Executive Function Tasks

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1 Executive Functin Tasks Experiment Details PI: Dr Michelle Ellefsn 1 CPIs: Prf Claire Hughes 1, Flrrie Ng 2, Qian Wang 2 1 University f Cambridge 2 The Chinese University f Hng Kng 1

These EF tasks are available frm Dr Michelle Ellefsn s Thinking Games Website: http://instructlab.educ.cam.ac.

2 These EF tasks are available frm Dr Michelle Ellefsn s Thinking Games Website: Details f the structure f each f the EF tasks used fr this study are included in this dcument. Additinal task and infrmatin are available n the Thinking Games site. Yu can try ut the tasks by lgging int the site with the fllwing passcdes ffffffffff (10 lwer case letter f s) t see the UK children tasks gggggggggg (10 lwer case letter g s) t see the UK parent tasks hhhhhhhhhh (10 lwer case letter h s) t see the HK children tasks (with Cantnese instructins; nte we laded a versin f the tasks nt a server in HK s that any wrds within the tasks were als translated int Cantnese, but that server is nt lnger in peratin. Due t cnstraints in ur prgramming nly the English versin f the trials are available frm the main site) iiiiiiiiii (10 lwer case letter i's) t see the HK parent tasks (with Cantnese instructins see nte abve) Cntact Dr Michelle Ellefsn (mre33@cam.ac.uk) fr mre infrmatin, a cpy f the images used in the tasks, r if yu are interested develping a cllabratin that uses these tasks. 2

The Disks Challenge Overview The disks challenge is a Twer f Hani task and is a game that assesses individuals planning and prblem slving ability (similar t the Twer f Lndn.

3 The Disks Challenge Overview The disks challenge is a Twer f Hani task and is a game that assesses individuals planning and prblem slving ability (similar t the Twer f Lndn. It examines future riented planning skills (Welsh, 1991) as this task requires the player t pre-plan the cnfiguratin befre mving the disks. In this task, participants are shwn a picture f three disks (small, medium and large) and are required t arrange their disks in a few mves as pssible t match the picture, fllwing the rule that nly ne disk can be mved at a time and a larger disk cannt be placed n a smaller disk. Mre advanced stages include fur disks f fur differing sizes (extra-small, small, medium, large) Participants mve a disk by clicking n it and then clicking n the bx where they want it t g. Only ne disk can be mved at a time Large disks are nt allwed t be placed n small disks Participants can have up t 20 mves t slve a prblem An accurate slutin t a twer task is t mve arrange the disks in as few mves as pssible When participants are able t prvide an accurate slutin t the same twer task twice in a rw, then they mve t a mre difficult twer task Participants have up t six attempts t slve a twer crrectly twice in a rw This challenge ends when the participant is unable t slve a given twer with the fewest pssible mves twice in a rw within six attempts 3

Key References Welsh, M (1991) Rule-guided behavir and self-mnitring n the twer f Hani disk-transfer task. Cgnitive Develpment, 6, 59-76. Bishp, D.V.M., Aamdt-Leeper, G., Creswell, C., McGurk, R.

4 Key References Welsh, M (1991) Rule-guided behavir and self-mnitring n the twer f Hani disk-transfer task. Cgnitive Develpment, 6, Bishp, D.V.M., Aamdt-Leeper, G., Creswell, C., McGurk, R., & Skuse, D.H. (2001). Individual differences in cgnitive planning n the Twer f Hani task: Neurpsychlgical maturity r measurement errr? Jurnal f Child Psychlgy and Psychiatry, 42, Additinal Research Summaries The Twer f Hani task has been used with patients with frntal lbe damage. These participants perfrmed significantly lwer than cntrls highlighting the rle f the frntal lbes when cmpleting such tasks (Gal & Grafman, 1995). Pr perfrmance has als been recgnised in individuals with autism spectrum disrder (Oznff, Penningtn & Rgers, 1991). Studies have als shwn that perfrmance n the disks challenge is unrelated t IQ (Welsh, Penningtn & Grssier, 1991). Huizinga et al (2006) examined perfrmance in fur age grups (7 t 21 years) and fund a develpmental increase in perfrmance. Wrking memry and shifting were tw cmmn factrs that emerged frm cnfirmatry factr analysis. Wrking memry and shifting shwed develpmental change thrugh t adlescence. Instructin Slides 4

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7 Experiment Structure Six 3-ring prblems, including 2-, 3-, 4-, 5-, 6-, and 7-mve prblems and three 4-ring prblems, including 7-, 11-, and 15-mves (see Welsh, 1991 page 64) Fr each prblem, participants have up t six attempts t slve the prblem with the minimum number f mves (i.e., 2, 3, 4, 5, 6, and 7). Fr each attempt, participants have up t 20 mves befre they are mved nt the next attempt In rder t mve nt the next prblem, participants need t slve the prblem in the minimum mves n tw cnsecutive trials nce they have tw cnsecutive trials at the minimum mves, they g t the next ne (i.e., they dn t need t use up all six attempts) If a participant des nt slve the prblem in the minimum number f mves within their six attempts, then the challenge ends. Feedback When the participant first slves the prblem in the minimum number f mves, then when they see the next attempt they shuld see Let s try it again When the participant des nt slve the prblem in the minimum number f mves, then when they see the next attempt they shuld see Let s try it again with fewer mves Ntes abut the prgramming When an illegal mve is attempted, the disk is placed in the central lcatin The illegal mve isn t cunted twards the ttal mves t cmplete in the prgram in terms f reaching ceiling n the task until the participant mves the bject t a lcatin. Fr example, if the participant tries an illegal mve then fllws it with the mst efficient mve it is pssible fr them t cmplete the task in the crrect number f mves. This will be a prgramming glitch fr nw we ll need t adjust that when analyzing the data. (althugh that errr is recrded s that we knw if it happens, and hw many times, s we can add it t the scre later) Participant respnses cllected Disc mved (alng with lcatin) Timing fr each disc mve (RT, in msec); plus ttal time t cmplete the attempt Running tally f mves 7

8 Feedback Slides Cmmn Implementatin Issues Participants must slve each ne twice in the fewest number f mves befre they can mve t the mre challenging level. Sme participants may cmplete the disk arrangement but in the incrrect bx (i.e. nt the bx directly under the example) which will restrict them frm ging n t the next level- just remind participants f this rule. 8

9 The task stps when participants d nt reach criteria t mve t the next level. They get up t six attempts which smetimes participants find tedius s the researcher must prvide lts f encuragement. Taking lnger desn t always mean that the participants are struggling Participants may vary dramatically n the time taken t cmplete this task. Images The grey bxes arund the disks were created by ur research team The disks used in the task were created using shape creatin tls in Micrsft Office The images used t shw the varius mves in the instructin slides were created by ur research team Ggle image searches and Micrsft clipart were used t create the images used in this task. When using ggle searches, nly images freely available were dwnladed. 9

The Figures (Clur-Shape) Challenge Overview The clur-shape challenge is a measure f respnse inhibitin and attentin shifting. The gal f this game is t srt bjects by clur r by shape under time pressure.

10 The Figures (Clur-Shape) Challenge Overview The clur-shape challenge is a measure f respnse inhibitin and attentin shifting. The gal f this game is t srt bjects by clur r by shape under time pressure. On the screen an bject is presented (either a triangle r a circle which is either red r blue). The participant is required t srt this bject by shape r by clur (the rule is indicated at the tp f the screen). T cmplete the task, the individual must match the target shape t ne f the tw shapes presented beneath the target bject as quickly as pssible. There are fur different sets f trials One fr shape nly One fr clur nly Tw fr shape and clur This is an example f a COLOUR trial 10

11 This is an example f a SHAPE trial Key References Ellefsn, M., Shapir, L., & Chater, N. (2006). Asymmetrical switch csts in children. Cgnitive Develpment, 21, DOI: /j.cgdev Rgers, R. D., & Mnsell, S. (1995). Csts f a predictable switch between simple cgnitive tasks. Jurnal f Experimental Psychlgy: General, 124, Additinal Research Summaries A precursr t using this srt f task switching with children wuld have been child versins f the Wiscnsin Card Srt Task, Zelaz and clleagues (e.g., Zelaz, Frye and Rapus, 1998) created a mdified task fr very yung children called the DCCS. The standard DCCS prvides nly ne pprtunity t switch and desn t measure the speed f the switch Switching in the adult cgnitive psychlgy literature is lks mre specifically at accuracy and respnse times ver many trials with predictable and unpredictable switches (e.g., Rgers & Mnsell, 1995). These tasks prvide a measure f a switch cst that is the reductin f perfrmance when switching cmpared t repeating tasks. These tasks have been used in a number f studies with children (e.g., Cepeda et al., 2001, Crne et al., 2006; Ellefsn et al., 2006; Reimers & Maylr, 2005) and shw that switch csts decrease frm abut 5 years t arund 20, hld stable, then increase slwly after 30 years f age. The current task was develped by Ellefsn et al., 2006 as it is a way f cmbining the adult task switching literature with the basic rules f the DCCS. 11

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15 Experiment Structure There are 4 sets randmly presented sets; each set includes f 32 randmly presented items All clur 32 trials f all clur trials All shape 32 trials f all shape trials Alternating runs (2 blcks) Clur-Clur-Shape-Shape-Clur-Clur-Shape-Shape (etc.) fr 32 trials Shape-Shape-Clur-Clur-Shape-Shape-Clur-Clur (etc.) fr 32 trials In between sets, participants are given an pprtunity t take a break this can be as lng as needed 15

Participant respnses cllected Buttns pressed (left and right buttns are the nly nes accepted) RT (in msec) fr each buttn press Accuracy fr each trial Break and Feedback Slides Cmmn Implementatin

16 Participant respnses cllected Buttns pressed (left and right buttns are the nly nes accepted) RT (in msec) fr each buttn press Accuracy fr each trial Break and Feedback Slides Cmmn Implementatin Issues The switches are predictable, dn t wrry there are switch csts with predictable switches Participants nt engaged with the task culd just hit the same buttn thrughut. Make sure participants are nt resting their fingers n the keys as this may cause the site t crash. Participants wh cmplete this task in large grups shuld finish it at rughly the same time. Images 16

17 Micrsft Office shape creatin tls were used t create all items n the stimulus slides (including red/blue triangles and circles as well as the cues at the tp f the slide. These items were similar t thse used in previus (Ellefsn, Shapir, & Chater, 2006) Ellefsn, M.R., Shapir, L.R., & Chater, N. (2006). Asymmetrical switch csts in children. Cgnitive Develpment, 21, di: /j.cgdev Ggle image searches and Micrsft clipart were used t create the images used in this task. When using ggle searches, nly images freely available were dwnladed. 17

18 The Patterns Challenge Overview The patterns challenge is a mdificatin f the crsi blck task and is a measure f wrking memry. The aim f this game is t remember the sequences presented n the screen. In each trial the sequences gradually becme mre difficult with mre steps t remember. The participants see nine randmly placed squares that light up ne at a time, in a specific rder. The participants view a series f bxes that light up ne at a time, in a specific rder. The participant is required t remember this sequence and click n the bxes in the rder they lit up. There are tw parts f this task Frwards The aim f this game is t remember the sequences presented n the screen and click n the squares in the same rder they lit up. In each trial the sequences gradually becme lnger and mre difficult t remember. Backwards The secnd half f the game requires the participant t click n the bxes in the reverse rder that was shwn. Each part ends when the participant gets five sequences in a rw wrng. Given that the bxes light up in the rder abve, then 18

Participants wuld click n the bxes in the same rder as they were lit up fr the Frwards Task, but They wuld click n the bxes in the ppsite / reverse rder fr the Backwards task Key References Crsi, P.M.

19 Participants wuld click n the bxes in the same rder as they were lit up fr the Frwards Task, but They wuld click n the bxes in the ppsite / reverse rder fr the Backwards task Key References Crsi, P.M. (1972). Memry and the medial tempral area f the brain. Dctral Thesis: McGill University. Milner, B. (1971). Interhemispheric differences in the lcalizatin f psychlgical prcesses in man. British Medical Bulletin, 27, Additinal Research Summaries Pagulayan et al (2006) used the crsi blck task with children aged 7 t 14 years and a grup f adults aged 21. N gender differences emerged frm the data hwever perfrmance n the task did imprve with age between the ages f 7 and 14. There was n significant difference between the perfrmance f 14 year lds and 21 year ld individuals. 19

Kessels et al (2000) used the crsi blck task with individuals with cerebral lesins and fund that right

20 Bull, Espy & Weibe (2008) fund that perfrmance n the crsi blck task at age 4 predicted mathematics ability at age 7. Kessels et al (2000) used the crsi blck task with individuals with cerebral lesins and fund that right hemisphere patients perfrmance was prer than left hemisphere patients. The authrs cncluded that this task can effectively been used t examine visuspatial memry in brain damage patients. Instructin Slides 20

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sequentially, fllwing the rules fr the Frward Digit Span Task Fr each trial Participants will see a sequence f

22 Experiment Structure Frwards Task 2 items selected frm each length (2, 3, 4, 5, 6, 7, 8, and 9) the British Ability Scale s Frward Digit Span task (identical t the Differential Ability Scale) These 16 items are presented sequentially, fllwing the rules fr the Frward Digit Span Task Fr each trial Participants will see a sequence f blcks light up. Participants are prmpted t click n the blcks in the same rder Once they have finished they press a finished buttn 22

Participant respnses cllected Which bxes are clicked, and in which rder the bxes are clicked Timing fr each click (RT, in msec) Timing t cmplete the sequence (RT, in msec) Backwards Task 2 items

23 Participant respnses cllected Which bxes are clicked, and in which rder the bxes are clicked Timing fr each click (RT, in msec) Timing t cmplete the sequence (RT, in msec) Backwards Task 2 items selected frm each length (2, 3, 4, 5, 6, and 7)the British Ability Scale s Backward Digit Span task (identical t the Differential Ability Scale) These 12 items are presented sequentially, fllwing the rules fr the Backwards Digit Span Task Fr each trial Participants will see a sequence f blcks light up. Participants are prmpted t click n the blcks in the reverse rder Once they have finished they press a finished buttn Participant respnses cllected Which bxes are clicked, and in which rder the bxes are clicked Timing fr each click (RT, in msec) Timing t cmplete the sequence (RT, in msec) Accuracy fr the sequence Break and Feedback Slides 23

24 Cmmn Implementatin Issues Sme participants will perseverate with the change f rules during the backwards challenge d nt panic, this is part f what is being measured (keeping the new instructins in mind). The task stps after five cnsecutive errrs s participants shuld finish near the tp f their ability. Participants may vary dramatically n the time taken t cmplete this task. Images The grey backgrund and layut f the bxes were created by the research team using Micrsft shape creatin tls Ggle image searches and Micrsft clipart were used t create the images used in this task. When using ggle searches, nly images freely available were dwnladed. 24

25 The Sccer (Ftball) Challenge Overview The ftball challenge is a stp signal task and measures respnse inhibitin. The aim f the game is t indicate by pressing n the right and left arrw keys, which directin ne wuld run fr the ball. In this game the participant views a ball n a pitch. The ball is either n the far right r the far left n the pitch. The aim f the game is t indicate by pressing n the right and left arrw keys, which directin yu shuld run fr the ball i.e. press the right arrw if the ball appears n the far right and the left arrw if the ball appears n the far left. Hwever, if a whistle sunds NO keys must be pressed until the next ball image appears. The crrect keys must be pressed as quickly as pssible as bth accuracy and respnse times are cllected fr each respnse. Fr this trial the LEFT arrw wuld be pressed 25

Fr this trial the RIGHT arrw wuld be pressed Key Reference Lgan, G. (1994). On the ability t inhibit thught and actin: A users' guide t the stp signal paradigm. In D. Dagenbach & T. H. Carr (Eds.

26 Fr this trial the RIGHT arrw wuld be pressed Key Reference Lgan, G. (1994). On the ability t inhibit thught and actin: A users' guide t the stp signal paradigm. In D. Dagenbach & T. H. Carr (Eds.), Inhibitry prcesses in attentin, memry, and language (pp ). San Dieg, CA US: Academic Press. Additinal Research Summaries Senderecka et al (2012) cmpared perfrmance n the stp signal task between children with ADHD and typically develping children (matched n age and gender). Results indicated that typically develping children utperfrmed children with ADHD wh shwed significantly impaired inhibitry cntrl. This replicates previus wrk by Dimska et al (2003) wh fund that children with ADHD had slwer inhibitry prcess and Lipszyc & Schachar s (2010) meta-analysis wh als fund deficits in the reactin time f ADHD individuals n the stp signal task. Senderecka et al (2012) cncluded that the stp-signal task can effectively differentiate between children with hyperactivity and typically develping children. St Clair-Thmpsn & Gathercle (2006) examined executive functins and academic achievement in children aged 11 and 12. T gain infrmatin n children s inhibitry cntrl, they administered the stp signal task. Results revealed that inhibitin was linked t achievement in English, Mathematics and Science. 26

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Experiment Structure There are 3 sets f 36 randmly presented items that include equal numbers f stimuli with the ball n the left-hand and right-hand side In between sets, participants are given an

30 Experiment Structure There are 3 sets f 36 randmly presented items that include equal numbers f stimuli with the ball n the left-hand and right-hand side In between sets, participants are given an pprtunity t take a break this can be as lng as needed During each set abut 6/7 trials are STOP trials (i.e., a whistle blwing) Acrss the 3 sets, there are a ttal f 108 trials, with abut 20% f thse being STOP trials and 80% being GO trials Initially, the gap between the picture appearing and the whistle blwing is 250 msec If participant successfully inhibits a respnse after a whistle blws, then the gap increased by 50 msec fr the next STOP trial If the participant des nt inhibit a respnse after a whistle blws, then the gap is decreased by 50 msec fr the next STOP trial Participant respnses cllected Buttns pressed (left and right buttns are the nly nes accepted) RT (in msec) fr each buttn press Gap (in msec) between the stimulus and the whistle Accuracy fr the left/right and fr GO/STOP 30

Breaks and Feedback Slides Cmmn Implementatin Issues The gap between the picture and the whistle blwing increases the mre accurate the participant is.

This adjustment, means that mst participants will get abut half f the inhibitin trials crrect the imprtant measure is the inhibitin gap.

31 Breaks and Feedback Slides Cmmn Implementatin Issues The gap between the picture and the whistle blwing increases the mre accurate the participant is. This can ften be frustrating fr participants and the researcher needs t be aware f this t reassure the participant. This adjustment, means that mst participants will get abut half f the inhibitin trials crrect the imprtant measure is the inhibitin gap. Participants smetimes press the buttn t quickly r may rest n keys (withut realizing it) and then think that the slide hasn t mved ahead. D nt wrry abut this as we can remve these trials just press the buttn t mve the participant t the next trial. Make sure participants are nt resting their fingers n the keys as this may cause the site t crash. Participants wh cmplete this task in large grups shuld finish it at rughly the same time. Images Ggle image searches and Micrsft clipart were used t create the images used in this task. When using ggle searches, nly images freely available were dwnladed. 31

32 The sccer ball used thrughut the task was dwnladed frm: [insert website] 32

Acknwledgements Our Funding (ES/K010255/1) Initial

previus grant frm (prgramming by Dr Geff Martin).

Department f Educatin, thrugh Grant R305A110932 t the

33 Acknwledgements Our Funding (ES/K010255/1) Initial Develpment f the Thinking Games Website funded by a previus grant frm (prgramming by Dr Geff Martin). The research reprted here was supprted by the Institute f Educatin Sciences, U.S. Department f Educatin, thrugh Grant R305A t the University f Cambridge. The pinins expressed are thse f the authrs and d nt represent views f the Institute r the U.S. Department f Educatin. 33

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