Good Job
You have completed the test in minutes
You had correct answers
Instructions
1. When you see a problem on the screen, you have to give an answer. This means pressing number 1 if you think the solution to the problem is correct. Press number 2 when you think that the solution to the problem is incorrect. Please, use the numeric key pad, on the right side of the keyboard, to give your answer.
2. Answer as quickly as you can by pressing the appropriate key. The computer measures your response in thousands of a second. A "guessing" response is inappropriate. Try to avoid guessing.
Press 1 or 2 to start the exam
Total:
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You had correct answers
Red labeled rows are the one where the examinee answered a wrong answer.
| # | Assignment | Answer | ExamineeAnswer | Time Elapsed |
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| Variable | Raw Score | Z-Score | Standard-Score | Percentile | Verbal Classification |
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Total Time (minutes)
This measure reports the total time it took the individual tested to complete the answers for all problems,
it is reported in minutes (the time of anticipatory response is not count in the total time).
This variable is also known as response rate, reaction time or hit rate. Other researchers have found response rate to be a very important measure in assessing attention level.
On the MATH-CPT, the two most important variables in assessing attention
level are the response rates (or total time) and the number of correct answers.
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| Standard Deviation-Time
This measure assesses the standard deviation of the reaction time on all problems of the test. The measure assesses the consistency of the examinee’s reaction time. Consistent performance is reflected in similar reaction times for the various problems. A lower SD raw score and a higher z-score, standard score and percentile indicate better performance. Inconsistent performance will result in a higher raw score and a lower z-score, standard score and percentile.
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| Anticipatory Responses
A pilot study prior to the final construction of the MATH-CPT indicated that a simple arithmetical problem, such as those on the MATH-CPT, requires no less than 500 milliseconds (or half a second). This means that any answer given faster than 500 milliseconds is a guess or an anticipatory response or indicates that the respondent has held the key down longer. These responses are counted as anticipatory responses and not as correct or incorrect responses. Anticipatory responses are a major factor in assessing participants’ impulsivity, as in many other CPT-type tests.
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| Fast Wrong Responses
This measure represents the number of wrong responses given faster than the average response rate of the individual performing the test. The average response rate is calculated by dividing the total time by the number of all questions. In making this type of response, the examinee may have answered the wrong answer due to impulsivity. The fast-wrong responses are added to the anticipatory responses to yield the measure of total impulsivity. It is important to note that ‘Fast-Wrong-Responses’ is a weaker measure of impulsivity than anticipatory response. Therefore, it is better to describe it as light impulsivity.
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| Total Impulsivity
This variable assesses the examinee’s overall impulsivity level. Total impulsivity comprises anticipatory responses and fast-wrong responses. Impulsivity is one domain in a diagnosis of ADHD. The other two are attention and hyperactivity.
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| Total Correct Responses
This measure reports the number of correct answers out of the test’s number of problems and serves as a measure of attention, one of the most important variables in a diagnosis of ADHD. The other two are hyperactivity and impulsivity. The underlying assumption of this variable is that any person answering the test should know the answers to the simple mathematical problems presented on the screen. The reason for giving a wrong response is lack of attention in answering regardless of the individual’s ability to answer correctly.
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| Attention Score
This number is the result of a combination of several of the test variables found to discriminate between a normal population and individuals with ADHD. The statistical procedure of discriminant function analysis was used to yield this number. This formula should indicate whether the individual being tested should be diagnosed as having ADHD. A raw score below 0.0 (or a negative number) is an indication of a normal score. A score of 0.0 or above (a positive number) is an indication of ADHD. If the number is positive. other variables should be examined in order to understand the nature of the problem. Considering the importance of this measure, we recommend that in deciding about any diagnosis you exercise caution in using the borderline raw scores of the Attention score, which ranged from 0.3 to ‑0.3.
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| Sustained Attention-Time
This variable reports the examinee’s performance by comparing the different parts of the test from beginning to end. This measure uses a special formula to calculate the response rate by comparing the nine parts of the test, each with 50/30 problems, from beginning to end. Improvement in the response rate indicates improved sustained attention. Taking more time to respond toward the end of the test indicates that the examinee has lower sustained attention. A lower raw score (and higher Z-score, standard score and percentile) indicates improved sustained attention
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| Sustained Attention SD
This variable reports the examinee’s performance by comparing the different parts of the test from beginning to end. This measure uses a special formula to calculate the standard deviation by comparing the nine parts of the test from beginning to end. An improvement in the standard deviation indicates smaller raw score and improved sustained attention standard deviation. In such a case, performance toward the end of the test is more consistent. A larger raw score toward the end of the test indicates a lower sustained attention standard deviation or performance that is less consistent. A lower raw score (and higher Z-score, standard score and percentile) indicates better sustained attention—SD.
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| Sustained Attention-Impulsivity
This variable reports the examinee’s performance by comparing the different parts of the test from beginning to end. This measure uses a special formula to calculate total impulsivity, which is a combination of anticipatory responses and fast-wrong responses, by comparing the nine parts of the test (consists of the 50/30 problems) from beginning to end. A decrease in the number of impulsive responses (lower raw score) signifies improved sustained attention – impulsivity or less impulsive performance toward the end of the test. An increase in the number of impulsive responses toward the end of the test signifies lower sustained attention – impulsivity. A lower raw score (and higher Z-score, standard score and percentile) indicates better sustained attention – impulsivity.
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| Sustained Attention-Correct
This variable reports the way the person tested performed the task by comparing the different parts of the entire test from the beginning to the end. This measure uses a special formula to calculate the correct responses by comparison of the nine parts of the test, from the start to the end. If the raw score of the correct responses increases (a larger number), it signifies a better sustained attention-correct responses at the end of the test, while a smaller number toward the end of the test signifies lower sustained attention-correct responses. A higher raw score (and higher Z-Score, Standard Score, and Percentile) indicates better sustained correct answers.
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| Variable | 1st | 2nd | 3rd | 4th | 5th | 6th | 7th | 8th | 9th |
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Having invalid results could happen based on one of the following three reasons: Too many anticipatory answers (an answer is given faster than 500 milliseconds) is a guess, anticipatory response, or holding the key of the keyboard longer. Twenty or more anticipatory response may cause the profile to be invalid. Administering the MATH-CPT to children younger than 12 (for the adolescents/adults version), or 8 years old (for the children/adolescents version) may yield misleading results. The MATH-CPT should not be used with individuals with severe dyscalculia (dyscalculia is defined as an impairment in mathematics learning disorder). Individuals with mild or moderate dyscalculia may be tested without concern.
This number is based on a combination of several variables of the test found to discriminate significantly between 'normal populations' to individuals with ADHD. This was achieved by the statistical procedure of discriminant function analysis and receiver operator characteristic-ROC. This formula should provide the information if the person who is tested should be diagnosed as having ADHD. In such a case, there is a need to look at other variables in order to understand the nature of the problem. Considering this important measure, it is recommended that in the adolescents/adults version, to use borderline raw scores of the attention score, which ranged from 0.3 to -0.3, with caution in deciding about any diagnosis.
This measure reports the total time it took the person tested to complete the answers for all 450 problems (for the adolescents/adults version, or 270 problems in the children/adolescents version). If one divides the total time by the total number of items in the test. Other names used to report this variable is ‘response rate,’ ‘reaction time,’ or 'hit rate.' In research done by others, it was found that the response rate was a very important measure in the assessment of attention level. In the MATH-CPT, the two most important variables in the assessment of attention level are the response rates (or total time) and a number of correct answers.
This measure assesses the standard deviation of the reaction time of all the problems of the test. It is a measure assessing the consistency of the person tested concerning the reaction time. Consistent performance shows a similarity in the reaction time between the problems, it means: a lower raw score of the SD, and higher z-score, standard score, and percentile. The inconsistent performance will result in a higher raw score, lower z-score, lower standard score, and lower percentile.
A pilot study prior to the final construction of the MATH-CPT indicated that a simple mathematical problem, such as in the MATH-CPT, requires no less than 500 milliseconds (or half of a second). The meaning of this finding is that any answer given faster than 500 milliseconds is a guess, anticipatory response, or holding the key of the keyboard longer. In such cases, these responses are counted as 'anticipatory response' and not a correct or a wrong response. Anticipatory responses are a major factor in the assessment of impulsivity of the participants, as done in many other CPT type tests.
This measure is the count of the wrong response given faster than the average response rate of the person performing the test. The formula of the average response rate is the total time divided by the total number of questions in the test. In performing this type of response, there is a chance that the person tested answered the wrong answer due to impulsivity. The fast-wrong response is added to the anticipatory responses to yield the measure of total impulsivity. It is important to note that this is a weaker measure of impulsivity compared to the measure of anticipatory response; therefore, it is better to describe it as a 'light impulsivity.'
This variable assesses the overall impulsivity level performed by the person tested. The total impulsivity consists of the 'anticipatory responses' and the 'fast-wrong responses.' Impulsivity is one domain in the diagnosis of ADHD. The other two are attention and hyperactivity.
This measure reports the number of correct answers out of all the problems presented in the test (450 problems for adolescents/adults version or 270 for children/adolescents version). This is the measure of 'attention.' It is one of the most important variables in the diagnosis of ADHD. The other two are hyperactivity and impulsivity. The explanation for this variable is as follows: any person answering the test should know the answer to the simple mathematical problems presented on the screen. The reason for giving a wrong response is the lack of attention in giving the answer regardless of their ability to give a correct answer.
This variable reports the way the person tested performed his or her task by comparing the different parts of the test from the beginning to the end. This measure uses a special formula to calculate the response rate by comparison of the nine parts of the test, from the start to the end. If the response rate improves, the meaning is that there is a better-sustained attention-time. When the test taker takes more time to respond toward the end of the test,it indicates that there is a lower sustained attention. A lower raw score (and higher Z-Score, Standard Score, and Percentile) indicates that there is better-sustained attention-time.
This variable reports the way the person tested performed his her task by comparing the different parts of the test from the beginning to the end. This measure uses a special formula to calculate the standard deviations by comparison of the nine parts of the test, from the start to the end. If the standard deviation decreases,the meaning is a smaller number and a better-sustained attention-standard deviation. In such a case, a more consistent performance toward the end of the test is observed. A larger number toward the end of the test, the meaning is a lower sustained attention-standard deviation or less consistent performance. A lower raw score (and higher Z-Score, Standard Score, and Percentile) indicates better-sustained attention SD.
This variable reports the way the person tested performed his/her task by comparing the different parts of the test from the beginning to the end. This measure uses a special formula to calculate the total impulsivity, which is a combination of the anticipatory responses and the fast-wrong responses, by comparing the nine parts of the test, from start to end. If the number of impulsive responses decreases (which signifies by a smaller raw score), it signifies a better-sustained attention-impulsivity or less impulsive performance toward the end of the test. When a larger number appears toward the end of the test, it indicates that there is a lower sustained attention-impulsivity. The lower raw score (and higher Z-Score, Standard score, and Percentile) indicates better-sustained attention impulsivity.
This variable reports the way the person tested performed his/her task by comparing the different parts of the entire test from the beginning to the end. This measure uses a special formula to calculate the correct responses by comparison of the nine parts of the test, from the start to the end. If the number of raw score of correct responses increases (a larger number), it signifies a better-sustained attention-correct response, while a smaller number toward the end of the test signifies a lower sustained attention-correct response. The higher raw score (and higher Z-Score, Standard Score, and Percentile) indicates better-sustained attention correct answers.