all trials. 

A task where subjects are told to add by a number and are subsequently instructed to subtract by that number.

Subjects are presented with a 3 digit number and are asked to respond which of the digits differ from the other two.

subjects must complete a  battery of four response-selection tasks that were designed to test progressively higher degrees of hierarchically ordered control

participants must mentally rearrange a set of three colored balls arranged on pegs, in the fewest possible moves, to match a specified configuration.

On every trial, subjects are presented with two numbers to multiply.  They can mentally figure out the answer or use pen and paper, but the method must stay constant.

Subjects are presented with three objects that differ along three dimensions (color, shape, texture).  At any trial, the relevant dimension gives a higher probability of reward than the other two.  This dimension may shift from trial to trial.

A task that asks participants to repeatedly decided how long to keep waiting for future monetary rewards (See Fig. 1a in paper link below). On each trial, the participant views a token that has no initial value but matures to a value of $0.30 after a random delay, and the participant can sell the token at any time to start a new trial and (possibly) maximize earnings. 

http://www.nature.com/neuro/journal/v18/n5/full/nn.3994.html

A task that crosses reward-valence associations with a stop-signal task

A measure of attention and working memory. In this task, participants are asked to pay attention to fractal designs displayed on the computer screen, one at a time, and to press the spacebar according to one rule: the 2-back. During the 2-back, the participant must press the spacebar whenever the design on the screen is the same as the one displayed before the previous one (i.e. in the series design A, design B, design A, the participant should press the spacebar on or immediately after the second design A . In all trials, the participant has 2500 ms to press the spacebar. The participant practice the 2-Back rule, in which he/she is allowed to make mistakes and then, when he/she completes all practices successfully, the task will begin.

A measure of visual attention and vigilance based on the Penn CPT [1]. In this task, a series of red vertical and horizontal lines flash in a digital numeric frame (resembling a digital clock . The task is divided into two types of blocks: one in which the participant must press the spacebar whenever these lines form a complete number, and one in which the participant must press the spacebar whenever these lines form a complete letter. Each block lasts 1.5m. Each stimulus flashes for 300 milliseconds followed by a blank page displayed for 700 milliseconds, giving the participant 1 sec to respond to each trial. The participant practices both types of trials before the task begins.

A measure of abstraction and mental flexibility. It is a multiple choice task in which the participant must conceptualize spatial, design and numerical relations that range in difficulty from very easy to increasingly complex [2]. During the PMAT, the participant must click with the mouse on the square he/she thinks best fits in the missing square of the pattern. There are three types of patterns made up of 2x2, 3x3 and 1x5 arrangements of squares. Each item has five response choices. Each PMAT form has 24 items and 3 bonus items. There are two forms, PMAT24-A and PMAT24-B. The test is arranged in order of increasing difficulty of items and is discontinued after the participant chooses an incorrect response for any five items. The bonus items are selected based on the participantâs performance. There are two forms, PMAT24-A and PMAT24-B. The test is arranged in order of increasing difficulty of items and is discontinued after the participant chooses an incorrect response for any five items.

A measure of emotion recognition. Participants are shown a series of 40 faces, one at a time, and asked to determine what emotion the face is showing for each trial. There are 5 answer choices: Happy, Sad, Angry, Scared and No Feeling. Participants respond to each trial by clicking word describing the emotion each faces expresses using the mouse. There are 4 female faces for each emotion (4 x 5 = 20  and 4 male faces for each emotion (4 x 5 = 20 . The children&#39;s version (k-ER40  uses the same stimuli as the adult version, but some of the emotion prompts are simplified: Anger => Angry, Fear=>Scared, No Emotion=>No Feeling. There are two forms of the childrenâs version: the k-er40-a and k-er40-b.

A measure of verbal intellectual ability. It is a short version of the Penn Verbal Reasoning Test (PVRT  [1, 2]. It is a multiple-choice task in which the participant must answer age-appropriate verbal analogy problems [2]. The shortPVRT has a total of 8 questions from the regular PVRT, which has 29 questions. The 8 questions were chosen after a statistical analysis of the PVRT, which demonstrated that these 8 questions could predict the scores of the regular 29- questions PVRT. There is a one alternate form for the shortPVRT: the shortPVRT-B.

This stop signal paradigm focuses on stimulus selective stopping, in which subjects stop to one signal and ignore another.

http://psycnet.apa.org/journals/xge/143/1/455/

A questoinnaire that gets at motivational that systems underlie behavior. A behavioral approach system (BAS) is believed to regulate appetitive motives, in which the goal is to move toward something desired. A behavioral avoidance (or inhibition) system (BIS) is said to regulate aversive motives, in which the goal is to move away from something unpleasant.  

http://www.psy.miami.edu/faculty/ccarver/sclBISBAS.html

A 15-item scale that attempts to measure &#34;good self control&#34; using a likert scale (1-5)

http://www.ncbi.nlm.nih.gov/pubmed/15016066 

This is a brief self-report and informant-report version of the Grit Scale, which measures trait-level perseverance and passion for long-term goals.

http://www.tandfonline.com/doi/full/10.1080/00223890802634290

This 10-item questionnaire was designed to assess an individualsâ general personality using a reduced version of the Big-Five personality dimensions (openness, conscientiousness, extraversion, agreeableness, and neuroticism).  Subjects must respond to each question using a scale (1-7) where 1=strongly disagree, and 7=strongly agree.  

http://www.sciencedirect.com/science/article/pii/S0092656603000461

The UPPS+P assesses impulsivity across five facets: 1) premeditation, 2) positive urgency, 3) negative urgency, 4) perseverance, and 5) sensation-seeking.  Subjects must answer 59 questions (~11 questions each domain). 

http://www1.psych.purdue.edu/~dlynam/upps+p.doc

A 56-item questionnaire that measures attitude towards time perspective across five domains: past-negative, present-hedonistic, future, past-positive, and present-fatalistic.

ZTPI: Zimbardo Time Perspective Inventory
http://psycnet.apa.org/journals/psp/77/6/1271.pdf

Subjects will be presented with a 63-item questionnaire answerable through a Likert Scale (1=strongly disagree, 5=strongly agree).  These questions are designed to assess an individuals generalized ability to regulate behavior according to the seven-step model of self-regulation as proposed by Miller & Brown (1991).  These seven steps include: receiving, evaluating, triggering, searching, formulating, implanting, and assessment. 

A Follow-Up Psychometric Analysis of the Self-Regulation Questionnaire
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2431129/

The TSRQ determines the underlying motivational system used by individuals to regulate behavior.  According to the Self-Determination theory, motivation ranges from least to most self-determined, starting with 1) amotivation, 2) external, 3) introjected, 4) identified, and 5) integrated and intrinsic.  The TSRQ is a 15-item questionnaire, where each item is a reason for changing or engaging in a health behavior.  Subjects must respond to each question using a scale (1-7) where 1=not at all true, and 7=very true. 

On each trial, participants have to direct their attention to either a face or a house within a visual compound stimulus and judge the age of the shown example. Participants are instructed to determine whether to attend to face or house as follows: The category on the first trial of each block is instructed. Then, the category remained the same as long as the ages of the images in that category remained the same. If the age changed between trials, the participant should switch attention to the other category on the following trial. Finally, we told participants that no age comparison was required on the first trial after a switch.

3 factor eating questionnaire: cognitive restraint (CR), uncontrolled eating (UE), and emotional eating

Observing  
Describing 
Acting with Awareness
Non-judging of experience 
Non-reactivity to experience 

Attention to and awareness across several domains of experience in daily life (e.g., cognitive, emotional, physical, and general)

This questionnaire is a list of 34 forced choice questions designed to assess an individualsâ optimal level of stimulation.  Sample questions include: I would like to have a job which would require a lot of traveling (choice a) or I would prefer to have a job in one location (choice b).

Four factors below:
Thrill and adventure seeking (TAS)
Experience seeking (ES)
Disinhibition (DIS)
Boredom susceptibility (BS)

The SOC questionnaire assesses an individualsâ developmental regulation across three processes: 1) Selection, 2) optimization, and 3) compensation.  Subjects will be presented with 48 items (3 above + loss-based selection, 12 items each category) in which they must make a choice between an action corresponding to SOC behavior and an answer that is a distractor (reasonable alternative action not corresponding to SOC behavior).  

Subjects are presented with 6 statements regarding levels of physical activity.  Subjects must read all 6 statements and choose which statement best characterizes their physical behavior.

Subjects are presented with vignettes describing either moral dilemmas or non-moral (control) situations.  Each vignette is associated with a question requiring a yes/no answer, and the subject responds with a button press.

Similar to the traditional Stop Signal task except subjects stop to one &#34;stop signal&#34; (e.g., the imperative go stimulus turning blue) but not to another, similar &#34;ignore signal&#34; (e.g., the imperative go stimulus turning orange)

Subjects are given the default instruction of viewing a negative image. They have the option to press a button and switch their instructions to &#34;distract&#34; or &#34;reappraise.&#34; Electing to press the button and following those instructions will allow subjects to decrease the negative affect they are likely to be experiencing. However, to choose to distract or reappraise, subjects will have to proactively override their (inferior) default state of viewing, which requires monitoring and attention. 

Subjects must choose between smaller immediate monetary rewards or larger delayed rewards.  There are 27 total items divided into three groups depending on the size of the larger reward (small, medium, large).

The Montreal Cognitive Assessment (MoCA) was designed as a rapid screening instrument for mild cognitive dysfunction. It assesses different cognitive domains: attention and concentration, executive functions, memory, language, visuoconstructional skills, conceptual thinking, calculations, and orientation. Time to administer the MoCA is approximately 10 minutes. The total possible score is 30 points; a score of 26 or above is considered normal. Participants with 12 years of education or less are awarded an extra point.

The participant is presented with a set of words to learn. The words are then presented again, mixed with words that the participant has not seen/heard. The participant must correctly identify the previously presented words.

The participant is given verbal instructions such as &#34;make a fist&#34; or &#34;point to the ceiling&#34;. Execution of the command is scored as correct. The commands may be simple or complex (for example having multiple steps).

The participant is given a sheet of paper and a long envelope. The participant is instructed to pretend to send the letter to himself or herself. The participant is told to put the paper into the envelope, seal it, address it to himself or herself, and stamp it. If the participant forgets part of the task, reinstruction is given. Impairment on this item should reflect dysfunction in executing an overlearned task only and not recall difficulty. The five components to this task are 1) fold letter, 2) put letter in envelope, 3) seal envelope, 4) address envelope, 5) put stamp on envelope.

The participant is asked to draw a clock showing a specific time. The task is scored based on the number of features correctly drawn.

The participant is asked questions to test their orientation in time and place. These include questions about the date, day of the week, season, name of current hospital and name of city.

The NART was specifically designed to provide a means of estimating the premorbid intelligence levels of adult patients suspected of suffering from intellectual deterioration.
The NART comprises a list of 50 words printed in order of increasing difficulty. The words are relatively short in order to avoid the possible adverse effects of stimulus complexity on the reading of dementing subjects, and they are all &#39;irregular&#39; with respect to the common rules of pronunciation in order to minimise the possibility of reading by phonemic decoding rather than word recognition.
The subject reads aloud down the list of words and the number of errors made is recorded. WAIS Verbal, Performance and Full-Scale IQs can be predicted from this reading error score by inserting it into the appropriate formulae.
(Hazel E. Nelson, 1982)

The NART-R is a revision of the NART comprising 61 words with irregular pronunciations in North American English. It was standardized on participants from the USA and Canada.

The AMNART was developed for use in the USA. Words particular to British English were replaced and predicted IQ was re-standardised.

In the &#39;false belief&#39; condition of this task, subjects read a short vignette about a character, and then are asked to respond with &#39;True&#39; or &#39;False&#39; to a question that requires inferring the character&#39;s beliefs. A sample false-belief trial might be:

VIGNETTE: The Garcia family goes to a Red Sox baseball game. They leave early, when the Red Sox are up 5-1, and take the train home. While they are on the train, the game finishes with the Red Sox down 5-6.  
TRUE/FALSE QUESTION: When the Garcia family get off the train, they believe that the Red Sox have lost the game.

In the control or &#39;photo&#39; condition, subjects read a short vignette about an image, and then are asked to respond with &#39;True&#39; or &#39;False&#39; to a question that requires inferring the nature of the image. A sample photo trial might be:

VIGNETTE: In 1856, when a painter depicted the river in an oil painting that now hangs in the Metropolitan Museum, many trees grew along the riverbank. In 1913, the trees were cut down and replaced with bushes.
TRUE/FALSE QUESTION: In the painting, there are bushes lining the riverbank.

In fMRI paradigms, the contrast &#39;false belief&#39; > &#39;photo&#39; is used to isolate neural activation associated with Theory of Mind.

The subject views a flashing checkerboard with a vertical elongated shape. As a simplified retinotopic mapping procedure., this provides a rough definition of the boundary between some visual areas, e.g. V1 and V2. This is often contrasted with horizontal checkerboards.

The subject views a flashing checkerboard with a horizontal elongated shape. As a simplified retinotopic mapping procedure, this provides a rough definition of the boundary between some visual areas, e.g. V2 and V3. This is often used in conjunction and contrasted with vertical checkerboards. 

	Functional localizer to map various large-scale functional cognitive networks. These are the various contrasts obtained by opposing the simple tasks as defined in [Pinel 2007 &#34;Fast reproducible identification and large-scale databasing of individual functional cognitive networks&#34;]. This standard localizer is a simple and fast acquisition procedure based on a 5-minute functional magnetic resonance imaging (fMRI) sequence that can be run as easily and as systematically as an anatomical scan. This protocol captures the cerebral bases of auditory and visual perception, motor actions, reading, language comprehension and mental calculation.

This task examined cognitive functions involved on spatial mapping. The paradigm consisted in four categories of blocks. Each block was formed by a set of short events, in which visual instructions related to one or two conditions of the same kind were displayed. These four categories of blocks were characterized as follows: 
(1) saccade, in which ocular movements were performed according to the displacement of a fixation cross from the center towards peripheral points in the image displayed; 
(2) mimicry of object grasping with right hand, in which the corresponding object was displayed on the screen; 
(3) mimic orientation of rhombus, displayed as image background on the screen
Tasks of conditions  (2) and (3) were featured by the same visual stimuli in order to capture grasping-specific activity, using
right hand along with fingers; 
(4) mental judgement on the left-right direction of a hand displayed as visual stimulus; and
(5) mental judgement on the palmar-dorsal direction of a hand displayed as visual stimulus. 
The first three aforementioned conditions contained one active condition. In contrast, the forth and fifth blocks included two active conditions, referring each one to the relative directions of the hand represented.

This task tackles cognitive functions implicated on social cognition, namely mental abilities linked to the *theory of mind* or social interplay. There are three categories of blocks constituted by a set of events related to specific conditions. Each block integrates two conditions of the same kind. They can be described as follows: 
1. mechanistic audio: interpret short stories (presented as auditory stimuli) through mental reply (no active response was involved), featuring a cause-consequence plot;
2. mechanistic video: interpret short stories (presented as visual stimuli) through mental reply (no active response was
  involved), featuring a cause-consequence plot;
3 triangle mental: watch short movies of triangles, which
  exhibit a putative movement;
4 triangle random: watch short movies of triangles, which
  exhibit a random movement;
5 false belief audio: interpret short stories (presented as auditory stimuli) through mental reply (no active response was involved), featuring a false-belief plot;
6 false belief video: interpret short stories (presented as visual stimuli) through mental reply (no active response was involved), featuring  a false-belief plot;
7 speech sound: listen passively to short samples of human voices;
8 non speech sound: listen passively to short samples of natural sounds.

This is an emotional paradigm that include facial judgements of gender, trustworthiness and expression based on face photographs or photographs reduced to the eyes. More precisely, the following conditions were presented:
1 face gender: gender evaluation of the presented human faces;
2 face control: mental assessment on the slope of a gray-scale grid image that may be tilted or not;
3 face trusty: trustworthy evaluation of the presented human faces;
4 expression intention: trustworthy evaluation of the presented human eye images;
5 expression gender: gender evaluation of the presented human eye images;
6 expression control: mental assessment on the slope of a gray-scale grid image that may be tilted or not.

This is a language mapping task designed for fMRI, in which subjects are presented sequences of 10-items in rapid serial visual presentation. These sequences can be
1. A sentence with complex syntactic structure
2. A sentence with simple syntactic structure
3. A list of words
4. A sentence of jabberwocky
5. A list of pseudo-words (from the same distribution as jabberwocky)
6. Consonant strings
A probe is then presented and the subject has to respond whether it was one of 10 items of the previously presented sequence.
Each trial lasts 10 seconds.
Contrasts between these conditions can be used to probe syntactic-specific or semantic-specific responses.

Participants view images of virtual models dressed in underclothing or swimwear. Upon viewing each image, they are instructed to &#39;Imagine that someone is comparing your body to the body of the woman/man you see in the picture. That is, imagine someone is saying &#34;your body looks like hers/his.&#34;&#39; Participants view images from their own sex only.

For more details, see: http://www.sciencedirect.com/science/article/pii/S0191886910000735

Participants passively view point-light displays of either coherent human biological motion or scrambled versions of those same displays.

The revised Social Norm Processing Task (SNPT-R) is a paradigm enabling the study of behavioral and neural responses to intended and unintended social norm violations, among both adults and adolescence (Bas-Hoogendam et al., under review). 

The Yellow Light Game (YLG) is a computerized driving simulation task that was modified from the Stoplight Task (Gardner & Steinberg, 2005; Chein et al., 2011). Similar to the Stoplight Task, each run in the YLG involves participants driving on a straight road with 20 intersections, each controlled by a traffic light. Participants are instructed that the goal of the game is to get the fastest time. At each intersection, when the traffic light turns yellow, participants choose to either continue through the intersection (Go decision), or to stop the car (Stop decision); they are not able to accelerate or steer. Participants are instructed that Go decisions would result in the fastest time, unless another car is present on the cross street, in which case the participant would crash. Crashes double the time spent at an intersection compared to if the participant had decided to stop. Therefore, Go decisions are considered âriskyâ, whereas Stop decisions are considered âsafeâ. Upon completion of a run, participants are presented with their completion time and the number of crashes during that run.

A unique feature of the YLG is that there are three different types of intersections, which vary based on the timing of yellow light onset and the presence or absence of a car on the cross street. Some intersections have a 75% probability of crashing, others have a 25% probability of crashing, and the remaining intersections have a 50% probability of crashing. To prevent the task from promoting risk taking overall, the cumulative probability of crashing is set to 50% (i.e., 10 out of the 20 intersections have cars approaching on the cross street, resulting in a crash if the participant made a Go decision). This task feature is not explicitly communicated to participants, although participants have the opportunity to implicitly learn this information based on the differential timing of the yellow light onsets associated with each type of intersection. That is, intersections at which the light turns yellow earlier (i.e., when the participant was further away from the intersection) signal a greater crash probability. By including the different types of intersections, we are able to distinguish between adaptive and maladaptive risk taking, without promoting risk taking overall, as the cumulative probability of crashing is 50%. For more information about and access to the task, please visit: https://dsn.uoregon.edu/research/yellow-light-game/. 

Subjects are presented with a sequence of stimuli whose order is determined by a walk (e.g., Random, Eulerian, Hamiltonian) over an underlying network.

This task is intended to stimulate both primary visual and motor cortices.
During this task, subjects are instructed to tap their fingers (right-hand, left-hand or bilateral) on a visual cue, in the form of a black-and-white, flashing checkerboard, that appears on the screen. A fixation cross may also appear at the center of the screen to help subjects maintain their gaze.

The participant has to judge which one from two events taken from a fictitious story took place first. 
For this, the participant, need to be aware of the story.
This task probes mental Time Travel abilities.

A variant of this task consists in ordering the events in space (North/south, East/West). 

The episodic recombination paradigm (Addis et al., 2009) was designed to study episodic simulations (remembering past events, or imagining novel future events). In this paradigm, participants first provide a set of autobiographical memories, each comprised of a set of details, e.g., a person, place, and object. They later return for a separate session in which they are cued to recall some of these episodes. For the imagination trials, details concerning person, place, and object are experimentally recombined across events, and participants are asked to imagine an event that might occur in the future involving the recombined set of details. Participants press a button once they have constructed the past or future event and after that continue to simulate the event, generating as much detail as possible. This is typically followed by ratings of phenomenological characteristics of the simulated events, e.g., detail or difficulty. 

(description adapted from Addis et al., 2010)

Active avoidance paradigm, probing choice behaviour (avoidance or 
non-avoidance) in the face of stimuli associated with an aversive 
reinforcer (e.g. painful electric shock; CS+s), stimuli associated with 
the ommission of the aversive reinforcer (CS-), and, additionally, 
generalization stimuli (GSs), that are individually generated for each 
participant to be 75% reliably distinguishable from adjacent CS+s (on 
the basis of a previous perceptual task), and that are not associated 
with administration of the aversive reinforcer. On each trial, one 
stimulus is presented, and the participant must decide whether to make 
an avoidance response (press a key), or remain and face the consequences 
of that stimulus. Critically, making an avoidance response is associated 
with a small cost (e.g. one additional aversive reinforcer administered 
at the end of each block for every 5 avoidance responses made during 
that block, with total responses per block recorded on a counter at the 
bottom of the screen). The optimal strategy (in order to minimise number 
of aversive reinforcers received) is therefore to make an avoidance 
response if the stimulus is a CS+, but not otherwise (participants must 
learn the identity of each stimulus through trial and error). 
Generalization of instrumental avoidance is operationalized as avoidance 
responses made on GS+ trials.

The EAT is a modified Go/No-Go response inhibition paradigm providing behavioral and neural indices of both error awareness and inhibitory control. Participants are shown color words (e.g., red, blue, green) printed in congruent or incongruent fonts (as in a Stroop task) such that most stimuli are congruent (80%; e.g., the word “BLUE” in blue font). Congruent stimuli are Go trials requiring a button-press response (eg., button 1). In contrast, participants are to withhold button-presses when either the same color word is repeated on two successive trials (No-Go Rule-1) or an incongruent stimulus is presented (e.g., the word “BLUE” in red font; No-Go Rule-2). Continuously monitoring both No-Go rules is difficult and participants are predisposed to monitor for REPEAT (Rule-1) more so than INCONGRUENT trials (Rule-2). This leads to a sufficient number of errors (~45%), a portion of which remain undetected by participants (~10-20%). The task begins with words presented for 900ms followed by a 600ms inter-stimulus interval (ISI). To equate task performance across groups and maintain overall errors at ~45%, task difficulty dynamically adapts based on individual performance by varying the stimulus presentation and ISI durations. Participants indicate “error awareness” by pressing a separate 'error signaling button' (e.g., button 2) on the trial following a commission error.

This task assesses how participants emotion ratings can be influenced by others. In the first session, participants are presented with images of people in negative contexts. They are asked to imagine that they are the person in the picture and indicate, on a scale from 1 (Neutral) to 10 (Very Negative), how they feel. This part of the task is self-paced. Approximately one week later, participants come back to the lab and are shown how other people (for example, ingroup and outgroup members) rated the same images (sometimes no group feedback is presented). After each feedback presentation, participants are asked to rate the images once more. In reality, group ratings are experimentally manipulated based on the participants’ initial ratings during the behavioral session. Participants are shown ratings that are higher (+2, +3, +4) and lower (-2, -3, -4) than their initial scores with an equal distribution of higher/lower scores.

Subjects must compare pairs of letters regarding exact physical identity, name identity, or categorical identity by pressing one of two response keys. These three different instructions require increasing depth of processing stimulus information which is reflected by differences in response latency. 

Subjects must find a pathway within a grid from a cell A to a cell B. Typically, the path starts in the upper left corner and end in the lower right corner. After successfully exploring a grid by trial and error, the task repeats with the same hidden path and subjects have to reconstruct the previously explored path. The task is considered to have a a strong learning and planning component and as such measures executive functions.

A compensatory tracking task is a task that assesses eye–hand coordination, in which a user is operating a display that has an indicator and a zero point using a joystick, computer mouse, trackball, or other controlling device. The user must try to keep the indicator within the zero point while the indicator is being acted upon by outside forces.

A pursuit tracking task is a task that assesses eye–hand coordination, in which a user is operating a display that has an indicator controlled by a computer mouse, trackball, or other controlling device. The user must try to keep the indicator on a moving trail or road with or without preview. 

In a continuous tapping task, subjects must tap as quick as possible one key for a one minute test period. You can introduce different treatments by instruction, e.g. comfortable speed vs max speed, dominant vs non-dominant hand

In this task, participant play lotteries with gain and loss blocks. On gain trials they either win $1 or $0. On loss trials they either lose $1 or $0. The probability of winning or losing varies from trial to trial from 0.1 to 0.9 and is explicitly displayed in the form of a pie chart. The participants' task is to indicate whether they would like to reveal the outcome of the lottery or not, by selecting between two offers, each representing a different probability of having the outcome revealed. Whether they receive information about the outcome of the lottery or not is non-instrumental because the outcome of all lotteries are added to the participant's final payment, regardless of whether information was obtained. Therefore, information about the outcome of each lottery had no bearing on participants' actual earnings.
After selecting the offer (high or low probability of receiving information), participants are presented with a green knowledge cue, indicating that the outcome of the lottery is about to be shown to them ('WIN', 'ZERO' or 'LOSS'), or with a red ignorance cue, indicating that a non-informative outcome cue would follow ('XXXX'). Color associations are counterbalanced across participants.

Originally developed by Mednick (Mednick SA. 1968. Remote associates test. J Creat Behav.<br>2:213–214), the Remote Associates Test (RAT) asks examinees to look at 3 words, which are not obviously related by a single concept, and generate a 4th word that is related to all 3.  An example: putting, bean, envy are the stimulus words, and a correct answer is "green".<br><br>From Wikipedia: <br>The Remote Associates Test (RAT) is a creativity test used to determine a human's creative potential. The test typically lasts forty minutes and consists of thirty to forty questions each of which consists of three common stimulus words that appear to be unrelated. The person being tested must think of a fourth word that is somehow related to each of the first three words.[1] Scores are calculated based on the number of correct questions.<br><br>

This task is to measure how a participant's evaluation about a current partner's artwork is biased by the social feedback (regarding one's won artwork) from the current partner and previous partners. This task is for measuring self-protective motivation when receiving constant social evaluations. See Yoon et al (2018) https://rdcu.be/35Tm

Decision making task in which participants compare an offer with a set of alternatives with varying values and probabilities. Participants are given variable 'search horizons' i.e. attempts to get a new offer from the set of alternatives. In order to make optimal decisions participants need to reason prospectively, i.e. take into account future states. In other words, they need to plan a potential sequence of decisions. 

A task in which subjects view food images without specific instructions on image evaluation. Measures visual food cue reactivity.

A memory encoding task measures memory encoding mechanisms via multiple sensory modalities.

A task in which participants evaluate how well several short trait descriptions fit the self.

A task in which participants evaluate how well several short trait descriptions fit known or unknown others.

Social decision-making tasks comprise alternative forced choice tasks in which participants make decisions that are relevant for themselves as well as at least one other person. These decisions can be of any nature (most commonly monetary or dietary).

In this task, individuals are asked to make choices between two Holt and Laury style (10.1257/000282802762024700) gamble options, both alone and after viewing the choices made by two other players. For more details about the task, see: 10.1038/nn.4022.

Mental time and space judgment involved in allocentric mapping implemented in narratives.
Assuming that a time judgement is preeformed, this assesses chronestesia.

Task assessing the decision-making of potentially rewarding outcomes ( aka positive-incentive value) as well as the level of confidence of such type of action.

The task consists in concurrently processing of a variable number of items, irrespective of their location, orientation or other features.

Task involving concurrently processing of a variable number of items, while requiring high-encoding precision of items due to their multiple features, like location and orientation.

Participants are presented with stories  that portray characters suffering from emotional pain or physical pain.

The task relies on watching ---viewing and listening--- of a movie.

Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)

living/nonliving judgment on mirror-reversed and plain-text words

Short Penn Continuous Performance Test-Number and Letter Version

Stroop color-word task, Stroop color-word interference task, Stroop color naming task

covert reading task, silent reading task, silent production task

probabilistic classification learning task, weather prediction task

flanker task, NIH Toolbox Flanker Inhibitory Control and Attention Test

Sternberg task, delayed recognition task, Sternberg item recognition task

rhyming judgment task, rhyming task, rhyme task, rhyme judgment task, rhyme decision task, rhyming decision task

heat sensibilization / habituation, tonic stimulation model with continuous visual analogue scale

Baddeley&#39;s logical reasoning task, Baddeley&#39;s grammatical transformation task

dot-motion task, moving-dot task, RDM task, random-dot motion task

CPFd, Penn Face Memory Test - Delayed, PFMT, CPFd, CPFdelay, RCPFd