Count of total self-corrected errors, as part of Delis-Kaplan Executive Function System Color-Word Interference Test

Condition1: Color Naming; Condition2: Word Reading; Condition3: Inhibition; Condition4: Inhibition/Switching

2016-03-31

Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. Delis, D. C., Kaplan, E., & Kramer, J. H. (2001). Delis-Kaplan executive function system (D-KEFS). Psychological Corporation. Copyright 2001 by Pearson https://www.pearsonclinical.com/

Condition1, 2: Discontinue if the examinee has marked diffloulty or makes four uncorrected errors on the practice lines. Otherwise, discontinue the scored task after 90 seconds. Condition3: Discontinue if the examinee has marked difficulty or requires four corrections on the two practice lines, Otherwise, dlscontinue the scored after 180 seconds. Condition4: Do not administer Condition 4 if the examinee had marked difficulty or did not finish before the time limit was reached on Condition 3 (Inhibition). Discontinue if the examinee has marked difficulty or requires four corrections on the practice lines of Condiditon 4. Otherwise,discontinue the scored task after 180 seconds.

Condition1: This page has patches of color on It. I'd like you to say the colors as quickly as you can without skipping any or making mistakes. When you finish the first line, go on to this one. Now try these first two lines for practice. Good. Now, when I say begin, I want you to say the rest of the colors. Begin here and say each color, one after the other,without skipping any, When you finish this line, go on to this one . Keep saying the colors until you reach the end of the last line. Say the colors as quickly as you can without making mistakes. Ready? Begin. Condition2: Now look at this page with words printed on it. I'd like you to read the words aloud as quickly as you can without skipping any or making mistakes; When you finish this line, go on to this one. ). Now try reading these first two lines for practice. Good. Now, when I say begin, I want you to read the rest of the words. Begin here and read each word, one after the other, without skipping any. Keep reading the words until you reach the end. Read the words as quickly as you can without making mistakes. Ready? Begin. Condition3: Now look at this page. It's going to be a little harder than the other pages because the color names are printed in a different-colored, ink. For example, do you see how the word red is printed in green ink here? This time, you are to name the color of the ink that the letters are printed in and not read the word. So, what would you say for this one? Good. And this one? Now try these first two lines for practice. Good, Now, when I say begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed in; do not read the words. Begin here and say each ink color, one after the other, without skipping any. Keep saying the ink colors until you reach the end. Say the ink colors as quickly as you can without making mistakes. Ready? Begin. Condition4: This is the fourth and last page. This time, for many of the words, you are to do the same thing you just did: Name the color of the ink and do not read the words. But if a word is inside a little box, you should read the word and not name the Ink color. For example, what would you say for these first three words? Good. Now try these first two lines for practice. Very good. Now, when I say. Begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed tn or read tile word if it is in a box. Begin here and keep going until you reach the end. Say the ink colors or words as quickly as you can without making mistakes, Ready? Begin.

Thu Oct 19 14:04:26 EDT 2023

NIH/CIT/BRICS

Juilien Hsu

juilien.hsu@nih.gov

NIH/CIT/BRICS

Olga Vovk

olga.vovk@nih.gov