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

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

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

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

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Cognitive Abilities
Internal consistency
Test-retest reliability
Shifting
0,726
0,842
Divided Attention
0,866
0,85
Width of Field of View
0,806
0,998
Hand-eye Coordination
0,779
0,876
Naming
0,687
0,782
Focused Attention
1
0,905
Visual Scanning
0,862
0,922
Estimation
0,761
0,986
Inhibition
0,661
0,697
Phonological Short-term Memory
0,915
0,698
Contextual Memory
0,884
0,775
Visual Short-Term Memory
0,866
0,743
Short-Term Memory
0,853
0,721
Working Memory
0,85
0,696
Non-verbal Memory
0,787
0,73
Spatial Perception
0,611
0,907
Visual Perception
0,751
0,882
Auditory perception
0,652
0,904
Planning
0,765
0,826
Recognition
0,864
0,771
Response Time
0,873
0,821
Processing Speed
0,888
0,764
Cognitive Assessment for Dyscalculia Research (CAB-DC)

Reliability analysis of the evaluation (Only in English)Download

Cognitive Assessment for Dyscalculia Research (CAB-DC)

Innovative neuropsychological assessment for dyscalculia that allows for a complete cognitive screening and assessment of the risk index of having this math-based learning disorder.

Who is it for?

This product is not for sale. This product is for research purposes only. For more info see CogniFit Research Platform

Multi-platform

Cognitive Assessment for Dyscalculia Research (CAB-DC)

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

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

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

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+
Number of assessments*

* Assessment licenses can be used for any type of assessment

 

Computerized battery to evaluate and detect dyscalculia

Computerized battery to evaluate and detect dyscalculia

  • Evaluate the risk index of having dyscalculia
  • For children 7 and older, teens, and adults
  • Takes approximately 30-40 minutes to complete
  • Reliability analysis of the evaluation - Only in English Download

The Cognitive Assessment for Dyscalculia Patients (CAB-DC) from CogniFit is a leading professional tool made up of tests and tasks, aimed at quickly detecting and evaluating the symptoms, traits, and dysfunctions in the cognitive processes affected by dyscalculia.

This innovative online dyscalculia test is a resource that provides a complete cognitive screening, making it possible to understand cognitive strengths and weaknesses, and evaluates the users risk index for dyscalculia. This test is aimed at children 7 years and older, teens, and adults. Any user, whether an individual or a professional, can easily use this neuropsychological assessment battery.

The results of the assessment are available automatically after completing the assessment, which usually lasts about 30-40 minutes.

This learning disorder indicates a significant and persistent learning difficulty that affects the linguistic abilities associated with mental calculations. Clinical history and the evaluation of different areas, especially neuropsychology, are still the most effective tools to diagnose dyscalculia. Note that CogniFit does not directly offer a medical diagnosis of dyscalculia. We recommend using this dyscalculia test to complement a professional diagnosis, and never as a replacement for a clinical consultation.

Digitalized protocol for the evaluation of dyscalculia (CAB-DC)

Digitalized protocol for the evaluation of dyscalculia (CAB-DC)

This complete cognitive evaluation for the detection of dyscalculia is made up of a questionnaire and a complete battery of neuropsychological tests. It usually takes about 30-40 minutes to complete.

The person taking the test will answer a short questionnaire, which will evaluate the signs and symptoms for the user’s age, and will present the cognitive tasks directly after in the form of simple online games.

Well-being Questionnaire

A series of simple questions will be presented on-screen to detect the main diagnostic criteria, signs, and symptoms of dyscalculia. The questionnaire will adapt to the user’s age and will present questions appropriate for each age range.

Neuropsychological factors and cognitive profile

The CAB-DC will continue with a battery of tasks designed to evaluate the man cognitive factors shown to be affected by this learning disorder, paying close attention to executive functions. This test will use scales and tasks for each user’s age.

Complete results report

After completing the dyscalculia assessment, you will automatically receive a detailed report, where you will see the risk index of having dyscalculia (low-medium-high), warning signs, cognitive profile, results analysis, recommendations, and guidelines. The results offer valuable information, and makes it possible to identify support strategies or recommendations to see a specialist for more in-depth testing.

Psychometric Results

Psychometric Results

The Cognitive Assessment for Dyscalculia Patients (CAB-DC) from CogniFit uses patented algorithms and artificial intelligence (AI), which makes it possible to analyze thousands of variables and detect a possible risk of dyscalculia with very satisfactory psychometric results.

The cognitive profile from the neuropsychological report has a high reliability, consistency, and stability. Transversal research designs, like the Cronbach Alpha coefficient, were followed and reached scores of rougly 0.9. The Test-Restest analyses reached scores of close to 1.0, which shows high reliability and precision.

See validation table

Who is it for?

Who is it for?

The Cognitive Assessment for Dyscalculia Patients (CAB-DC) can be used for children 7 years and older and adults who may be living with dyscalculia.

Any individual or professional user can easily use this neuropsychological assessment battery, without the need for previous training or specialized knowledge in neuroscience or technological processes. It is especially designed for:

Individual users

Understand brain functions and cognitive strengths and weaknesses

Through the Cognitive Evaluation Battery for Dyscalculia, any user can know in an entertaining and reliable way the state of their cognitive abilities related to this disorder. In addition, the report will contain a risk index related to the symptoms of dyscalculia.

Healthcare Professional

Precisely assess patients and offer a complete results report

The neuropsychological assessment battery for dyscalculia from CogniFit makes it possible for healthcare professionals to detect, diagnose, and intervene in dyscalculia. Detecting the cognitive symptoms and dysfunctions is the first step in identifying this learning disorder and creating an appropriate neuropsychological intervention. This powerful software allows you to study multiple variables and offers complete personalized reports.

Schools and Educational Specialists

Detect the students that are at-risk for having dyscalculia. Help prevent academic difficulties and failure

This battery of neuropsychological tests makes it possible for teachers and educators without specialized training to objectively evaluate students and create complete personalized results to understand each student’s cognitive strengths and difficulties. This can help each student receive the extra help that they may need on an individual basis.

Parents, Guardians, and Individuals

Detect if a loved-one shows a risk of having dyscalculia

The dyscalculia test from CogniFit is a scientific resource made of simple and easy-to-use online games and tasks. This test makes it possible for anyone to evaluate the different neuropsychological factors identified in dyscalculia, even without any specialized training. The complete detailed report will allow you to see if there is a risk for dycalculia and detail guidelines for each user.

Researchers

Measures the cognitive abilities of study participants

CogniFit's Cognitive Assessment for Dyscalculia Patients (CAB-DC) helps to measure cognitive abilities related to this disorder in participants in our scientific research. The test methodology allows us to obtain a large amount of data in a comfortable and rigorous way.

Benefits

Benefits

This technological support tool based on scientific methodology to quickly and precisely evaluate the symptoms, traits, strengths, and weaknesses in the cognitive processes affected by dyscalculia has a number of benefits:

LEADING INSTRUMENT

The Cognitive Assessment for Dyscalculia Patients (CAB-DC) is a professional resource created by learning disorder specialists and neuropsychology. This leading instrument is being used by the scientific community, schools, universities, families, foundations, and medical centers around the world.

EASY-TO-USE

Any professional or individual user (healthcare professional, teacher, etc.) can use this neuropsychological assessment battery without any specialized training in technology or neuropsychology. The interactive format makes for an easy and quick management of patients and users.

USER-FRIENDLY

All of the tasks are automatically presented as fun, interactive games, which helps increase motivation and learning, especially in children.

DETAILED RESULTS REPORT

The Cognitive Assessment for Dyscalculia Patients (CAB-DC) offers quick and precise feedback, creating a complete analysis system for the results. This makes it possible to understand the user’s cognitive strengths and weaknesses and understand clinical symptoms, as well as the user’s risk index for dyscalculia.

ANALYSIS AND RECOMMENDATIONS

This powerful software makes it possible to evaluate thousands of specific recommendations tailored to each user's specific needs.

When should this dyscalculia test be used?

When should this dyscalculia test be used?

This assessment battery makes it possible to reliably detect the risk of presenting dyscalculia in children 7 years and older and adults.

We recommend using this test for anyone who you may suspect has dyscalculia. The early detection of this learning disorder can help minimize developmental difficulties and start an appropriate intervention program suitable for each profile.

This assessment battery also makes it possible for adults to understand their risk index for having dyscalculia. Many adults have lived their entire lives with dyscalculia and were never aware of the dysfunction. And, while they may have a normal, or even above average IQ, they may have been considered poor students. Without the early detection and proper management of this learning disorder, adults with dyscalculia may have problems at work or in social situations.

Below are some of the most representative symptoms of dyscalculia:

V2_ASSESS_Test_discalculia_CASES_SUBTIPOS
Most representative symptoms
Description
V2_ASSESS_Test_discalculia_CASES_SINT_1
Difficulties with mathematical calculations
Difficulties recognizing mathematical symbols
Problems aligning mathematical operations
Difficulties understand spoken word problems
General symptoms

Difficulties with mathematical calculations

People with dyscalculia have trouble processing mathematical language, which makes it difficult to do mathematical processes like adding, subtracting, multiplying, and dividing.

Difficulties recognizing mathematical symbols

People with dyscalculia may confuse symbols like “+” or “-“, which may create problems when using and applying them to mathematical operations.

Problems aligning mathematical operations

It is common to have trouble changing a vertically written math problem horizontally and vice versa. With operations like multiplication or division, someone with dyscalculia may have trouble aligning the right numbers and symbols in order to get the correct answer.

Difficulties understand spoken word problems

May present difficulties remembering the information given in the word problem, which can make it very difficult, or even impossible, to correctly write and carry-out the correct mathematical operation. It is also common to have trouble differentiating relevant and irrelevant information.

General symptoms

Aside from the purely mathematical problems, people living with dyscalculia may also have trouble telling time, they may get lost often, and they may have poor orientation.

V2_ASSESS_Test_discalculia_CASES_SINT_1_6

V2_ASSESS_Test_discalculia_CASES_SINT_1_6_A

Description of the diagnostic criteria questionnaire

Description of the diagnostic criteria questionnaire

Dyscalculia is characterized by a series of clinical signs and symptoms. These indicators can help you understand the risk of someone having this learning disorder. This is why the first part of the Cognitive Assessment for Dyscalculia Patients (CAB-DC) is a questionnaire made of questions that have been adapted to the diagnostic criteria and symptoms of dyscalculia for each age range.

The questions presented here are similar to those that can be found in a diagnostic manual, questionnaire, or evaluation scales. However, they have been simplified to be easily understood by almost any user.

Diagnostic criteria for children 7-18 years-old

Made up of a series of simple questions that should be answered by a parent or the professional in charge of the assessment. The questionnaire will cover the following domains: Mathematical language (comprehension of the mathematical symptoms, their meaning, and representation), Mathematical reasoning (numeric thinking, problem solving, logic, etc.), Social relationships (caused by frustration and frustration that may these math problems may have caused), Learning and development (dyscalculia is related to different familiar and developmental factors).

Diagnostic criteria for adults

A series of simple questions that can be completed by the professional in charge of the evaluation or by the person taking the test. The questionnaire will cover the following domains: Mathematical language (comprehension of mathematical symptoms, their meaning, and representation), Mathematical reasoning (numeric thinking, problem solving, logic, etc.), Academic history (due to the relation between dyscalculia and academic failure), Professional and social areas (difficulties with the relationship of calculations and daily life).

Description of the battery to evaluate the neuropsychological factors affected by dyscalculia

Description of the battery to evaluate the neuropsychological factors affected by dyscalculia

The presence of alteration in some specific cognitive skills may be indicators of dyscalculia. A general profile of the cognitive skills may indicate how severe the alterations are. Problems with calculations, academic difficulty, and social and emotional problems may be caused by deficits in different cognitive skills. These are the domains and cognitive skills evaluated in the dyscalculia test (CAB-DC):

Evaluated Cognitive Domains
Cognitive Abilities

Attention

Ability to filter distractions and focus on relevant information.

Excellent

8.2% above average

Focused Attention

Focused attention and dyscalculia. Focused attention is the ability to focus attention on a target stimulus, regardless of how long. We use focused attention in class or doing homework. When distracted, it’s possible to miss important information, which makes it more difficult to correctly complete math equations.

480Your Score

400Average

Inhibition

Inhibition, or inhibitory control, is defined as the ability for a human to inhibit or control their impulsive or automatic responses and generate responses mediated by concentration and reasoning. Inhibition has been described in some studies as one of the cognitive abilities most closely associated with mathematical issues; in this way, insufficient inhibition has been linked to dyscalculia.

476Your Score

400Average

Memory

Ability to retain or manipulate new information and recover memories from the past.

Excellent

7.8% above average

Phonological Short-term Memory

Phonological short-term memory is a component of our sensory memory that is responsible for retaining for a short period the phonological information we receive from our surroundings. The phonological loop and the central phonological executive mechanism (cognitive mechanisms closely associated with short-term phonological memory) have an essential role in mathematical ability.

672Your Score

400Average

Working Memory

Working memory and dyscalculia. It is important to keep in mind that an alteration in working memory may be a strong indicator of dyscalculia. Working memory is the ability to retain and use the necessary information to complete complex cognitive tasks, like mathematic operations. Poor working memory may make it difficult to do both complex and simple math problems.

747Your Score

400Average

Coordination

Ability to efficiently carry-out precise and organized movements.

Excellent

8.0% above average

Response Time

Reaction time and dyscalculia. Reaction time is the ability to perceive, process, and respond to a simple stimulus, like quickly and efficiently solving a simple math equation. People with slow response time often have trouble easily and fluidly completing math problems.

675Your Score

400Average

Perception

Ability to interpret the stimuli from one's surroundings.

Excellent

8.1% above average

Spatial Perception

Spacial perception is the ability humans have to understand and be aware of our relationship to the spaces around us and how we fit within those spaces. Numbers and arithmetic have a stong spacial component and proper spacial perception can be essential for proper learning, use, and manipulation of mathematical concepts.

473Your Score

400Average

Reasoning

Ability to efficiently use (organize, relate, etc.) acquired information.

Excellent

8.4% above average

Processing Speed

Cognitive processing speed and dyscalculia. Processing speed is the ability to process information quickly and automatically. People who have allegations in processing speed may take longer to understand and complete math problems. Slow auditory and verbal processing may cause problems when decoding numbers, letters, words, and sentences.

608Your Score

400Average

Language

Ability to understand and express verbal information (spoken, written, etc.).

Excellent

7.9% above average

Naming

Naming and dyscalculia. Naming is the ability to access a word from your vocabulary in order to correctly name an object or idea. An alteration in naming may cause difficulties when using mathematical language.

527Your Score

400Average

Evaluation tasks

Our Digital Cognitive Assessments

CogniFit digital tests are designed to measure a specific areas of cognition and are grouped together to form customized batteries based on the unique requirements of the study design and population. Learn more about our different tests and how they can support the unique needs of your study by exploring the details and demos below.

Tapping Test

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

Psychomotor Vigilance Test

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

Visual Working Memory Span Test

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

Naming Test

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

Multimodal Lexical Memory Test

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

Digit Span Test

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

Stroop Test

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

Visual Memory Test

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

Dyscalculia and The Brain

Dyscalculia and The Brain

Dyscalculia makes it difficult to understand and carry-out math operations. Neuroimaging studies have consistently shown the close relationship between dyscalculia and certain brain areas. Some of the most affect brain areas in dyscalculia are:

1 Intraparietal ridge

Recent studies have shown that the intraparietal ridge, especially in the right hemisphere, is one of the brain structures that shows anomalies in people with dyscalculia. This right intraparietal ridge is crucial for the correct processing of numeric information.

2 Frontal lobe

The frontal lobe, especially the prefrontal dorsolateral portion, is closely related to executive functions, like planning or working memory, which is both necessary to carry out calculations and solve mathematical problems. Dyscalculia may also cause an alteration in the cognitive abilities related to this area of the brain.

3 Superior Parietal Lobe

The right parietal lobe that interprets spatial information, while the left parietal lobe understand numbers, the manipulation of different objects, and writing.

4 Left Angular Gyrus

In charge of the verbal use of numbers.

Customer Service

Customer Service

If you have any questions about data operation, management or interpretation of our assessments, you can contact us immediately. Our team of professionals will solve your doubts and help you with anything you need.

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References

References

  • Von Aster, M. G., & Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental Medicine & Child Neurology, 49(11), 868-873.
  • Myers, T., Carey, E., & Szűcs, D. (2017). Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review. Frontiers in Psychology, 8, 1-17.
  • Kaufmann, L., & Aster, M. von. (2012). The Diagnosis and Management of Dyscalculia. Deutsches Aerzteblatt Online, 767-778.
  • Wang, L.-C., Tasi, H.-J., & Yang, H.-M. (2012). Cognitive inhibition in students with and without dyslexia and dyscalculia. Research in Developmental Disabilities, 33(5), 1453-1461.
  • Ashkenazi, S., Rubinsten, O., & Henik, A. (2009). Attention, automaticity, and developmental dyscalculia. Neuropsychology, 23(4), 535-540.
  • Zhang, H., & Wu, H. (2011). Inhibitory ability of children with developmental dyscalculia. Journal of Huazhong University of Science and Technology [Medical Sciences], 31(1), 131-136.
  • Ardila, A., & Rosselli, M. (2019). Cognitive Rehabilitation of Acquired Calculation Disturbances. Behavioural Neurology, 2019, 1-6.
  • Peters, L., Bulthé, J., Daniels, N., Op de Beeck, H., & De Smedt, B. (2018). Dyscalculia and dyslexia: Different behavioral, yet similar brain activity profiles during arithmetic. NeuroImage: Clinical, 18, 663-674.
  • Cheng, D., Xiao, Q., Chen, Q., Cui, J., & Zhou, X. (2018). Dyslexia and dyscalculia are characterized by common visual perception deficits. Developmental Neuropsychology, 43(6), 497-507.

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