Cognitive-physical-functional correlates in chronic brain injury: a pilot study

Number Series: The examinee is presented with a series of numbers with one number missing. The examinee must determine the missing number.

Concept Formation: The examinee is presented with a complete stimulus set from which to derive a rule for each item. Except on the last several items, the examinee is given immediate feedback regarding the correctness of each response before a new item is presented, thus providing a controlled learning task.

Verbal attention: The task requires the examinee to listen to an intermingled series of animals and digits presented on the audio recording. The examinee is asked to answer a specific question regarding the sequence.

Object number sequencing: The examinee is asked to listen to a series of digits and words on the audio recording, such as “dog, 1 shoe, 8, 2, apple.” The examinee is asked to answer a specific question regarding the sequence – for example: “Say the animal that came before the 5.

Rapid picture naming: The examinee names a series of stimulus pictures in a 2-minute period (verbal fluency).

Retrieval fluency: The examines names as many examples as possible from a given category within a 1 minute time period (e.g. things to eat or drink).

Story recall: The test requires the examinee to recall increasingly complex stories that are presented from an audio recording. After listening to a passage, the individual is asked to recall as many details of the story as he or she can remember.

Visual auditory learning: The examinee is asked to learn, store, and retrieve a series of visual-auditory associations (rebuses) that are eventually combined into phrases of increasing length and complexity.

Pair cancellation: In a 3-minute time period, the examinee is asked to locate and mark a repeated pattern as quickly as possible. This task provides information about interference control, sustained attention, and processing speed.