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Welcome to CogniFit! Welcome to CogniFit Research!

Register your email below to begin to take care of your brain.

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 research account. This account is specially designed to help researchers with their studies in the cognitive areas.

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

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

You are going to create a personal account. This type of account is specially designed to help you evaluate and train your cognitive skills.

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 Battery (CAB)® PRO

Multi-platform

Reliability analysis of the evaluation (Only in English)Download

Cognitive Assessment Battery (CAB)® PRO

A collection of neuropsychological tests for health professionals and researchers. The assessment measures cognitive function and performs a complete cognitive screening, allowing users to quickly, conveniently, and accurately assess the well-being and cognitive profile of patients and research participants. Applicable via in-person consultation, in a laboratory setting, and remotely.

FDA Registration Number: 3017544020*.

Who is it for?

Cognitive Assessment Battery (CAB)® PRO

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

 

2,052,788 unique test-takers

1,196,561,103 data points

Professional computerized battery for assessing cognitive status

Professional computerized battery for assessing cognitive status

  • Evaluates the current state of the cognitive abilities of patients and participants.
  • Applicable for children over 7 years old, adolescents, adults, and the elderly.
  • The approximate duration of the test is 30-40 minutes.
  • Reliability analysis of the evaluation - Only in English Download

CogniFit’s Cognitive Assessment Battery (CAB)® PRO is a leading professional tool that allows researchers, doctors, psychologists, and other health professionals to study in-depth the cognitive profile of children 7 years old and older, adolescents, adults, and seniors.

The application of this evaluation is simple and intuitive, ensuring that any professional can apply it without difficulty. In addition, it is designed so that it can be used both face-to-face in a consultation or laboratory setting, as well as remotely from the homes of patients or participants.

This neuropsychological test takes approximately 30-40 minutes to complete and is done entirely online. At the end of the evaluation, a complete results report with the user’s neurocognitive profile is automatically obtained. In addition, the assessment provides valuable information that, as professionals, can help us to detect if there is a risk of any disorder or other problem, to recognize its severity, and to identify the most appropriate support strategies for each case.

This neuropsychological assessment is recommended for professionals who want to know more about the brain function or cognitive, physical, psychological, or social well-being of the patient or participant. We recommend using this cognitive assessment as a supplement to a professional diagnosis, and never as a substitute for a clinical diagnosis.

Digitalized protocol for the Cognitive Assessment Battery (CAB)® PRO

Digitalized protocol for the Cognitive Assessment Battery (CAB)® PRO

This complete and versatile online neurocognitive assessment tool for professionals consists of a screening questionnaire and a battery of neuropsychological tests made up of scientifically validated tasks.

These tasks are designed to measure the functioning of different cognitive areas, such as attention and concentration, perception, memory, executive function, and coordination, as well as physical, psychological, and social well-being.

With this set of tasks, the professional will be able to quickly and accurately identify and measure the main cognitive areas and well-being of the patient or participant:

Well-being Questionnaire

The user is presented with a series of easy-to-answer questions designed to better understand the degree of perceived well-being of the patient or participant in different areas of health (physical, psychological, and social well-being).

Neuropsychological factors and cognitive profile

This is followed by a battery of tasks aimed at assessing 22 fundamental cognitive abilities. This makes it possible to understand the user's complete cognitive profile. The assessment uses clinical scales and tests validated based on the age and gender of the patient or participant.

Complete results report

After completing the general cognitive assessment, the system automatically generates a full report detailing the cognitive state, degree of well-being (low-medium-high), symptoms and warning signs, neuropsychological profile, analysis of results, and recommendations. The results offer valuable information and the basis for identifying support strategies.

Psychometric Results

Psychometric Results

The Cognitive Assessment Battery (CAB)® PRO from CogniFit combines patented algorithms with artificial intelligence (AI) to analyze thousands of variables and get a complete cognitive profile with very precise results.

Each of the neuropsychological tasks contained in the Cognitive Assessment Battery (CAB)® PRO has been validated following rigorous scientific methodology. This makes it possible to guarantee psychometric characteristics appropriate for an effective evaluation of the cognitive state of the patient or participant. The cognitive profile of the neuropsychological report has high reliability, consistency, and stability scores. Based on transversal research designs, the evaluation received psychometric values for the Cronbach Alpha coefficient of roughly 0.9. The Test-Retest tests reached scores of almost 1, showing high reliability and precision.

See validation table

Who is it for?

Who is it for?

This Cognitive Assessment Battery (CAB)® PRO can be applied to a broad spectrum of the population, starting from children 7 years old and up, to teenagers, adults, and seniors, including both healthy individuals or those with any pathology.

To utilize this clinical program it is not necessary to have specialized knowledge in neuroscience or computers. It is especially aimed at:

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Health professionals

Precisely evaluate patients and offer a complete report

CogniFit's general neuropsychological evaluation battery can help healthcare professionals with the detection, diagnosis, and intervention of various disorders. Detecting symptoms and cognitive dysfunctions is the first step in identifying many disorders and guiding an appropriate neuropsychological intervention. With this powerful patient management software, you will be able to study multiple variables and offer complete personalized reports.

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Researchers

Measure the cognitive abilities of research participants

CogniFit’s Cognitive Assessment Battery (CAB)® PRO makes it possible to precisely measure a wide variety of cognitive skills. CogniFit's technology takes thousands of variables into account from the assessment activities in order to gather reliable data about the participant's cognitive state.

Benefits

Benefits

Using this computer support based on scientific methodology to quickly and accurately assess the cognitive status of patients or participants, their cognitive strengths and weaknesses, etc., offers multiple advantages:

LEADING INSTRUMENT

The Cognitive Assessment Battery (CAB)® PRO is a professional resource created by specialists in neuropsychology. The cognitive tests have been patented and clinically validated. This leading instrument is used by members of the scientific community, including universities, foundations, and medical centers around the world.

EASY-TO-USE

Any professional user (researcher, doctor, psychologist, etc.) can use this neuropsychological evaluation battery without having to have specialized knowledge about neuroscience or computing. The interactive format allows agile and efficient management. However, it is the job of a qualified professional to collect qualitative data, take clinical history into account, observe behavior, and make a clinical diagnosis.

USER-FRIENDLY

CogniFit cognitive test tasks are fully automated, so the patient or participant can carry them out independently from their own home. However, the professional also has the option to carry it out during an in-person consultation or in the laboratory.

DETAILED RESULTS REPORT

All clinical tasks are presented in an automated way in the form of engaging interactive games, facilitating their understanding and adherence, especially in the case of children.

ANALYSIS AND RECOMMENDATIONS

The Cognitive Assessment Battery (CAB)® PRO allows us to offer fast and precise feedback, building a complete results analysis system. It helps to recognize and understand clinical symptoms, strengths, weaknesses, and risk indices.

When is it recommended to use this Cognitive Assessment Battery (CAB)® PRO?

When is it recommended to use this Cognitive Assessment Battery (CAB)® PRO?

With its excellent psychometric results and easy application, the Cognitive Assessment Battery (CAB)® PRO from CogniFit is a great tool to that can be used in a wide range of cases.

Being a complete cognitive evaluation, the Cognitive Assessment Battery (CAB)® PRO allows us to identify both the strengths and weaknesses in multiple cognitive areas; it even allows us to identify indicators of possible disorders.

The neuropsychological tests from CogniFit can be useful for:

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Most representative symptoms
Description
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Obtain anyone’s cognitive profile
Identify cognitive strengths and weaknesses
Complement and deepen the clinical diagnosis
Help identify the needs for treatment and rehabilitation strategies
Tracking the results of the treatment or rehabilitation program

Obtain anyone’s cognitive profile

The user's neuropsychological profile is automatically gathered after the assessment is completed, and provides detailed information about the different main cognitive skills divided into areas: attention and concentration, perception, memory, reasoning (executive functions), and coordination, as well as physical, psychological, and social well-being.

Identify cognitive strengths and weaknesses

Understanding how different areas of the brain work allows us to determine cognitive status and recognize strengths and weaknesses. This battery can help us understand the possible roots of an individual’s difficulties.

Complement and deepen the clinical diagnosis

This neuropsychological examination is indicated both for people who have suffered known organic damage, as well as patients with different pathologies in which there is suspicion that there may be brain dysfunction.

Help identify the needs for treatment and rehabilitation strategies

This neuropsychological evaluation is not exclusively focused on identifying a possible alteration of the functions regulated by the cerebral cortex but is also aimed at helping to identify the needs for treatment, rehabilitation, or improvement that people affected by different disorders have.

Tracking the results of the treatment or rehabilitation program

The usefulness of the CogniFit neuropsychological assessment battery is not limited to providing a quick and accurate view of the patient's cognitive health. It is also used as a guide to assess the follow-up of patients over time, to know the degree of improvement that is being obtained as a result of treatment, and to establish correlations.

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Description of the diagnostic criteria questionnaire

Description of the diagnostic criteria questionnaire

In order to consider that a person is in good health, they need to be free of any alteration in the three areas of wellbeing. This is why the first step of the Cognitive Assessment Battery (CAB)® PRO consists of a questionnaire with screening tests that help detect alterations in any of the three areas of well-being, adapting the questions to each age bracket.

Physical Well-Being: Recent studies suggest that science holds valuable information about how close the relationship is between physical and mental states. Sleep, diet, and exercise are factors that determine physical well-being and that help determine good cognitive function.

Cognitive or Psychological Wellbeing: Psychological well-being integrates cognitive, affective, and emotional aspects in the different areas of human life. Mental or psychological well-being plays a crucial role in the health of the person and can result in alterations even in physical and social well-being.

Social Wellbeing: Having a rich, constant, and appropriate social environment favors good social health. There is an emotional transfer that happens when we interact with others.

Diagnostic criteria in children and adolescents from 7 to 17 years old

The questionnaire consists of a series of easy-to-answer items that must be completed by the guardian or the professional responsible for the evaluation. The questionnaire collects responses to questions in the following domains: physical well-being (good physical condition), psychological well-being (cognitive and emotional processes in good condition), and social well-being (maintains health and rich social relationships). These questions are adapted to teens and children of this age.

Diagnostic criteria in adults

The questionnaire consists of a series of easy-to-answer items that can be completed by the professional responsible for the evaluation, or by the person who performs the general cognitive evaluation test. The questionnaire includes items on the following domains: physical well-being (good physical condition), psychological well-being (cognitive and emotional processes in good condition), and social well-being (maintains health and rich social relationships). These questions are adapted to the routines and activities of adults.

Neuropsychological aspects evaluated: Battery of Tasks

Neuropsychological aspects evaluated: Battery of Tasks

The alteration of one of the cognitive skills, or a disturbance in one of the areas of well-being, may be sufficient to cause difficulties in daily life. A general profile of cognitive abilities can tell us which cognitive abilities are in good or bad condition, and how intense the scope of these possible alterations is.

For a complete profile of the cognitive status of the patient or participant we must measure different cognitive abilities of multiple areas:

Evaluated Cognitive Domains
Cognitive Abilities

Attention

Ability to filter distractions and focus on relevant information. Attention accompanies every cognitive process and is in charge of assigning cognitive resources depending on the relevance of both internal and external stimuli. Good attention skills are necessary for other high-level processes, like memory or planning. Attention is an essential process that requires the use of different parts of the brain, from the brainstem or the parietal cortex, to the prefrontal cortex. However, it seems that the right hemisphere has a predominant role in controlling attention. This cognitive area makes it possible to stay alert and pay attention to the stimuli when other irrelevant distractors are present, concentration for long periods of time, alternating attention between different activities, or dividing attention when two events are happening at the same time. These are the cognitive skills that make up attention and that are calculated in the General Cognitive Assessment.

Excellent

7.8% above average

Divided Attention

Divided attention is the ability to pay attention to more than one stimuli or activity at the same time. Tasks to evaluate Divided Attention:

This neuropsychological assessment was created with the classic Stroop Test (1935). This task will require the user to complete two tasks at the same time, which will cause them to divide their attention in order to be able to respond simultaneously to both activities.

553Your Score

400Average

Focused Attention

Focused attention is the ability to focus attention on the target stimulus, regardless of the duration. Tasks that measure Focus Attention:

The neuropsychological assessment tasks were based on the classic Continuous Performance Test (CPT) from Conners, the Test of Variables of Attention (TOVA), and the Visual Organization Task (VOT) de Hooper. In order to correctly complete the tasks, the user will have to detect the target stimulus in order to respond to it.

480Your Score

400Average

Inhibition

Inhibition is the ability to control impulsive or automatic responses, and generate calculates and careful responses using attention and reasoning. Tasks that measure Inhibition:

The tasks to evaluate inhibition were created using the Stroop Test, Test of Variables of Attention (TOVA), and the Continuous Performance Test (CPT) as references. During each of these activities, the stimuli will generate a tendency to answer a certain way, and the user will have to stop or inhibit this action at the right time.

734Your Score

400Average

Updating

Updating is the ability to supervise the actions being carried out in order to ensure that they are following the prepared plan of action. Tasks that evaluate Updating:

CogniFit's tasks to measure updating are based on different classic neuropsychological tests: The Stroop Test, NEPSY, Test of Memory Malingering (TOMM), the Test of Variables of Attention (TOVA), and the Wisconsin Card Sorting Test (WCST). The user will have to constantly supervise and check their actions to adapt to the requirements of the task.

737Your Score

400Average

Memory

The ability to retain or use new information and recover memories of the past. Memory allows us to store internal representations of knowledge in our brain and retain events from the past to use them in the future. Learning is a key process in memory because it makes it possible to incorporate new information or modify existing information in the previous mental schemas. After this coding and storage, the information, the memory, or the learning should be prepared to be recovered in the future. The hippocampus is a key brain structure in the mnesic process, and works actively during sleep to consolidate the information acquired during the day. These are each of the areas that make up the memory and will be evaluated in Cognitive Assessment of CogniFit:

Excellent

8.5% above average

Phonological Short-term Memory

Phonological short-term memory is the ability to retain a small amount of phonological information over a short period of time. Tasks to measure phonological short-term memory:

The task to assess phonological short-term memory was inspired by the Direct and Indirect Digits test from the Weschler Memory Scale (WMS), on the Continuous Performance Test (CPT), and the Rey Auditory Verbal Learning Test (RAVLT). In this task, the user will have to conserve the phonological information they heard for a short period of time.

524Your Score

400Average

Contextual Memory

Contextual memory is the ability to memorize and see the real source of a specific memory. Tasks that measure Contextual memory:

The contextual memory tasks were based on the classic Contextual Memory Test by Toglia (1993), the Test of Memory Malingering (TOMM), and the Test of Variables of Attention (TOVA). In these tasks, the user will have to keep information in their memory in order to recover it, even if the sensory input (auditory or visual) learning episode does not coincide with the recovery episode.

493Your Score

400Average

Short-Term Memory

Short-term memory is the ability to maintain a small amount of information over a short period of time. Tasks to evaluate Short-term memory:

The neuropsychological tasks that measure short-term memory were inspired by the Direct and Indirect Digits Test from the Wechsler Memory Scale (WMS), the Test of Memory Malingering (TOMM), on the Tower of London Test (TOL), and on the Continuous Performance Test (CPT). The user will have to retain a growing amount of information over a short period of time.

686Your Score

400Average

Non-verbal Memory

Non-verbal memory is the ability to code, store, and recover information about faces, shapes, images, melodies, sounds, smells, flavors, and sensations. Task to measure Non-verbal memory:

This neuropsychological task is based on the Continuous Performance Test (CPT), the Test of Memory Malingering (TOMM), the Visual Organization Test (VOT), NEPSY, the Tower of London test (TOL), and on the Corsi Cubes from the Wechsler Memory Scale (WMS). The user will be required to memorize visual information with little or no verbal content and reproduce it later.

478Your Score

400Average

Visual Short-Term Memory

Visual short-term memory is the ability to remember a small amount of visual information, like letters, words, etc. Task to measure Visual short-term memory:

This cognitive test is based on the Corsi Cubes from the Wechsler Memory Scale (WMS), on the Test of Memory Malingering (TOMM), and on the Tower of London test (TOL). The user will be required to remember visual information in order to replicate it later.

468Your Score

400Average

Working Memory

Working memory is the ability to retain and use necessary information for complex cognitive tasks. Tasks to evaluate Working memory:

The tasks that measure working memory are based on the Continuous Performance Test (CPT), the direct and indirect digits test from the Wechsler Memory Scale (WMS), the Test of Memory Malingering (TOMM), the Visual Organization Task (VOT), the Test of Variables of Attention (TOVA), NEPSY, and the Tower of London test (TOL). During these games, the user will have to use part of the information that is presented on the screen.

725Your Score

400Average

Naming

Naming is our ability to refer to an object, person, place, concept, or idea by its proper name. Tasks that measure naming:

The tasks that measure monitoring are based on different classic neurological tests: the NEPSY, the Test of Memory Malingering (TOMM) and the Test of Variables of Attention (TOVA). The user needs to be able to name the objects or words that appear on the screen, as well as know their sound.

585Your Score

400Average

Coordination

Ability to efficiently perform precise and ordered movements. Coordination allows us to perform our movements in a quickly and efficiently. The cerebellum is the brain structure responsible for making coordinated movements: from walking, holding a glass, or dancing ballet. It helps to maintain a coherence between our movements and the feedback we get from our senses. These are each of the cognitive abilities that make up the coordination and will be calculated in Cognitive Evaluation of CogniFit:

Excellent

8.0% above average

Hand-eye Coordination

Hand-eye coordination is the ability to complete activities that require the simultaneous use of hands and eyes. Tasks that measure Hand-eye coordination:

The neuropsychological tests that measure this skill were inspired by the classic Wisconsin Card Sorting Test (WCST), the Stroop Test, and the Test of Variables of Attention (TOVA), the Visual Organization Task (VOT). Many of these tasks will ask the user to move the cursor over the stimuli on the screen, which requires hand-eye coordination.

699Your Score

400Average

Response Time

Response time is the ability to perceive, process, and respond to a simple stimulus quickly and efficiently. Tasks to measure Response time:

The tests that measure this skill are based on the NESPY, the Test of Variables of Attention (TOVA), the Continuous Performance Test (CPT), the Test of Memory Malingering (TOMM), the Visual Organization Task (VOT), and the Stroop Test.

490Your Score

400Average

Perception

Ability to interpret the stimuli of the environment. Perception is responsible for identifying and making sense of the information received from our sensory organs based on our prior knowledge of the world. Perception is a process that can be given by different senses (like sight, hearing, touch, etc.), and that our brain is responsible for integrating, giving it a sense of whole. The brain areas associated to perception are responsible for uniting the information perceived by the different sensory organs so that we can interact effectively with external stimuli, regardless of the stimulated sensory organ. In order for the perceptual process to be carried out properly, a process of assimilation and understanding of the information received will be necessary. These are each of the cognitive capacities that form the perception and that will be calculated in Cognitive Evaluation of CogniFit.

Excellent

7.9% above average

Auditory perception

Auditory perception is the ability to interpret the information that reaches our ears through the sound waves in the air. Tasks to evaluate Auditory perception:

The neuropsychological tasks used by CogniFit to measure auditory perception are based on the classic Test of Memory Malingering (TOMM), NEPSY, and the Test of Variables of Attention (TOVA). All of these tasks will require the user to listen to some type of auditory information relevant to reaching a goal.

565Your Score

400Average

Estimation

Estimation is the ability to predict an outcome or generate a response when there is no other solution available. Tasks to measure Estimation:

In these activities, the user will have respond with the answer that they believe to be correct or closest to reality. The user will have to estimate different attributes of the stimulus, whether it be speed, direction, distance, or duration.

722Your Score

400Average

Recognition

Recognition is the ability to identify the stimuli that we have previously perceived (situations, people, objects, etc.). Tasks to measure Recognition:

This neuropsychological test was inspired by the Continuous Performance Test (CPT), the Test of Memory Malingering (TOMM), the Visual Organization Test (VOT), the Test of Variables of Attention (TOVA), and the NEPSY. The user will have to identify whether or not the stimuli that presented appeared previously.

501Your Score

400Average

Spatial Perception

Spatial perception is the ability to be conscious of the one's relationship with the environment around them. Tasks to measure Spatial perception:

The neuropsychological assessment tasks that measure spatial perception were inspired by the classic Tower of London (TOL), Visual Organization Task (VOT), the direct and indirect digits test from the Wechsler Memory Scale (WMS), the Test of Memory Malingering (TOMM), the Test of Variables of Attention (TOVA), and the Continuous Performance Test (CPT). The user will have to be able to correctly identify the distance and position of the stimuli in order to complete the task successfully.

633Your Score

400Average

Visual Perception

Visual perception is the ability to interpret the visual information that reaches the eyes through the visible light in the environment. Tasks to measure Visual perception:

This neuropsychological assessment tasks was inspired by the evaluation method in the Developmental Test of Visual Perception (DTVP), which integrated visual and visual-motor perception, complemented by notions of the classic Korkman, Kirk and Kemp test from 1998. There are also some characteristics of the Stroop Test, the Wisconsin Card Sorting Test (WCST), the Test of Memory Malingering (TOMM), and the Test of Variables of Attention (TOVA). The user must be able to correctly identify the images on the screen and respond to them correctly.

712Your Score

400Average

Visual Scanning

Visual scanning is the ability to actively and efficiently look for relevant stimuli in one's environment using sight. The tasks that measure Visual scanning:

The neuropsychological tests that CogniFit uses are based on the Test of Variables of Attention (TOVA), the Visual Organization Task (VOT), the Continuous Performance Test (CPT), and the Test of Memory Malingering (TOMM). In these tasks, the user will have to locate the target stimuli among irrelevant stimuli.

551Your Score

400Average

Reasoning

Ability to efficiently use (order, relate, etc.) the information acquired through the different senses. Through executive functions, we can access and use the information acquired in order to achieve complex goals. This set of superior processes makes it possible for us to relate, classify, order and plan our ideas or actions according to the needs that are imposed in the present or future. They allow us to be flexible and adapt to the environment. The executive functions make it possible to be effective in our day to day lives, solve problems and achieve our objectives even if there are modifications in the original plan. These are each of the cognitive abilities that make up the executive functions and will be calculated in Cognitive Evaluation of cogniFit:

Excellent

8.4% above average

Planning

Planning is the ability to mentally organize the best way to complete a future goal. Tasks to evaluate Planning:

The assessment tasks are based on various classic tests, like the Tower of London (TOL) test, the Visual Organization Task (VOT), the Test of Memory Malingering (TOMM), and the Corsi Cubes test from the Wechsler Memory Scale (WMS). The user will have to anticipate moves and think about how to organize answers in these tasks.

510Your Score

400Average

Processing Speed

Processing speed is the ability to process information quickly and automatically. Tasks that measure processing speed:

The assessment tasks to measure this skill are based on classic tests, like the Continuous Performance Test (CPT), the Wechsler Memory Scale in some tests, the Test of Variables of Attention (TOVA), the Visual Organization Task (VOT), the Test of Memory Malingering (TOMM), the Tower of London test (TOL), the NEPSY, the Stroop Test, and the Wisconsin Card Sorting Test (WCST). The time it takes to process and analyze the stimuli on the screen is essential for correctly completing these tasks.

458Your Score

400Average

Shifting

Shifting is the ability of our brain's ability to adapt our behavior and thinking to new, changing or unexpected situations. Tasks to measure Shifting.

The tasks that measure shifting are based on different classic neurological tests: The Stroop Test, Continuous Performance Test (CPT) and Wisconsin Card Sorting Test (WCST). The user will have to constantly adapt to environmental changes.

576Your Score

400Average

Evaluation tasks

Evaluation tasks

This multi-dimensional scientific resource uses multiple evaluation tasks. Here you can see examples:

The Rectangle Speed Exploration Test REST-HECOOR

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.

Circles and Hexagons Resolution Test REST-SPER

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.

Numbers and Shapes Processing Test REST-INH

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

The Numbers Sequencing Test WOM-ASM

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.

Musical Notes Estimation Test EST-II

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

Follow the Ball Synchronization Test UPDA-SHIF

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

The Mazes Programming Test VIPER-PLAN

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

Three Shapes Recognition Test WOM-REST

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.

Colors and Words Equivalencies Test INH-REST

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.

The Ball Coordination Test HECOOR

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

Glowing Circles Concentration Test VISMEM-PLAN

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

The Letters Decoding Test VIPER-NAM

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.

Objects Seen or Heard Before Identification Test COM-NAM

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.

Pictures and Words Inquiry Test REST-COM

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

Fast and Curious Estimation Test EST-I

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

Perspectives and Distances Estimation Test EST-III

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

The Ball and the Colors Simultaneity Test DIAT-SHIF

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

Brain and cognitive abilities

Brain and cognitive abilities

Our cognitive abilities arise from the coordinated activity of various parts of the brain. That is why it is essential that the different areas of the brain are in good condition if we want the cognitive abilities of patients or participants to adjust to the needs that may arise in their day to day:

1 Attention

Injuries that affect the reticular formation of the brainstem can cause coma in the patient, since this structure is closely related to attentional tone. Exogenous attention is related to the right parietal lobe and, when damaged, hemineglect can appear. On the other hand, the prefrontal cortex has an essential role in attention control and concentration; so when there is a deficit related to this structure, the ability to pay attention can be impaired.

2 Perception

Most studies have focused on visual perception and auditory perception. Visual perception requires the occipital and parietal lobes; while we use the temporal lobe to process auditory information. Although the amount of scientific literature devoted to other senses, such as touch, smell or taste is less, it is enough to affirm that the parietal lobe is also responsible for tactile information, while smell is interpreted in the olfactory bulb and in the piriform cortex. Finally, taste perception involves areas of the parietal lobe, the insula, the orbitofrontal cortex, or the cingulate cortex. Sensory information is integrated in the areas of association.

3 Memory

The brain area most related to memory is the hippocampus, which is one of the most studied structures through cases of patients with epilepsy. One of the most famous cases and that has contributed more information to the study of memory and the hippocampus has been the case of the patient HM. In any case, the hippocampus is not the only brain area related to memory, but it works in conjunction with many other parts of our brain, such as the prefrontal cortex.

4 Executive Functions

Executive functions have a very close relationship with the prefrontal cortex (especially the dorsolateral portion). In fact, this set of cognitive abilities has come to be known as 'Prefrontal Functions.' In addition, we also rely on structures such as the anterior cingulate cortex to properly perform these cognitive functions.

5 Coordination

Coordination would include brain areas related to motor activity, such as the frontal cortex and basal ganglia, as well as structures directly responsible for the precision and harmony of movements, such as the cerebellum. Injuries to these structures tend to cause the inability to move some parts of the body, or produce erratic and misaligned movements.

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References

References

Shatil E (2013). Does combined cognitive training and physical activity training enhance cognitive abilities more than either alone? A four-condition randomized controlled trial among healthy older adults. Front. Aging Neurosci. 5:8. doi: 10.3389/fnagi.2013.00008.Korczyn AD, Peretz C, Aharonson V, et al. - Computer based cognitive training with CogniFit improved cognitive performance above the effect of classic computer games: prospective, randomized, double blind intervention study in the elderly. Alzheimer's & Dementia: The Journal of the Alzheimer's Association 2007; 3(3):S171. Shatil E, Korczyn AD, Peretz C, et al. - Improving cognitive performance in elderly subjects using computerized cognitive training - Alzheimer's & Dementia: The Journal of the Alzheimer's Association 2008; 4(4):T492, Lubrini, G., Periáñez, J.A., & Ríos-Lago, M. (2009). Introducción a la estimulación cognitiva y la rehabilitación neuropsicológica. En Estimulación cognitiva y rehabilitación neuropsicológica (p.13). Rambla del Poblenou 156, 08018 Barcelona: Editorial UOC.cuatro (4): T492. Verghese J, J Mahoney, Ambrosio AF, Wang C, Holtzer R. - Efecto de la rehabilitación cognitiva en la marcha en personas mayores sedentarias - J Gerontol A Biol Sci Med Sci. 2010 Dec;65(12):1338-43. Evelyn Shatil, Jaroslava Mikulecká, Francesco Bellotti, Vladimír Burěs - Novel Television-Based Cognitive Training Improves Working Memory and Executive Function - PLOS ONE July 03, 2014. 10.1371/journal.pone.0101472. Gard T, Hölzel BK, Lazar SW. The potential effects of meditation on age-related cognitive decline: a systematic review. Ann N Y Acad Sci. 2014 Jan; 1307:89-103. doi: 10.1111/nyas.12348. 2. Voss MW et al. Plasticity of brain networks in a randomized intervention trial of exercise training in older adults. Front Aging Neurosci. 2010 Aug 26;2. pii: 32. doi: 10.3389/fnagi.2010.00032.

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