ANT Manual - sonares.nlSonares BV [email protected] . 2. 3 Installation stand-alone license 5...

ANT

© March 2011

Manual

LMJ de Sonneville

Sonares BV www.sonares.nl [email protected]

2

3

Installation stand-alone license 5 Installation multi-user (network) license 6 ANT system configuration 7 Standard procedure ANT task administration 8 Make a back-up of the data base 8 Registration as a tester 9 Login procedure 10 ANT start screen 11 Define a project 12 Define a model (1), default settings 13 Alternative way to define a model 14 Parameter setting of Pursuit and Tracking 15 Add a model to a Project 16 Enter personal information of testee 17 – 18 Create testee codes for later use 19 Administration of a task 20 – 22 Instruction 20 Practice trials 20 Test trials 21 Interruption of task administration 22 Task data 22 Export computed data 23 – 25 Select testees for export of data 25 Export raw data 26 – 27 Export tables and graphs 28 – 34 Print tables 29 Export tables 30 Print and export z-score bar graphs 31 Print and export line graphs 32 Export performance-norm graphs 33 – 34 Conversion of old databases 35 – 36 21 CFR part 11, permitted changes in the database 3 7 – 39 Recalculation of z-scores 38 Requesting a Change record 39 Define a model (2), adjusting settings 40 – 48 Timing between stimuli 40 Adjustment of general parameters 41 Spacebar as response button 42 Adjustment of task-specific parameters 43 – 47 Adjustment of mike and headset 48 ANT project tree 49 ANT taskbar and toolbar 50

CONTENT

4

CONTENT (continued)

The menu tabs, remaining options 51 – 56 In the main menu 51 Assessments tab 52 Testee tab 53 Data tab 54 Projects tab 55 – 56 Content task instructions 59 Tips for the administration of tasks 61 – 62 Task instruction – general procedure 63 Task instructions 64 – 103 Frequently Asked Questions (FAQ) 104 – 105 Maintenance of software and hardware 106 – 110 License renewal or adjustments 106 – 107 Check license expiration date 108 – 109 Update of firmware of CM-stick 110

How to keep track of instructions and actions

(#)

#: text Actions by tester

Window transitions

text Remarks

5

ANT INSTALLATION STAND-ALONE LICENSE

1 Insert CM-stick in USB port of the stand-alone system. The CM-stick has a flash memory capacity of 2 Gb, for example to back-up your database(s).

2 Copy the ANT folder on the CM-stick to the hard disk and double-click on the file Setup.exe* (NOT on the stick) and follow the directives of the installation wizard.

a. Per default the program will be installed in C:\Program files\SONARES\ANT 4.0. You may install the program elsewhere.

b. Do not use a folder in C:\Program file as the storage location of these databases. Preferred locations are: in a folder under My documents or Shared documents.

c. ‘Everyone’ vs. ‘Just me’ means that any account on this system may start the ANT program.

d. You may register as user. You can register also later, using Windows which method should be used anyway under Windows7: Start � Programs � Amsterdam Neuro … � Registration.

3 Install the driver of the Codemeter stick. Remove the CM-stick first! (stick should not be connected when driver is installed).

When the system runs on a 32 bit AMD compatible processor, double-click on the file CodeMeterRuntime32.exe. In case the processor is 64 bit AMD compatible, double-click on the file CodeMeterRuntime64.exe. In the bottom-left corner appears a grey Cm icon �

4 Connect the CM-stick: the CM icon should turn green �

You may now use the program.

Operating system of stand-alone PC/laptop: WindowsXP/Vista/7.

• Several tasks use auditory stimuli/feedback signals. In some networks, sound may be ‘switched off’ in the systems’ bios. Check, and ‘repair’ sound if necessary.

• Before you run the ANT program, close ALL other programs, including internet/email. • For some tasks, a simple headset is required (buy it yourself). • The Prosody task is suitable only for Dutch subjects.

* Previous versions of ANT should be removed first. Use Windows Configuration option, Removal of software.

** In case Vista/7 in combination with the ANT program is still troublesome, you may click, after installation of the ANT, on the ant.exe file with the right mouse button, select properties, activate Tab Compatibility and mark check box ‘run as in XP’.

When you want to get rid of the numerous checks of Vista on reliability/safety of running certain applications, you may deactivate the UAC. Go to Control settings, go to user account, go to activate/deactivate user account. Here you may deactivate the UAC.

6

ANT INSTALLATION MULTI-USERS (NETWORK) LICENSE

LICENTIE

The ANT should always be installed locally, NEVER on the server as in that case a reliable measurement of the reaction time can not be guaranteed.

1 Insert CM-stick in USB port of the server and copy the ANT folder to the hard disk.

2 Install the driver of the CM-stick. First remove the CM-stick! (CM-stick should not be connected when driver is installed).

When the system runs on a 32 bit AMD compatible processor, double-click on the file CodeMeterRuntime32.exe. In case the processor is 64 bit AMD compatible, double-click on the file CodeMeterRuntime64.exe. In the bottom-left corner appears a grey Cm icon �

3 Connect the CM-stick: the CM icon should turn green �

4 Configure CM-stick as license server. Click on green icon, click on WebAdmin (bottom-left), click on ‘Configuration’, mark checkbox ‘Run Network Server’. Click on Help for more tips. See also file:///C:/Program%20Files/CodeMeter/Runtime/help/CmUserHelp/us/index.htm.

5 Install the ANT program and the Codemeter on any system in the network where ANT will be used (repeat 1 – 3 and 6 for each system).

6 Double-click on the file Setup.exe* in the ANT folder on the hard disk (not on the stick) and follow directives of the installation wizard.

a. Per default the program will be installed in C:\Program files\SONARES\ANT 4.0. You may install the program elsewhere.

b. Do not use a folder in C:\Program file as the storage location of these databases. Preferred locations are: in a folder under My documents or Shared documents.

c. ‘Everyone’ vs. ‘Just me’ means that any account on this system may start the ANT program.

d. You may register as user. You can register also later, using Windows which method should be used anyway under Windows7: Start � Programs � Amsterdam Neuro … � Registration

You may now use the program.

O.S. of server: WindowsXP/ME/2000/server 2003, O.S. stand-alone system: WindowsXP/Vista/7.

• Several tasks use auditory stimuli/feedback signals. In some networks, sound may be ‘switched off’ in the systems’ bios. Check, and ‘repair’ sound if necessary.

• Before you run the ANT program, close ALL other programs, including internet/email. • For some tasks, a simple headset is required (buy it yourself). • The Prosody task is suitable only for Dutch subjects. * Previous versions of ANT should be removed first. Use Windows Configuration option,

Removal of software.

** In case Vista/7 in combination with the ANT program is still troublesome, you may click, after installation of the ANT, on the ant.exe file with the right mouse button, select properties, activate Tab Compatibility and mark check box ‘run as in XP’.

When you want to get rid of the numerous checks of Vista on reliability/safety of running certain applications, you may deactivate the UAC. Go to Control settings, go to user account, go to activate/deactivate user account. Here you may deactivate the UAC.

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(1)

ANT SYSTEM CONFIGURATION Configure the system right after installation of the program. This option helps you to define the language of the help screens and the line and bar graphs that you will export or print in the future (Dutch, English, and Italian), and the answer device. The configuration is a one-time-only procedure. The mouse is the standard answer device, but you may also use the keyboard buttons, like the left and right <Shift> or <Ctrl> or <Alt> keys (no need to indicate which of those you going to use). For tasks that need only one button as answer device you may also use the spacebar. You can select this option when you create an assessment model, so you may define this per task. The language selection is important. When you have selected English as the language, all help screens and task instructions* to help with piloting an assessment model, will be in English. Still more important: performance graphs (labels, x/y axis titles, etc.) will be in that language. When you do not select a language (i.e. language=default) you will not be able to create performance graphs. * Do not use the task instructions in the program to instruct a testee. Use the written instructions in this

manual and instruct the testee from memory.

(2)

Options Tab: To activate an output trigger to an external apparatus (eg. EEG). Mark External sync (prepared)

2: Click on Config

1: Click on System

(1)

3: Click on Options, select language

Button Tab: mark Keyboard in case you want to use this device instead of the mouse

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STANDARD PROCEDURE ANT TASK ADMINISTRATION You can only use the ANT program after you have been registered as a user (tester). You can only administer ANT tasks when at least one Project (database) has been created, one Model has been created and added to that database. Start ANT program: • Very first time after installation of the ANT program

- Register as user (tester, diagnostician, …) - Configure the system (Config in ANT task bar – language help screens, graphs) - Define a Project (open Project tab) - Create assessment model (open Models tab) - Add assessment model to the Project - Enter personal info of testee (open Testee tab) - Administer tasks (open Assessment tab) - Exit from ANT program - Make a back-up of the database

• Next times (for example in case there is one Project)

- Log in as tester, (Select Project – when there are more Projects) - Enter info testee (open Testee tab) - Administer tasks (open Assessment tab) - Exit from ANT program - Make a back-up of the database

MAKE A BACK -UP OF THE DATABASE Each time after the assessment, or each week, depending how often the program is used. The database is updated in a folder on the hard disk each time the data are saved. The name of an ANT database ends with the extension *.aep (see Windows folder options in case the extensions are not visible). You may also use any other flash memory stick or make a backup on a server. The ANT sticks

have a capacity of 128 MB, 256 MB or, since 2010, of 2 Gb.

2: Select Send to

1: right-mouse cick on *.aep file

3: Click on CODEMETER or CmStick (depending on Stick version)

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REGISTRATION AS TESTER

You need to register as tester. This is a one-time-only procedure. Next times you may directly login as a tester (user).

Please note: no one logged in yet)

User

4: Enter Tester ID, password, First name, surname and click on Save

(Note that you are logged in now) Once you have registered as tester you may start the ANT program, log in, and use the program

4: Click on OK

(4)

(4)

3: New testers: select Register

(3)

1: Click on shortcut

2: Click on OK

(2)

Testers are registered in the file ant.aeu. This file is placed in the same folder where the ANT program has been installed.

(1)

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LOGIN PROCEDURE All registered testers of all Projects will be stored in the ANT Work station (the file ant.aeu). It is possible to have multiple testers in a project (database). All testers that use the same Project are also registered within this Project.

4: Enter password

(3)

You are logged in

5: Click OK

2 3 4

4

3: Click OK

(2)

To be able to use the ANT menu, you have to login as tester

2: Select user (1)

1: Click here to open user list

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ANT START SCREEN All options of the ANT menu are accessible only after you have logged in as tester. The start screen consists of an ANT task bar, an ANT tool bar, a Project tree and the Menu screen. The project tree shows the structure of the database. In this example there are two testers (LdS and MM) in the database, one testee (Id=100), two assessment models (All Tasks and SpacebarCheck). The testee with Id=100 has scores on the tasks BS, PU and SAD. The task bar and tool bar have some buttons and shortcuts that will be explained later. The menu consists of six tabs Assessments: to administer tasks Testees: to enter personal information of the testee Models: to define (select) assessment models Data: to inspect scores and export raw test data Export: to export computed test data Projects: to define (select) projects (databases) Administration of tasks is only possible after a project (the database for storage of the results) has been created, an assessment model (the tasks that you would like to use) has been created and added to a Project, and the testee’s information has been entered. These topics will be addressed successively.

Project tree

ANT menu

ANT tool bar ANT task bar

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DEFINE A PROJECT Open the Projects tab:

The file Neurologie.aep is the database of the project Neurologie in which all test data will be stored.

5: Enter project name, eg. Neurologie 6: Click on Save

(3)

2: Enter password

3: Confirm password

3b: Enter info (optional)

3c: Enter comment (optional)

1: Click on New wachtwoord in

(1)

(2)

4: Click on envelope

4b: Browse to another folder (if necessary) andere map

7: Click on OK

(4)

8: Click on OK to return to the menu

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DEFINE A MODEL (1) (DEFAULT SETTINGS) Open the Models tab.

(2)

1: Click on New

2: Click on Add

(1)

3: Click in the Lines of the tasks that you want to add. Use <Ctrl> or <Shift> to select more tasks simultaneously.

4: Click on Close

(3)

4b: Order of tasks can be changed using the small arrows

(4)

In this example 4 tasks have been chosen. All tasks have the default settings that have been used to sample norms (but see page 16 Parameter setting of Pursuit & Tracking ). You may prefer to use other settings, for (eg) timing between signals. There are 7 tabs to adjust settings. Click on Help buttons for more information. Use the ‘Practice ’ button to try out the new parameter settings.

5: Click on OK if you want to save the model

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7: Save

6: Click on ‘Save’

(4)

6b: You may select another folder

(5)

This model ({name.aem}) is stored in a folder. You may decide the destination of this folder. The parameter settings are the default settings, i.e. the setting that were used to collect norms. Once a model is added to a Project you can use this model to administer the tasks.

You may define multiple models, for example for test preschoolers or adults, or for a research project. Multiple models may be added to a project. The addition of a model containing all tasks might be handy as it gives you the flexibility to use any task. When you use a limited model (for example consisting of seven tasks) a situation may occur in which you would like to administer another task that was not included in that model. In that case you would be able to select the ‘All’ model to suit your purpose. Of course it is possible to define multiple projects. It is strongly advised to store test data of a research project in another database than the test data collected from patients as part of clinical practice. With the exception of tasks Pursuit and Tracking, all parameters have the settings that have been used to collect norms. For the tasks Pursuit and Tracking one parameter has to be adjusted manually (see page 16, Parameter setting of Pursuit and Tracking). • Alternative way to define a model: Open Project tab.

7: Enter name of the model

(1)

1: Mark all tasks that you want to add

2: Click on Make model and the tasks list will open up (further procedure: see above)

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• Parameter setting of Pursuit and Tracking

By default, all task parameters have the settings that have been used to collect norms. For tasks Pursuit and Tracking the model has to be ‘calibrated’, i.e. adjusted to the screen size and resolution of your monitor. Open the Parameters tab, next: A scale will appear at the bottom of the screen. Measure the length of the scale with a ruler. When the measured length is smaller or larger than exactly 10 cm, you need to decrease or increase the pixel size, respectively. You can do that in steps of .001 by dragging the arrow, or to click on the arrow and then dragging the arrow by means of the vertical ( ↑ , ↓ ) or the horizontal arrows (← , → ) on your keyboard. In general: When you decide to alter parameter settings (see Creating a model (2)), you should realize that by these adjustments from the default settings, the model differs from the model that was used to collect norms. This implicates that comparison of test results with norm values or the interpretation of z-scores may be seriously compromised. How much, depends of course on the type and extent of changes you have installed.

1: Click on Instruct

100 mm 4: Adjust pixel size

(1)

2: Measure scale with ruler

3: Click on ESC button

5: Click on Instruct

8: Adjust pixel size

6: Measure scale

7: Clik on ESC button

Repeat until correct length of scale has been obtained

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ADD A MODEL TO A PROJECT Open the Project tab and select the Project that you want to use. Then open the Models tab and go find the model that you want to add: Click on Yes. NB: When a model has been added, it cannot be deleted from a Project, ever.

1: Click on envelope

(1) 1b: or browse to another folder

2: Click on model 1c: Click on arrow to open list and then on the model

(1c) 3: Click on Open

(2)

(3)

4: Click on Add to Project

Yes No

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5: Hand preference

ENTER PERSONAL INFORMATION OF TESTEE There are two possibilities to enter testee information. When you want to administer tasks immediately after creating a testee, you better open the Assessment tab and use the button [Create new current testee].

To enter a testee, you may also open the Testees Tab and click on the button [New]. NB: When there are already testees in the database, then, after entering a new testee, and opening the Assessment tab, the current testee will not be this testee but the testee that has been tested last. You will have to select the right testee in the ‘Current Testee field’.

4: Enter surname

(4b): Select testee code (optional)

3: Enter first name

(4c): Enter comment (optional)

2: Enter identification code in

6: Gender

(any combination of letters and numbers

1: Click button

(1)

(1)

1: Click New

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Enter the birth date now!

And save the information! The Testee tab offers, apart from entering a testee, a number of other options: • Edit – Possibility to correct birth date and hand preference of testee (see also ‘21 CFR part

11, permitted changes in the database’, page 37) • Search – offers search key to find testee in the Project tree. • Filter tree – limits view of Project tree to only this testee. • Testees history – for overview of assessment history of testee (see also ‘Testees tab’, page

53) • Testees changes – for overview of changes (birth date, norm scores, z-scores) (see also

‘Testees tab’, page 53). • Testee codes – to create new testee codes (see next page).

7: Click arrow for date

(2)

(3)

8: Open calender

9: Use these arrows to set year

10: Use arrows to select month

11: Click on date for correct day

12: Click on Save

(4)

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CREATE TESTEE CODES FOR LATER USE By default the testee code ‘default’ will be automatically added to the testee information. You may want to add another testee code, but in that case you should have created these testee codes beforehand. Open the Testee tab: Repeat the procedure for each new testee code. The example above shows that three testee codes have been added. When using these codes, testees can be assigned to different groups a priori. You may also use testee codes to indicate test location (name of institute, etc.) when this is considered to be relevant. When you click on ‘Refresh Project tree’, the new codes will appear in the Project tree. The codes will be automatically sorted alphabetically. Click on [+] to unfold the various items of the tree. Click on [-] to collaps these items.

(1)

2: Enter code

2b: Add label (optional)

2c: Add comment (optional)

(2)

3: Click on Save

1: Click on New in the Testee codes window

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Current task

ADMINISTRATION OF A TASK Open the Assessment tab. NB: Assumption: a Project has been selected and a new testee has been entered. Check whether Current testee, Current model and Current task window show the correct choices. If not, select another testee (1a), or another model (1b), or another task (1c) or another task part (1d). When you just entered a new testee, that testee will be the current testee. Each assessment has an instruction phase, a practice phase, and a test phase. At every level of the program you may activate help screens that tell you what to do. • Instruction Click on to start the instruction phase. The testee should be instructed verbally about the task at hand and is presented visual information when necessary. By using the [ESC] button or the spacebar, you will return to the menu. Details can be found in de second part of the manual where all task instructions have been fully written out (from page 57). • Practice trials Click on to start the practice trials. The results will appear immediately after the last trial. Please inspect the results to decide whether the testee has understood the task and/or whether he/she should be instructed again and repeat the practice trials. For an easy overview, mark the radio button Group list.

Current testee

Current model

2: To instruct testee

1d: To select another task part

1c: To select another task

Current part

1b: to select another model

3: Start Practice

4: Start task

1a : To select another testee

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Mark

Group list format

B-score format

Based on the practice results you have to decide whether you can continue with the test trials or have to repeat the instruction and the practice trials. So carefully check the results. The Group list format is easier to read.

• Test trials Click on to administer the test trials. Immediately after the last trial the results will appear on the screen (see for an example below): Inspect the results of the test trials (for example to decide whether everything went okay or whether it would be necessary to repeat the test trials). Click on the Save button to store the results in the database.

Click on Save to store the results in the database

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• Interruption of task administration - By the tester Use the <ESC> button to interrupt a trial. The interruption window will appear (see above). - By the ANT program When the testee does not respond 3x in a row within the Valid Response Window (VRW) (see Timing between stimuli, page 40) (for example too fast – before onset of the VRW, or too slow – no response until VRW has passed), the current trial will be interrupted automatically by the program. Upon continuation of the task or task part, the interrupted trial is automatically replaced by a trial of the same type (for example: a target trial is replaced by a target trial). In the sustained attention tasks this replacement trial is preceded by six ‘dummy trials’ (not recorded), allowing the testees to pick up the rhythm of responding. When you stop the task administration prematurely, the results of the interrupted task – or the results of the interrupted task part when the task consists of more than one part – will not be saved, except for the results of the sustained attention tasks (SAD, SAO1, SAO2, and SAA) and the tasks VSS and STS. In these tasks, the results of the completed series will be stored. • Task data The data of all individual trials will be stored: the raw data. In addition, the so-called computed data will be saved. Examples of computed data are: mean reaction time (RT) per response type and the associated standard deviation, the median values of RT, ln(RT), z-scores, etc. These computed values are shown in the Saved scores screen that will pop up immediately after the last test trial. It will be possible to export raw data and computed data.

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EXPORT COMPUTED DATA Open the Export tab. In this tab you can export data of more testees simultaneously (per task, per model). For example task FI from model ‘Arkmadelein’. Testees with data are indicated with a small box (# 12 and 13 have no data). You may also mark individual boxes or use ‘Select group ’. When you activate ‘Select all ’, all testees with data of this task will be selected.

namen vanwege privacy afgeblokt

(1)

2: select task

3: to export data of all testees

3b: To select a specific group of testees

1: select model

4d: Export to Excel format (*.xls) including the names of the variables

4e: Export to Dbase format (*.dbs) including the names of the variables

4a: When you do not want to export testee names

5: Click on Save

4c: When you want to add the data to an already existing file

4b: When you do not want to export the names of the variables

4: (default) : Export to .txt format: the upper row contains the names of the variables

(2)

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as.txt file format

as.xls file format

as .dbf file format

(2)

5: Click on Save

The default name is T_FI. You may enter another name

Example of an Excel file (names of testees stricken out). Example of a text file (names of testees stricken out) When you do not want to export the names of the testees (for example for privacy reasons, you should mark the check box (4a). By default, the upper row contains the names of the variables (4). When you do not want such a heading, mark the check box (4b). You can also add the data to an already existing file (4c). You can also export to Excel (4d) and to Dbase (4e) format. Several tasks contain more variables (>240) than Excel or Dbase can handle. In that case, you can only export the data in text format (.txt). (Also) These text files can be simply read by (e.g.) SPSS. The syntax has been written and can be downloaded from the website www.sonares.nl. The text format comes in handy when you want to merge same-task data from different databases. When you want to export raw data (info of individual trials – see also ADMINISTRATION OF A TASK) you should use the Data tab.

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• Select testees for export of data Open Export Tab. Click on ‘OK’, then on the ‘Export score ’ button. Decide in which folder the file should be stored, which format it should have, and enter a name (default = T_{task identifier}).

Namen uit privacy overwegingen afgeblokt

5a: Click when all the data of the list must be exported

5b: or Check boxes of those testees of whom the data should be exported

4: Click Start search group (2)

(1)

2: Define search key, eg. select all testees whose surname begins with a ‘d’ or ‘D’.

3: Select to cancel case sensitivity

1: Click Select group

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EXPORT RAW DATA The Data tab provides the possibility to export raw data, per testee, per task. Open the Data tab. In this example testee 01 has been listed, with model arkmadelein, and task BS. The information of all individual trials of a task will be saved in a .txt file, with rows and columns. The first row contains the names of the variables (not shown), the rows below the associated values per trial. The default name is R_BS_1_01.txt (Raw scores, task BS, assessment 1 of testee 01), but you may enter any name you want. Above is an example of such a text file. The name of the testee has been stricken out. In the enlargement (right) you see successively the task identifier (BS), the assessment number (1), task part (1), response type (HI), and the reaction time for the individual trials (209, 348, etc.).

4: Click to export data of testee 01

(1)

5: Click on Export

(2)

6: Click on Save

1: Click to select testee from list

2: Click to select model

3: Click to select task

Save

27

With the Search button you may search for a testee in the database, or you might want to check the three boxes to limit adjust or specify the search list: When you mark [All testees], the list contains the data of all testees on one task. When you mark [All tasks], the list contains the data of all tasks of one testee in the current model. When you mark both options, the list contains all data of all tasks in the current model of all testees. After you have clicked on a row, you can click on the ‘Export raw data’ button to export the record of that row. When you double-click on a record (row) the Saved scores screen is opened. All possibilities of this screen will be discussed on the next pages.

Click on Search

Search for Id, Code, or surname

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EXPORT AND PRINT TABLES AND GRAPHS Us the Saved scores screen to export and/or print tables and graphs. This screen can be opened by a double-click on the selected row in the list under the Data tab, or on a score line in the Project tree. By default, the Saved scores screen pops up in ‘B-Score’ format. This table presents the results of a task administration. As example the result are presented of task FI for testee with Id=45. Regarding 2 and 3: The B-score or Group list format and the Long list option is only relevant when printing tables, because then ‘you get what you see’.

z-score of RT Norm value of RT

z-score of number of errors

Norm value of number of errors

2: Check box for Group list format 1: Select to prevent delete name from print

3: Select for extra variables

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• Print tables From the Saved Scores screen: In these examples we have chosen to delete the name of the testee. The upper example is in ‘Group list’ format, the lower example is in ‘B-score’ format. Please note that print date and time and the name of the user who printed the table are displayed in addition to the test date and time and the name of the tester. Similar options may be used for printing and exporting of bar and line graphs (seepage 30 and following). As regards the sustained attention tasks SAD, SAO1, and SAO2, and the tasks PU and TR, the data of all series can be printed (and exported) to allow inspection of task performance with time-on-task. To do this, check the box ‘D-score’. Tasks VSS and STS do not offer a ‘Group list’ format: the table will be exported as shown.

1: Click on Print

2a: Send to printer

(When B-score format was chosen)

2b: Send to printer

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• Export tables When you want to export the table in .txt format, follow similar procedure (1), then:

4: Save

1: Select Group list when you want the table in bitmap format

(1) 1b: Long list (optional)

2: Click on Save

(2)

3: Click on Save

(3)

default = bitmap table, cannot be edited

Save

4: Save

3: Click on Save

(2)

2: Select radiobutton to export table in ascii format. This table can be edited.

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• Print and export z-score bar graphs When you want to export, follow similar procedure (1) and (2), and then

4: Send to printer

1: Make choice 2: Select Z-score button

(1)

3: Click on Print

(2)

4: Click on Save

(3)

5: Save

3: Click on Export

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• Print and export line graphs When you want to export, follow similar procedure (1), then

1: Double-click in the Saved scores screen on line graph that you want to print (1)

1a: Adjust scaling (optional)

(2) 2: Click on Print

1b: Select (optional)

3: Send to printer

2: Klik op Export

3: Click on Save

(2)

4: Save

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• Export performance-norm graphs You may want to plot the performance of the testee together with the associated norm values in an Excel graph. This graph can be used to directly compare the performance of the testee with the normative values. Clinicians likely prefer to use this utility. Open the ‘Saved scores’ screen: For task BS, the file name will be S_BS, but you may enter any name. Start Excel and open the file. On the next page an example is given of task BS. The upper two graphs show the result of the reaction speed (left) and the fluctuation in response speed (right), separately for both hands. In the lower graph the values are averaged across both hands. The names of the variables corresponds with the names in the Saved scores tables in the ANT program. You may print these graphs or insert them in your report. NB: the language in the graphs corresponds with the language that you have chosen when you configured the ANT program.

(2)

1a: Select (optional)

1: Click on Export (1)

3: Click on Save

2: Mark both options

4: Save

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NB: The name of the testee has been stricken for privacy reasons. You may also export the graph without the name. These graphs will be addressed in detail in the ANT handbook.

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CONVERSION OF ‘OLD’ DATABASES Title 21 of the Code of Federal Regulations (21 CFR Part 11) states the conditions under which the Food and Drug Administration (FDA) considers electronic signatures and electronic records to be trustworthy, reliable and equivalent to traditional handwritten signatures on paper. Compliance is required of anyone involved in the development, manufacturing and marketing of life sciences products, including drugs, diagnostics, and medical devices. The elements of compliance the FDA is looking for under 21 CFR Part 11 are the ability to prevent unauthorized changes to electronic records, the monitoring of all electronic signatures, the retention of electronic records, and the authentication of users with access rights to data. In addition, all changes to process and device configurations must be archived and be traceable via an electronic signature auditing trail. In short, 21 CFR Part 11 requires the creation of a detailed electronic trail of who did what, where, when, and for what reason. For this reason, the ANT program has been rewritten. The most important changes are: - Identification of user of the program (tester). User has to register and login. - All activities in the program (creation of projects and assessment models, administration of

tasks) should be date, time and user stamped, i.e. who did what, when, and at what time. - This means that the program will keep record of who created a database, or an assessment

model, or who administered which tasks, and of course when and at what time. - Integrity of the database. It is no longer possible to delete assessment models or data from a

database. It is only permitted to edit/correct the birth date and the handedness (Left/Right) of testees, and also the comment field for later purposes (e.g. report) may be edited. Changing the birth dates of a testee after the tasks have already been administered should be followed up with recomputing the z-scores (that necessarily are influenced by test age).

- With regard to this integrity, also a ‘Change record’ will be continuously updated whenever changes have been made. This change record will also be part of the database. The change record keeps track of which user made the changes and the old and new values of birth dates, z-scores, and handedness will be stored and date and time stamped. Changes in the comment field of the testee information will not be included in the change record.

- Also the export of data (tables, line graphs, bar graphs) in bitmap format (.bmp) or text format (.txt) will be provided with export date and time and the identity of the user who performed that activity.

- An extra option, added to the ANT4.0 version, is a Print button to send tables and graphs directly to the printer. On the hard copies the print date and time and the identity of the person who printed these data will be printed.

The most important practical changes for using the ANT program are: - Anyone who wants to use the program must be registered. This is a one time operation. - After starting the ANT program, the menu will only be available when the user has logged in. ‘Old’ databases (ANT3.0, ANT3.1) can be converted to ANT4.0 format. After conversion, each task record is tied to the identity of the user who performed the conversion. Conversion is not mandatory and you will still be able to use the old databases but the name of the user will not show up anywhere. Conversion is strongly advised, because it is a simple and fast procedure. Open the Projects Tab, then:

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In this example Project Ark.aep has been converted to Arknew.aep.

9:Click on OK

(4)

7: Enter Project name 8: Click on Save

(3)

3: Enter password

4: Enter new password

5: Confirm password

(2)

6: Open File Path

2: Click on Convert

(1)

1: Click on the to be converted Project

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21 CFR PART 11, PERMITTED CHANGES IN THE DATABASE The only permitted changes in the database are: correction of the testee’s birth date, the necessary recalculation of the test age dependent z-scores following such a correction, a change in handedness (left/right), and adjusting/extending the content of the testee’s comment field. Open the Testee tab: After the birth date has been corrected for testee 101, the Project tree shows red icons for that testee, because the z-scores have to be corrected for all tasks that were administered. When you double-click to open the Saved scores screen, you will see a warning message. With the Build Scores procedure you may recalculate the z-scores (see below).

2: change birth date from 11-06-65 to 11-06-00

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1: Click on testee

(1)

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• Recalculation of z-scores Open the Assessment Tab, select the testee, select the task (in this example task BS) and change Ano=2 into Ano=1 . Right then the Build scores button becomes active:

In the project tree you can see that for testee 101 the corrections have been completed. The icons are yellow again and subscripted with c (of corrected). These corrections can be found also in the Scores and in the Saved scores screen.

After correction of the birth date and the recalculation of the z-scores (via Build scores) the table looks like this: The enclosed values are changed. n[RT] and n[SD] are the norm values, i.e. the values that are associated with the norm sample of the same age as of the testee. The norm values are no part of the database. They are always computed when the tables are produced. The other values are the recalculated z-scores. The changes are stored in the database in a Change record that can be extracted from the database and be exported or printed (see next page).

(2)

1: Lower Assessment number

(1)

2: Click on Build scores

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• Requesting a ‘Change record’ Open the Saved Scores screen of testee with corrected birth date (double-click in the Project tree on the score line or open the Data tab, select the testee and the task and double-click on the score line. Then: This change record (Group list format) shows the old and new z-scores, test age (test age changed from 45 years into 10 years) and norm values. The changes have been made on June 11 2010, at 15:19 by tester LdS. You can export and/or print the table.

3a: Send to printer

(2b)

3b: Export table as bitmap file

3c: Export table as text file

2b: Export table 2a: Print table

(1)

1: Select C-score in Saved scores screen

1b: Select box for Group list format (optional)

(2a)

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CREATION OF A MODEL (2) (ADJUSTING PARAMETER SETTINGS ) • Timing between signals You may adjust timing between signals and stimulus duration. The stimulus duration (SD) can be fixed, i.e. stays on the screen until SD has passed or a response button is pressed, whichever is fastest. A variable SD implies that the stimulus stays on the screen until a button is pressed (see dashed line). A number of tasks use a warning signal (WS) of 500 ms preceding the onset of the next signal. The timing between signals is determined by the choice between a PostResponseInterval: next stimulus is presented a fixed period following the response (self-paced), and an EventRate: next stimulus is presented a fixed period following the previous stimulus onset, i.e. irrespective of whether or when a response is given. In task BS the PRI is random, i.e. varies randomly between upper and lower limits that can be set. The ValidResponsWindow is the period within which the response is considered to be valid (e.g. 200 – 6000 ms post-stimulus onset). Responses that fall outside this window (too fast: premature responses, or not given at all: omissions) will not be registered. These invalid trials are automatically replaced by trials of the same type. For some tasks, additional options were implemented. And, in case the experimenter opted for fixed stimulus duration:

Open to select signal timing

Set VRW

Set PRI

Set SD Set PRI

Set VRW

Stimulus Duration (SD) PostResponseInterval (PRI)

Signal i Response i

WS Signal i+1

Reaction time (RT)

EventRate (ER)

ValidResponseWindow (VRW)

Premature responses omissions

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• Adjustment of general task parameters After opening the General, Feedback, Timing, Trials and Parameters tabs it is possible to adjust the settings of various general task parameters. We use task MS2D as example.

Adjust (e.g.) the Valid Response (VR) window, enter stimulus and interval duration. In this example we opted for a fixed post-response interval (PRI_FIX) and a feedback signal (F). R = VR window. W = warning signal. S = stimulus duration. (In case we had chosen SD_VAR as timing type, there is no need to enter a value for signal duration).

Open Timing tab

Adjust timing (e.g. change timing type to SD_FIX)

Select parallel version

Open General tab

Select feedback type: none, visual, audio

Open Feedback tab

Select type of auditory feedback (5 options)

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The Parameters tab is meant to set task specific parameters. Task MS2D only has general task parameters. Other tasks do have task specific parameters (see Adjustment of task specific parameters, on the next page). • Spacebar as response button Use General tab: for all one-key tasks (BS, DF, FAO1, GNG, MSO1, SAA, SAO1, SSA) it has been made possible to use the spacebar as response device. Check the box when you prefer this alternative.

Select number of trials (task length)

Default setting of stimulus is 100%. You may adjust stimulus size from 50 % – 200 %

Open Trials tab

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• Adjustment of task-specific parameters Several tasks have task-specific parameters that you may want to adjust. For two tasks, Pursuit and Tracking, one parameter must be adjusted to obtain the default setting (see Setting of tasks Pursuit and Tracking on page 16). • Delay Frustration (DF)

Here you may set the duration of the Long Delay Interval in steps of 2 seconds from 16 – 24 seconds.

• Focused Attention 2/4 letters (FA2L/4L)

Here you may determine the relevant diagonal. The relevant diagonal presents the locations fro which the target letter is relevant (yes-response). The default diagonal is left/top to right/bottom for task FA2L and right/top to left/bottom for task FA4L.

• Focused Attention Objects 1/2 keys (FAO1/2)

Here you may determine the relevant axis. The relevant axis presents the locations for which the target object is relevant (yes/response). The default axis is the horizontal axis for both tasks.

• Gaze-Arrow Cueing (GAC)

Here you may set the duration of the cue. The cue consists of 2 parts: the 1st (neutral) part and the 2nd part that contains the directive cue. The PostCatchCue interval is the interval after the response to the catch cue until the next stimulus.

• Face Recognition (FR)

You may determine the Timing type (fixed probe time, probe time manip-ulated by experimenter, probe stays on screen to disappear together with stimulus).

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• Identification of Averted Emotions (IAE) Identification of Facial Emotions (IFE)

Here you determine type of Probe timing (fixed, user terminated) and Post probe interval.

• Pursuit

Adjustment of the mouse sensitivity and the feedback threshold: cursor turns red when distance between cursor and target > threshold. Also smoothness of track and movement speed can be adjusted. Pixel size: see calibration Tracking & Pursuit, page 16

• Spatial temporal Span (STS) Set mouse sensitivity and type of target identification (animation of hand, or ‘popup’). You may also determine pointing time (Show duration) and time between them (Show interval). The criterion to stop the task is User-based, i.e. you may stop at any time you want, or Rule-based, i.e. the program stops the task when makes two errors in a row in the same trial length category. In trial 1 & 2 the number of circles is two (length = 2), in trial 3 & 4, the number of circles is three (length = 3), etc. Example of rule-based: when errors are made on trial 3 & 4, the task is interrupted. When errors are made on trial 4 (3 squares) and trial 5 (4 squares), the task continues normally. Upon interruption, the tester should stop the task.

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• Sustained Attention Auditory (SAA) Here you may alter the frequency of the three tones (2 distracter tones and one target tone). You may also check the box to have the number of completed series projected on the screen during task performance. See also ‘Setting of mike and headset’. • Sustained Attention Dots (SAD) You may choose between 3-4-5 and 4-5-6 dots patterns, decide for balanced presentation (equal n of trials of all types, response bias) or balanced response (equal n of target and nontarget trials) and decide to project n of completed series on screen during task performance. • Sustained Attention Objects 1/2 keys (SAO1/2)

You may indicate whether the number of completed series is to be projected on the screen during task performance.

• Shifting Attentional Set Auditory (SSA)

You may alter frequency of the two tones, the tone duration and the time between two tones in a double-tone presentation. The ‘wait interval’ is the time allowed to generate the second mouse-click in a double mouse-click response (in this example the second click must be generated within 1500 ms after the first click to be valid). See also ‘Setting of mike and headset’.

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• Tapping Install criteria for valid alternating and synchronous taps. In this case alternating taps may overlap for 20% at the most, synchronous taps should at least overlap for 60%. The program calculates the number of valid taps under these criteria (default-norm values). In addition, scores are calculated as if valid alternating means 0% overlap (maximally strict), and valid synchronous means minimally 1% overlap (maximally lenient). When you try these settings out by performing the Practice trials, you may want to check the Saved Scores screen. The tapping task enables a ‘Quality check’. Click that button to check the quality of the taps during the first 10 seconds task time. Example above: When criterion is switched on, it is clear that 2 synchronous taps do not meet that criterion (invalid taps). Both types of scores will be saved in the database (with/without criterion).

1: Click on button

(1)

3: Switch criterion on

set begin and end time

(2)

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• Tracking

Install mouse sensitivity and track width (distance between circles), movement direction for the right hand (in this case ‘clockwise’, left hand moves then counterclockwise). Pixel size: see calibration Pursuit & Tracking (page 16).

• Visuospatial Sequencing (VSS)

Install mouse sensitivity and type of target identifi-cation (animation of hand, or ‘popup’). You may also determine pointing time and time between two pointings.

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(1)

• Adjustment of mike and headset The mental arithmetic tasks (MAA1, MAA2, MAM1) and the Prosody task (NB: only suitable for Dutch-speaking testees) use a voice-key (headset). Also for the auditory tasks (SAA, SSA) a headset should be used. Check sensitivity of microphone and adjusted if necessary. Open the General tab, next:

1b: You may also adjust the volume for the headset by using the loudspeker adjustment in the task bar Put on headset and adjust

volume until sound is optimal (not too hard, not too soft)

(1b)

3 Talk in microphone to check whether the sound of your voice – at a normal volume – is picked up. When it doesn’t, lower the thershold. When surround noice is picked up even before you talk, raise the threshold. Usually, the 10% threshold Works well. 4: Click to stop

the test

1: Adjust sensitivity by changing the voice threshold (10% is lowest value).

(1)

2: Click on Test voice

In case the setting is still not optimal, try to finetune by using the Windows Configuration options

(2)

(1)

2: Adjust volume

4: Adjust volume

1: Click on Volume

3: Click on Volume

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(2)

(1)

Testee code: for example to assign testees to groups

Model: Assessment models that have been added to the project

Scores: The results of the testee, per model, per task

Testee: testee, icon can also be found under Scores

User: the user of the program (tester/diagnostician/manager)

ANT PROJECT TREE The project tree provides a structured overview of the database. You may request the scores (see 2). With Find , under the Assessment tab, you can find the current testee, model and task in the project tree. The Filter tree button in the Assessment and Testee tabs offers the possibility to limit the information in the project tree to the selected testee. The Refresh project tree button can be used to refresh the content of the page when new data or information has been added to the database. Five general pictograms are used (names of testees have been stricken out). This example shows the tree of the project arknew.aep . Only one model has been added: Arkmadelein . No testee codes have been created, so all testees have the testee code Default . The model has been inflated by a click on + and shows eight tasks.

(1) Double-click on a task to get access to the model information of this task. (2) Double-click on the Score row to open the Saved scores screen (task FI as example). You can see when, at what time, the testees have been tested and by whom.

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ANT TASKBAR AND TOOLBAR The ANT task bar contains of a number of buttons/shortcuts that offer the possibility to directly use several important ANT menu options.

Use File to make a new model, to open an existing model, (open the Models tab) and to save it. With View you can opt for larger icons. Use Testee to enter a new testee and/or create a new testee code. Use Project to: 1) create a new project, 2) to change a password, 3) to inspect Project properties, 4) to login as user, 5) to add a logged user to a project, and 6) to compare the list of project users with the list of all users in the ANT Workstation (ant.aeu). These activities may also be carried out by means of shortcuts in the toolbar (see below).

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THE MENU TABS , REMAINING OPTIONS • In the main menu (irrespective of type of menu tab) [User view] shows Tester identity, name and date of registration. [View users] shows all testers in this project. Use [User logout] to log out. [Refresh Project Tree] refreshes the content of the project tree.

Green icon shows that tester has logged in

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• Assessments Tab The Assessment tab contains several frames: Current testee, Current model, Current task and Current assessment (Instruct, Practice, and Test). The buttons [View task assessments list] and [View task scores list] present an overview of all stored assessments and scores.

Shows info about Current testee, model, task, assessment

Defines search key to find (a) testees in the database

Jumps to Current testee, model, task, assessment in projectboom

Limits Project tree info to current testee

Double-click on a record line to open the Saved scores screen. You may also click on the View button

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• Testee Tab [Testee history] shows history of testee (when changes have been made). The birth date of testee 101 has been corrected. Therefore, the History shows that testee 101 with birth date 11-06-65 does exist no longer. [Testee changes] shows all changes for this testee. In this example tester LdS has corrected the birth date on 11-06-2010, at 14:57, of testee 101 from 11-06-65 (BirthDateOld), entered on 11:06-10 at 14:33, into 11-06-00 (BirthDateNew). Open Saved scores screen(s) of this testee to see which scores have been changed. Then: The above table shows all old and new values of the variables that have changed.

Select C-score

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• Data Tab

[Assessments] in the Data tab gives an overview of the assessments. In this example, an overview is presented of all assessments of all tasks of all testees (because the boxes ‘All’ of the ‘Testee selected’ frame and the ‘Tasks selected’ frame were checked.

[Scores history] gives an update of the history of the testee. In this case testee 101 has changed. When you double-click on the line, the Saved scores screen is opened showing the old (invalid) information. The new Saved scores screen can be opened directly in the Project tree. There you will find all changes under the C-score radio button.

Double-click on line

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• Projects Tab Under the Projects tab you can request the properties of a project. The properties of a project consists of information about the models in the project, the testees, the performance scores, the administration of tasks, and the testers that use that project. Select project:

1: Click on row

(1)

2: Click on Properties

3: Enter password and click OK

(2)

(3a)

4b: Click onTestees

(3b)

4a: Click on Models

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(4c)

5c: Click on Testee row

6c: Click on Changes

(3c)

4c: Click on Testees

In the ‘Testees available’ window you see for testee 101 that the ‘Changes’ button is active. When you click on this button, you will notice that the birth date of this testee has changed. The above window presents the users of this project.

4d: Klik op Scores

(3d)

6d: Click on View to open Saved scores screen. When there are chages, the [C-score] radio button will be active

5d: Click on row

(3e)

4e: Click on Testees

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58

59

INHOUDSOPGAVE TAAKINSTRUCTIES

Tips for the administration of tasks 59 Mouse – handling 59 Speed-accuracy tradeoff 59 Practice trials 59 Test trials 60 Monitoring 60 Task interruptions 60 Motivation, tiredness 60 Task instructions 61 General procedure 61 Left- and right-handed testees 61 Baseline speed 62 Delay Frustration 63 Encoding 64 Focused Attention 2 letters 65 Focused Attention 4 letters 66 Focused Attention objects 1-key 67 Focused Attention objects 2-keys 68 Feature Identification 69 Flanker 70 Face Recognition 72 Gaze-Arrow Cueing 73 GoNoGo 74 Identification Averted Emotions 75 Identification Facial emotions 76 Mental Arithmetic Addition 1 digit 77 Mental Arithmetic Addition 2 digits 77 Mental Arithmetic Multiplication 1 digit 77 Matching Facial Emotions 78 Memory Search 2D Objects 79 Memory Search Letters 80 Memory Search Objects 1-key 82 Memory Search Objects 2-keys 83 Prosody 84 Pursuit 85 Response Organization Arrows 86 Response Organization Objects 88 Sustained Attention Auditory 90 Sustained Attention Dots 91 Sustained Attention Objects 1-key 92 Sustained Attention Objects 2-keys 93 Shifting Attentional Set Auditory 94 Shifting Attentional Set Visual 96 Spatial temporal Span 98 Tapping 99 Tracking 100 VisuoSpatial Sequencing 101

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TIPS FOR TASK ADMINISTRATION • Mouse – handling The computer Mouse is the standard answer device, but also buttons of the keyboard can be used (see also page 10 and 42). Before you administer any task, please introduce the mouse and it’s handling to the testee (in particular when testees are very young). Show them how they should press the buttons (press fast, and release quickly without losing contact of finger with the button. Explain that when the button is completely released it will take more time to respond the next time. Place mouse in the hands of the testee, and let him/her feel the resistance of the buttons. Already explain that they should always use the index fingers (no thumbs), the left for the left button, and the right index finger for the right button. Only then proceed with the task administration. • Speed – Accuracy tradeoff The tasks are administered with the instruction to respond as fast and as accurately as possible. Testees (certainly children) may differ in their idea about what is ‘fast’ and what ‘accurate’ means. This implies that some testees will work very slowly without making errors, while others will try to be as fast as possible, allowing ‘some’ error responses to occur in the process. In both cases it is advised to repeat the practice series. In the former case, the instruction will stress the need to be fast; in the latter case it will be stressed to take more time to reduce the error level. The practice series is ideally suited for this ‘calibration’ of task behavior and attitude. • Practice trials The purpose of the practice trials is to familiarize the testee with the task and to examine whether the instructions have been understood and the practice trials have been executed accordingly (see also above). After completion of the practice, the results are displayed on the screen. Select ‘group list’ for a compact overview. Based on the information, decide to repeat/adjust the instruction and the practice series or to move directly to the test series. Check the number of errors, in particular whether there are relatively many errors in a specific response category: usually this suggests a flaw in the instruction or in the testee understands of the instruction. If no errors have been made, check speed of responses and stress speed of responding if necessary. An error percentage of around 50% (chance level!) or more indicates incorrect or incorrectly understood task instructions. Giving left-handed testees the instruction for right-handers will result in massive numbers of errors as for them the ‘yes’ response has been allocated by the ANT program to the left button and the ‘no’ response to the right button, which is the reverse for the right-handers. Before you start telling the testee what he/she should have done, try to find out what went wrong. That information can be used to adjust or improve your instructions. To check quality of performance, usually errors are much more relevant than speed. In case there are no or very few errors, check speed of responding to decide whether the testee should practice again after stressing speed of responding.

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• Test trials Results should not only be checked after completion of the practice series, but also after completion of the test series. Although practice series went well, test series may still go ‘wrong’. In case the error level is high, you should consider repeating the test series (after you have examined why it went wrong). Instruct the testee that he should immediately report the problem at the moment that he forgot what to do or what to remember (a target set, for example: accuracy of responses will then obviously be on chance level or worse only). In case you decide to repeat a task (part), you have two options: overwrite the existing data (in case you did already save the data: lower the assessment number) or add a new record for this (2nd) assessment for that task (part). In the latter case you can (afterwards) still decide which assessment should be used for analysis or interpretation. • Monitoring Position yourself at the left side and outside the field of vision of the testee. That position comes in handy because the <Esc> button that you should use when you want to interrupt the task administration is usually at the left hand side of the keyboard. It also allows you to observe both the screen and the fingers of the testee at the same time, so you can monitor whether the testee makes errors. You should monitor the testee’s task behavior continuously to check whether the task instruction is still executed. If in doubt, or when errors appear in a row, interrupt the administration to examine what is or went wrong. Repeat instructions if necessary. • Task interruptions Interruptions are necessary when testee takes his fingers away from the mouse buttons (e.g. when his nose or leg itches) or when he looks away from the screen the moment that an imperative stimulus is on the screen. In-between stimulus presentations such actions have no consequences and are allowed. Other valid reasons to interrupt the administration: heavy noise from a room joining the test location, somebody inadvertently entering the test room, etc. Each interrupted trial is automatically replaced by a trial of the same type after resuming testing. • Motivation, tiredness Some testees may not be able to execute a certain task, because the task is too difficult, or because they get tired or lose motivation, e.g. because it takes long to finish the task, etc. In the former case, it is better to interrupt and cancel the administration and preserves the testee’s motivation to execute the remaining tasks. In the latter case, usually with sustained attention tasks, you may want to take appropriate measures to motivate the testee. Never tell them how many trials/series they still have to go, and interrupt and cancel the administration when it is clear that nothing good will come out of continuation. In the sustained attention tasks (and task VSS and STS) the results of the completed series will be saved! Try to administer at least half the number of series or at least 10 minutes task time. In other tasks, the cancellation of the administration of a task (part) results in loss of the data for that task (part). This is implemented to prevent that performance means are computed on the basis of too few observations.

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TASK INSTRUCTIONS • General procedure The ANT menu buttons are indicated as follows: [Instruct] [Practice] [Test] In addition we use the keyboard buttons: [Esc] = , [Spacebar] = Press [Instruct] to start the instruction. [Esc] and [Spacebar] bring you back to the menu. Press [Practice] to start the practice trials, press [Test] to start the test trials. Use [Esc] to interrupt the task administration. • Left- and right-handed testees In the ANT program, depending on the task, one or two mouse buttons are used. Under the assumption that the right hand is the dominant hand for right-handed testees and the left hand is the dominant hand for the left-handed testees, the following rules apply: - In ‘one-button tasks’ the testee should press the key with the index finger of the dominant

hand. This means that that right-handed testees use the right key end left-handed testees the left key. In tasks that consist of two identical parts, separately for the left and the right hand, this rule is not relevant (Baseline speed, Pursuit, Tracking, Tapping).

- In ‘two-buttons tasks’ both left- and right-handed testees press the left key with the left index finger and the right key with the right index finger.

- In tasks where the keys have the function of ‘yes’-button and ‘no’-button, is the right key the ‘yes’-button and the left key the ‘no’-button. For left-handed testees this finger-key mapping is reversed: the left key is the ‘yes’-button and the right key is the ‘no’-button.

- There are also ‘two-buttons tasks’ where the keys have no yes/no function. In that case the instruction is the same for all testees.

In tasks that consist of two identical parts, separately for the left and the right hand, the testee should begin with the task part for the non-dominant hand. That is the left hand for left-handed testees and the right hand for right-handed testees. For example: in task BS, PU, TR en TP (unimanual parts) is part 1 for the left hand, and part 2 for the right hand. This mans that right-handed testees begin with part 1 and left-handed testees with part 2. If only one part is administered, choose the part for the dominant hand.

Esc Spacebar

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• Baseline speed (BS) This task serves provides a baseline level of response speed. This task should preferably be administered first; because it is better to start with an easy task (error responses are not possible). This task is therefore also suitable to familiarize the testee with the test situation and with the mouse. The speed of responding should be stressed. In subsequent tasks accuracy of performance must be introduced clearly. Show the testees how the response keys should be handled and tell the testees to keep their finger(s) on the key(s) when they release them. Explain that this strategy enables them to respond as fast as possible to a next stimulus, that they will loose time when they do not keep in touch with the response keys. Let the testee feel that little pressure is needed to press the keys. Then proceed with task administration. - Part 1 (left) & 2 (right) The imperative signal is a square. Part 1 is for the left index finger � use left key. Part 2 is for the right index finger � use right key. NB: always begin with the non-dominant hand (part ‘left’ for right-handers, and part ‘right’ for the left-handers. When you administer one part, choose the part for the dominant hand. We like to know how fast you can react. On the monitor you will see a cross in the center of the screen, which looks like this one [Instruct]. You have to watch this cross very carefully because it may change into a square at any moment. I show you this square <Spacebar>. When you see this square, you should press the key as fast as possible. The very moment you press the key, the square will change into a cross again <Spacebar>. Keep watching, because the cross will turn into a square unexpectedly, at which moment you have to press the key again <Esc>. Be sure to press the key only when you actually see the square, and not when you expect the square to appear on the screen. Practice Let’s see how fast you can react. First we will practice. Your left index finger is on turn. Put your left finger on the left key; lay your other hand on the table. Try to be as fast as possible. Attention.... [Practice] Test Now the real test comes, are you ready? .... Try to be as fast as possible. Attention… [Test]

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• Delay Frustration (DF) NB For left- and right-handers: both keys may be used to click on the response box buttons. [Instruct] On the screen, you are going to see a probe (point out) and underneath it a box with 4 pictures (point out). You have to compare the probe with the 4 pictures. The pictures differ from the probe both in color and in shape, except for one picture. That picture has the same color or the same form as the probe. You should decide which picture that is and click on it with the mouse cursor. In this case you should press….this one (take mouse and click on correct picture). After you have pressed a button, the computer will move on to the next pictures. It goes like this [space bar]. Which picture would you press now? Practice First we will practice. I want you to do your best and give your answer as quickly as possible. After you have pressed a button, the computer will move on to the next pictures However, because the program is quite ‘heavy’ for this computer, the computer might slow down at some points and you might need to press the button more than once. Ok! Let’s go! Take the mouse. Try to work as fast and as accurately as possible. Attention … [Practice]. Test Now the real test comes in which you should do the same thing. Try to work as fast and as accurately as possible. Remember*, because the program is quite ‘heavy’ for this computer, the computer might slow down at some points and you might need to press the button more than once. Attention ... [Test]. *If the testee starts complaining that the computer is not working, then you remind the child that the computer sometimes slows down, that s/he must press more than once to keep it going, and that it is not allowed to talk again. Debriefing participants: Because this task involves deception (the participant is not aware of the delay conditions), the experimenter has to inform the participants at the end of the task that sometimes the computer was delaying the presentation of the next trial on purpose. The experimenter has to make sure that the participants don’t think it was their fault that the computer was not moving on to the next trial!

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• Encoding (ENC) The display signal consists of 4 letters on the corners of a virtual square. Two parts: In part 1 the memory set size is one target letter, and in part 2 three target letters. - Part 1

Version 1 Version 2 Version 3

l k w

We would like to know how well and fast you can recognize letters. You will see four letters at the time. Sometimes the letters are easy to read; sometimes they are difficult to read, as you can see right now when you look at the letter [Instruct]. You are asked to press the yes-key when you see this letter among the four letters, or the no-key when you don't. 1 Practice First we will practice. Are there any questions? Put index both fingers on the keys. Try to respond as fast and as accurately as possible. Attention... [Practice] Test Now the real test comes. Attention, hold your fingers on the keys; be as fast and as accurately as possible ... [Test] - Part 2


g r t m s v f x z

This time, it is more difficult because there are three target letters to look for, see? [Instruct]. When you see one of these letters, you should press the yes-key. If none of these letters is present, you should press the no-key. 1 Are there any questions? Practice First we will practice. Are there any questions? Put your index both fingers on the keys. Try to respond as fast and as accurately as possible. Attention... [Practice] Test Now the real test comes. Attention, hold your fingers on the keys. Try to respond as fast and as accurately as possible ... [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the

screen. NB: For right-handers: right key = yes-button, left key = no-button. For left-handers: left key = yes-button, right key = no-button.

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• Focused Attention 2 letters (FA2L) The display signal consists of 2 letters, diagonally placed on the corners of a virtual square and two masks place don the other diagonal. Two parts: In part 1 the memory set size is one target letter, and in part 2 three target letters. Relevant diagonal / or \ (model parameter) - Part 1


l k w

We would like to know how well you can recognize letters when you see them only for a very short time. You will see two letters at the time. They are always presented diagonally. The following two locations are very important [Instruct]. You should press the yes-key only when you see this letter at one of these locations [Spacebar]. In all other cases: i.e. when this letter is not present at one of these locations, or when this letter is presented at a wrong location, you should press the no-key. So you only need to watch the important locations. If there are no letters there, you may press the no-key immediately. 1 Any questions? Practice First we will practice. Are there any questions? Put both fingers on the keys. Try to respond as fast and as accurately as possible, attention ... [practice] Test Now the real test comes. Try to respond as fast and as accurately as possible. Attention, hold your fingers on the keys... [Test] - Part 2


g r t m s v f x z

In this part, the same locations are important, see? [Instruct]. But this time, it is more difficult because there are three target letters to look for [Spacebar]. If one of these letters is present on one of the important locations, you should press the yes-key. If none of these letters is present there, or if any of them is in a wrong location, you should press the no-key. 1 So you only need to watch the important locations. Are there any questions? Practice First we will practice. Are there any questions? Put both fingers on the keys. Try to respond as fast and as accurately as possible, attention ... [practice] Test Now the real test comes. Try to respond as fast and as accurately as possible. Attention, hold your fingers on the keys... [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


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• Focused Attention 4 letters (FA4L) The display signal consists of 4 letters, placed on the corners of a virtual square. Two parts: In part 1 the memory set size is one target letter, and in part 2 three target letters. Relevant diagonal / or \ (model parameter). - Part 1


c x m

We would like to know how well you can recognize letters. You will see four letters at the time. The following two locations are very important [Instruct]. You should press the yes-key only when you see this letter at one of these locations [Spacebar]. In all other cases: i.e. when this letter is not present at one of these locations, or when this letter is presented at a wrong location, you should press the no-key. So you only need to watch the important locations. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Respond as fast and as accurately as possible. Attention… [Practice] Test Now the real test comes. Try to respond as fast and as accurately as possible. Attention, hold your fingers on the keys... [Test] - Part 2


j n s f t z g l v

In this part, the same locations are important, see ? [Instruct]. But this time, it is more difficult because there are three target letters to look for [Spacebar]. If one of these letters is present at one of the important locations, you should press the yes-key. If none of these letters is present there, or if any of them is in a wrong location, you should press the no-key. So you only need to watch the important locations. 1Are there any questions? Practice We will first practice. Put both index fingers on the response keys. Respond as fast and as accurately as possible. Attention… [Practice] Test Now the real test comes. Attention, hold your fingers on the keys... [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


69

• Focused Attention Objects 1 key (FAO1) The signal displays a basket with fruits aligned on a horizontal and a vertical axis. Relevant axis: | or --- (model parameter)


apple pear grapes

During the task you will always see four pieces of fruit in a basket, see? [Instruct]. We would like to know how fast and accurately you can find a certain piece of fruit, but the location of that fruit is very important. Only when you see this piece of fruit on one of these two locations, you should press the yes-key [Spacebar]. When you see that fruit on another location (point out), you should not press the key. When this fruit is not present at all, you should not press the key either. So you have only to watch these two important locations. Is that clear? 1 Practice We will first practice. Put your index finger on the key. Respond as fast and as accurately as possible. Attention… [Practice]

Test Now the real test comes. Respond as fast and as accurately as possible Attention, hold your finger on the key... [Test] 1 In case of feedback: when you don’t press the key when you should, or when you press the key when

you shouldn’t, you will hear a beep/see a red spot in the center of the screen. NB: For right-handers: right key = response key. For left-handers: left key = response key.

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• Focused Attention Objects 2 keys (FAO2) The signal displays a basket with fruits aligned on a horizontal and a vertical axis. Relevant axis: | or --- (model parameter)


cherries banana strawberry

During the task you will always see four pieces of fruit in a basket, see? [Instruct]. We would like to know how fast and accurately you can find a certain piece of fruit, but, be careful, the location of that fruit is important. Only when you see this piece of fruit (name it) on one of these two important locations, you should press the yes-key [Spacebar]. When you see that fruit (name it) on another location spot (point out), you should press the no-key. When this fruit is not present at all, you should also press the no-key. 1 So you have only to watch these two important locations. Is that clear? Practice We will first practice. Put both index fingers on the keys. Respond as fast and as accurately as possible. Attention … [Practice].

Test Now the real test comes. Respond as fast and as accurately as possible. Attention, hold your fingers on the keys … [Test]. 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


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• Feature Identification (FI)

The stimulus consists of 4 visuospatial patterns of white and red squares, arranged in a 3 x 3 matrix.


Here is a picture consisting of nine squares [Instruct]. Three of them are red, and the other squares are white. As you can see, the red squares are positioned at specific locations (point out). Later you will see four of these pictures at the same time. In these pictures the red squares can be positioned at the same spots or at other spots, or sometimes there are less red squares. We would like to know how fast you can recognize this special picture. So, when you execute this task you must carefully look at these pictures and find out whether one of them has the red squares in the right spots. If you see such a picture you have to press the yes-key. When this picture is not present, you have to press the no-key. 1

Practice We will first practice. Any questions? Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


72

• Flanker (FL) The stimulus is a 3x3 matrix, consisting of a central square surrounded by 8 squares: the flankers. The color of the central square is linked to the response of the left or right hand. In part 1 the central square is surrounded by compatible (same color) or neutral flankers, in part 2 it is surrounded by compatible or incompatible flankers (color linked to the opposite hand). - Part 1


left hand right hand left hand right hand left hand right hand

Here you see four pictures, each consisting of nine squares [Instruct]. During the task, you will see only one picture at the time. You must carefully watch the color of the central square, because that color tells you what to do. The color of the surrounding squares is not important. When the central square is {color} (point out), you should press the left key. When the central square is {color} (point out), you should press the right key.1

Practice We will first practice. Any questions? Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

Neutral

Compatible

73

- Part 2


left hand right hand left hand right hand left hand right hand

This time it is more difficult. Here you see again four pictures, each consisting of nine squares [Instruct]. Two of them you have seen already (point out). As you remember, {color} belongs to the left hand (key) and {color} belongs to the right hand (key). The color of the surrounding squares is not important. When you look at the two new pictures (point out) you may note that the square with the color for the left key is surrounded by the color which actually belongs to the other key, and vice versa. So you have to concentrate very well on the color of the central squares. When the central square is {color} (point out), you should press the left key. When the central square is {color} (point out), you should press the right key.1 Practice We will first practice. Any questions? Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention… [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: when you press the wrong key you will hear a beep/see a red spot in the centre of

the screen.

Incompatible

Compatible

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• Face Recognition (FR) The stimulus displays 4 pictures of different faces in a 2x2 matrix and is always preceded by a probe (target face). Three parts: In part FF the probe and stimulus faces are taken ‘en face’ , in part PP the faces are all taken ‘en profile’, in part FU they are taken ‘en face’ but the probe face and stimulus faces are presented upside-down. We would like to know how fast and accurate you can recognize faces. Each time you will see a picture of a face, like this one [Instruct] which you must study carefully, because we will ask you to decide whether this face is present in the next picture which always contains four faces, for example like this picture [Spacebar]. You should press the yes-key when that face is present and the no-key when it is absent. When you know the answer, you should press the key as fast as possible. 1 – 2

Practice We will first practice. Any questions? Put both index fingers on the response keys. Respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Respond as fast and as accurately as possible. Attention, hold your fingers on the keys ... [Test] - Part PP (profile) Instruction as in part FF. - Part FU (upside down) Instruction as in part FF.

1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


2 For part FU add the next sentence. “We made it more difficult because, as you see, all faces are presented upside-down”.

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• Gaze – Arrow Cue (GAC) The stimulus is a ball that is presented at the left or at the right side of a central fixation point (cross). The testee should always press the mouse key at the same side as the ball is shown.


Every time you will see a cross in the center of the screen [Instruct]. You should always watch this cross very well. Later you will see a ball at the left or at the right side of the cross. The ball tells you which mouse button you should press. So, when the ball is on the left side [Spacebar] you should press the left button, when the ball is on the right [Spacebar] you should press the right button. Remember, you should always press at the same side as the ball is.1 Right before the ball is presented, you will see a warning signal. [Space bar] That can be a face that looks to the left, or to the right, or an arrow that points to the left or to the right. However, you cannot be sure that the face or the arrow tells you at which side the ball will appear. There is another thing that I would like you to do. As you know, you should carefully watch the cross. Sometimes, there will be no face or arrow, but instead you will see two small red crosses, like these two [Space bar]. When you see these crosses, you should press both buttons as fast as possible (left + right index finger). Then, after a little while, you will see a warning signal, then a ball, as usual. Any questions? Practice First we will practice. Put your index fingers on the buttons. Try to work as fast and as accurately as possible. Attention … [Practice]. Test Now the real test comes in which you should do the same thing. Fingers on the buttons…., try to work as fast and as accurately as possible. Attention ... [Test]. 1 In case of feedback: when you press the wrong key you will hear a beep/see a red spot in the center of

the screen.

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• Go-NoGo The stimulus is a picture that is presented in the center of the screen. There are two types: the Go stimulus and the NoGo stimulus. There are two parts. In principle either part 1 (Go - NoGo stimuli = 50% - 50%), or part 2 (Go - NoGo stimuli = 75% - 25%) is administered.


Go NoGo Go NoGo Go NoGo

- Part 2 (balanced) Here you see two pictures [Instruct]. During the task you will see only one at the time, but you will never know for sure which one will be presented. Look at these pictures carefully, because when you see the picture at the left (Go-signal: point out) you should press the key. When you see the picture at the right (NoGo-signal: point out), you should not press the key but wait for the arrival of the next picture.1 Any questions? Practice We will first practice. Hold your finger on the key. Try to respond as fast and as accurately as possible. Attention… [Practice] Test Now the real test comes. Hold your finger on the key. Try to respond as fast and as accurately as possible. Attention … [Test] - Part 2 (biased) The instruction for part 2 is identical as for part 1. 1 In case of feedback: when you don’t press the key when you should, or when you press the key when


77

• Identification of direct/averted facial emotions (I AE) The stimulus is a picture of a face that shows a neutral expression or an emotion. The faces may look directly at you (‘direct gaze’) or may gaze to the left or to the right (‘averted gaze’). The task consists of four parts to assess the recognition of Happy, Sad, Angry and Fear.

- Part ‘happy’

We would like to know how fast and accurate you can judge a person's emotion from the expression on a persons face (for example: happy, angry, sad, etc.). In this part you can show us how fast you can decide whether a person looks happy or not. [Instruct]. Here you see three pictures of a person who looks happy. In the middle the person looks directly at you, in the left and right picture, the person gazes to the left or to the right. It is not important whether this person looks away or looks right at you. In any case you should press the yes-key when the person looks happy, or the no-key when this person does not look happy but shows another emotion.1 in this example, you should press the yes-key. And what should you do in the next example? [Spacebar] Practice We will first practice. Put both index fingers on the response keys. Remember, it’s about looking ‘happy’. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

- Part ‘sad’

The instruction for part ‘sad’ is the same as for part ‘happy’, except that ‘happy’ should be replaced by ‘sad’.

- Part ‘angry’

The instruction for part ‘angry’ is the same as for part ‘happy’, except that ‘happy’ should be replaced by ‘angry’.

- Part ‘fear’

The instruction for part ‘fear’ is the same as for part ‘happy’, except that ‘happy’ should be replaced by ‘frightened’. 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


78

• Identification of facial emotions (IFE) The stimulus is a picture of a face that may show a neutral expression or one of eight different types of emotions. Eight parts: to test the ability to identify the following emotions, respectively: happy, sad, angry, fear, disgust, surprise, shame, and contempt. - Part ‘Happy’ We would like to know how fast and accurate you can judge a person's emotion from the expressions on a persons face (for example: happy, angry, sad, etc.). In this part you can show us how fast you can decide whether a person looks happy or not. [Instruct]. This picture shows an example of a person who looks happy. You will see a series of pictures, and for each picture you must decide whether the person looks ‘happy’, in which case you should press the yes-key, or shows an emotion which is different from 'happy', in which case you should press the no-key 1 [Spacebar]. Does this person look happy? [Spacebar], and this person? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

- Part ‘sad’, ‘angry’, ‘fear’, ‘disgust’, ‘surprise ’, ‘shame’, and ‘contempt’.

The instructions for the parts ‘sad’, ‘angry’, ‘fear’, ‘disgust’, ‘surprise’, ‘shame’, and ‘contempt’ is the same as for part ‘happy’, but ‘happy’ should of course be replaced by the target emotion associated with the current part. 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


79

• Mental Arithmetic - Addition 1-digit numbers (MAA1) The stimulus is a pair of 1-digit numbers that have to be added. The testee uses a headset. 1 The reaction time of answers is registered by the microphone that acts like a voice-key. There are three parallel versions (randomized order of trials). Validity reaction time, registration of the respons e When the answer is a sound that has nothing to do with the required response (for example noise starting with uhh, coughing, etc.), the experimenter must mark the trial as being invalid by pressing [Esc]. Another reason to use [Esc] is when the answer is not loud enough so it may be correct but the mike did not register. After the answer has been registered by the mike, the experimenter should enter the testees’ verbal response. You will see a series of two numbers on the screen, like this … [Instruct]. You have to add these numbers and tell the answer loud and clear in the microphone. Then, [Spacebar], I will enter your answer in the computer, like I show you now. Do not start the answer with uhhh, try not to cough, etc. Any questions? Practice First we will practice. Respond as fast and as accurately as possible … [Practice] Test Now the real test comes. Respond as fast and as accurately as possible … [Test] • Mental Arithmetic - Addition 2-digit numbers (MAA2) The stimulus is a pair of 2-digit numbers that have to be added. The testee uses a headset. 1 The reaction time of answers is registered by the microphone that acts like a voice-key. The instruction is identical to the instruction of task MAA1. • Mental Arithmetic - Multiplication 1-digit numbers (MAM1) The stimulus is a pair of 1-digit numbers that have to be multiplied. The testee uses a headset. 1 The reaction time of answers is registered by the microphone that acts like a voice-key. You will see a series of two numbers on the screen, like this … [Instruct]. You have to multiply these numbers and tell the answer loud and clear in the microphone. Then [Spacebar] I will enter your answer in the computer, like I show you now. Do not start the answer with uhhh, try not to cough, etc. Any questions? Practice First we will practice. Respond as fast and as accurately as possible … [Practice] Test Now the real test comes. Respond as fast and as accurately as possible … [Test] 1 See page 14 and 15 of this manual for the configuration, setting of mike sensitivity.

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• Matching of Facial Emotions 4 (MFE4) The stimulus is a pair of faces showing emotions that are the same or different. In this task, four different emotions are used: ‘happy’, ‘sad’, ‘angry’, and ‘fear’ (n trials = 160) We would like to know how fast and accurate you can judge from people's faces whether they feel the same emotion, such as those persons [Instruct], or show different emotions, like here [Spacebar]. In this task you will see pairs of faces. You must decide whether these two faces show the same or different emotions. When you think that they show the same emotion, you should press the yes-key. If the facial expressions are different, you should press the no-key. 1

Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention…[Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test] • Matching of Facial Emotions 6 (MFE6) The instruction is the same as for task MFE4, but now six emotions are used: ‘happy’, ‘sad’, ‘angry’, ‘fear’, ‘disgust’, and ‘surprised’ (n trials = 192). • Matching of Facial Emotions 8 (MFE8) The instruction is the same as for task MFE4, but now eight emotions are used: ‘happy’, ‘sad’, ‘angry’, ‘fear’, ‘disgust’, ‘surprised’, ‘ashamed’ and ‘contempt’ (n trials = 224). 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


81

• Memory Search 2D stimuli (MS2D) The stimulus consists of 4 shapes, presented on the corners of a virtual square. Two parts: In part 1 the memory set size consists of one colored shape, in part 2 of three colored shapes. - Part 1


We would like to know how accurate and fast you can recognize colored shapes. You will always see four different shapes, at the same time. We want you to press the yes-key when you see this shape in this color [Instruct] and the no-key when you don't. 1 Are there any questions? Practice First we will practice. Still remember the colored shapes ? (in case of doubt, show the memory set again). Put both fingers on the keys and respond as fast and as accurately as possible. Attention... [practice] Test Now the real test comes. Do you still remember the colored shapes ? Put both fingers on the keys; respond as fast and as accurately as possible. Attention … [Test] - Part 2


This time, it is more difficult because there are three shapes to look for, see? [Instruct]. When you see one of these shapes, in the correct color, you should press the yes-key. Otherwise you should press the no-key. 1. Are there any questions? Practice First we will practice. Still remember the colored shapes ? (in case of doubt, show the memory set again). Put both fingers on the keys. Respond as fast and as accurately as possible. attention... [practice] Test Now the real test comes. Do you still remember the colored shapes? (In case of doubt, show the memory set again). Put both fingers on the keys; respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


82

• Memory Search Letters (MSL) The display signal consists of 4 letters on the corners of a virtual square. Three parts: In part 1, 2 and 3, the memory set size consists of respectively one, two, or three target letter(s). - Part 1


k j g

We would like to know how fast and accurate you can recognize letters. You will always see four letters at the time. You should press the yes-key when you see this letter [Instruct], or the no-key when you don't. 1

Practice First we will practice. Put both index fingers on the keys. Try to be as fast and as accurately as possible, attention .... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention... [Test] - Part 2


k + r + s j + m + z g + t + v

This time it is more difficult because there are two target letters to watch, see … [Instruct]. Only if both letters are present, you should press the yes-key. If only one, or none of these letters are present, you should press the no-key. 1 Are there any questions? Practice First we will practice. Put both index fingers on the keys. Try to be as fast and as accurately as possible, attention.... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention... [Test]

83

- Part 3


k + r + s j + m + z g + t + v This time it is even more difficult because there are three target letters to watch, see … [Instruct]. Only if all of these letters are present, you should press the yes-key. If only one, or two, or none of these letters are present, you should press the no-key. 1 Are there any questions? Practice First we will practice. Put both index fingers on the keys. Try to be as fast and as accurately as possible, attention.... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention... [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


84

• Memory Search Objects – 1 key (MSO1) The stimulus is a picture of a house with three windows and a door. In these locations pictures of animals are presented. Two parts: In part 1 the memory set size is one animal, in part 2 two animals.

- Part 1


mouse bee butterfly

Here you see a house with a door and three windows [Instruct]. During this task you will always see four different animals. Each animal can appear at each location. We would like to know how accurately and fast you can find a particular animal. When you see this animal [Spacebar], you have to press the key. When this animal is not present, you should not press the key. 1

Practice First we will practice. Put your index finger on the key. Try to be as fast and as accurately as possible, attention ... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention... [Test]

- Part 2


butterfly, dog cat, bird bee, mouse

In this part, you will see the same house [Instruct]. But this time it is more difficult because there are two animals to look for, see? [Spacebar]. If one of these animals is present, you should press the key. If not, you should press not press the key. 1 Are there any questions? Practice First we will practice. Put your index finger on the key. Try to be as fast and as accurately as possible, attention ... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention... [Test] 1 In case of feedback: when you don’t press the key when you should, or when you press the key when


85

• Memory Search Objects – 2 keys (MSO2) The stimulus is a picture of a house with three windows and a door. In these locations pictures of animals are presented. Two parts: In part 1 the memory set size is one animal, in part 2 two animals.

- Part 1


mouse bee butterfly Here you see a house with a door and three windows [Instruct]. During this task you will always see four different animals. Each animal can appear at each location. We would like to know how accurately and fast you can find a particular animal. When you see this animal [Spacebar], you have to press the yes-key. When this animal is not present, you have to press the no-key. 1

Practice First we will practice. Put both index fingers on the keys. Try to be as fast and as accurately as possible, attention.... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention... [Test]

- Part 2


butterfly, dog cat, bird bee, mouse

In this part, you will see the same house [Instruct]. But this time it is more difficult because there are two animals to look for, see? [Spacebar] If one of these animals is present, you should press the yes-key. If not, you should press the no-key. 1 Are there any questions? Practice First we will practice. Put both index fingers on the keys. Try to be as fast and as accurately as possible, attention ... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention... [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


86

• Prosody (PR) This is a task only for Dutch testees (They have to listen to Dutch sentences). Other language versions are not yet planned.

87

• Pursuit (PU) The stimulus is a star, moving across the screen in al directions. The testee should pursue the star as closely as possible. Two parts: separately for left hand and for right hand. Always start with the non-dominant hand (i.e. part ‘left’ for right-handers, or part ‘right’ for left-handers). If one part is administered, let that be the part for the dominant hand. It is important to familiarize the testee with the correspondence between the cursor and mouse movements. Testee should keep the mouse in the same orientation during its movement (do not turn or rotate mouse), and should not lift the mouse as it will block the registration. Demonstrate the movements. Testee should practice with the mouse until he/she is completely familiarized with the technique to move cursor on the screen. - Part 1 (left hand) Here you see a green star [Instruct]. This star will move continuously and you will never know which way it will go [Spacebar]. Try to catch the star with the mouse cursor in the way I do, see? Do not rotate the mouse, do not lift the mouse from the table. Press the mouse lightly on the table while moving it. You are not allowed to rest your hand on the table while executing this task. So, you have to try to catch the star within the small circle, and try to keep it as closely as possible to the star, because the star always tries to escape from you. 1 Is that clear? Practice First, we will practice. Take hold of the mouse, move it but do not rotate it. Attention ... [Practice] Test Now the real test comes. Take the mouse, move it but do not rotate it. Attention ... [Test] - Part 2 (right hand) The instruction for part 2 is the same as for part 1. 1 In case of feedback: when you are too far away from the moving star, you will hear a beep or the

cursor changes to a red color.

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• Response Organization Arrows (ROA) The stimulus is a rectangle inside which a left or right-pointing arrow is be presented. The color of the arrow determines the required type of stimulus-response mapping. Three Parts: first part: compatible, second part: incompatible, third part: random (mixed) stimulus-response mapping.

- Part 1


In this task, you will always see a rectangle [Instruct]. Inside this rectangle an arrow will be presented. This arrow may point to the left or to the right, see [Spacebar], [Spacebar]. In this part, the arrow tells you exactly what you should do. So you should press the left key when it points to the left and the right key when it points to the right. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

- Part 2


This time, we made it more difficult. [Instruct]. Inside this rectangle an arrow will be presented, but now it has another color. This arrow may again point to the left or to the right, but now you should do exactly the opposite of what the arrow tells you. So you should press the left key when it points to the right and the right key when it points to the left, see? [Spacebar], [Spacebar]. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

Compatible

Incom- patib le

89

- Part 3


This time, we made it even more difficult. [Instruct]. Inside this rectangle the arrows will point to the left or to the right and they will also change color. The color tells you what you should do: press the key at the same side, i.e. when the arrow has this color [Spacebar], [Spacebar], or press the key at the opposite side, i.e. when the arrow has this color [Spacebar], [Spacebar]. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the

screen.

Compatible

Incom- patible

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• Response Organization Objects (ROO) The stimulus is a ball that is presented to the left or right of a fixation cross. The color of the ball determines the required type of stimulus-response mapping. Three parts, first part: compatible, second part: incompatible and third part: random (mixed) stimulus-response mapping.

- Part 1


In this task, you will always see a cross in the center of the screen [Instruct]. You will see a ball at the left or at the right of the screen, see? [Spacebar], [Spacebar]. In this part, the ball tells you exactly what you should do. So, you should press the left key when the ball is at the left side of the screen, and the right key when the ball is at the right side of the screen. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention… [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

- Part 2


This time, we made it more difficult. [Instruct]. The balls have another color and therefore you should do exactly the opposite of what the ball tells you. So you should press the left key when the ball is at the right side of the screen, and the right key when the ball is at the left side of the screen, see? [Spacebar], [Spacebar]. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention… [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

Com- patible

Incom- patible

91

- Part 3


This time, we made it even more difficult. [Instruct]. The balls will be shown at the left or at the right side of the screen and they will also change color. The color tells you what you should do: press the key at the same side, i.e. when the ball has this color [Spacebar], [Spacebar], or press the key at the opposite side, i.e. when the ball has this color [Spacebar], [Spacebar]. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention… [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the

screen.

Com- patible

Incom- patible

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• Sustained Attention Auditory (SAA) The stimulus is a tone, drawn from a set of three tones differing in pitch. In this task visual feedback on errors is given by default.


high tone low tone middle tone

During the task you will hear a series of tones [Instruct]. They sound as follows [Spacebar]. As you can hear, there are three different tones. One of them is a rather low tone, the second one sounds higher, and the third one sounds highest. These tones will be presented in random order, so you will never know which one will come. This tone is the important tone [Spacebar]. You have to listen very carefully because when you hear this tone you should press the key as fast as possible. When you hear the other tones you should not press the key.1 Any questions? Practice First we will practice. Put your index finger on the key. Try to be as fast and as accurately as possible, attention ... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, attention ... [Test] 1 In case of feedback: when you don’t press the key when you should, or when you press the key when


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• Sustained Attention Dots (SAD) The stimulus is a large square. Inside this square small dots are presented in random patterns. By default, patterns are presented with 3, 4 or 5 dots in equal numbers (balanced presentation) and there is auditory feedback on errors. The other option is stimuli containing 4, 5 or 6 dots. In addition one may choose for a balanced response, by presenting an equal number of target and nontarget signals. Within this square you will see 3 dots [Instruct], 4 dots [Spacebar], or 5 dots [Spacebar]. When you see 4 dots, you should press the yes-key. If you see less (3) or more (5) dots you should press the no-key. 1 This game takes a long time because we want to find out how good you are at this when you grow tired. To let you know how you are doing, you will hear a beep when you press the wrong key. Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible, and keep going! Attention … [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


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• Sustained Attention Objects – 1 key (SAO1) The stimulus is a picture of a house with three windows and a door. Each time, a picture of an animal is presented in one of the three windows, never in the door. By default, auditory feedback on errors is given.


cat dog mouse

Here you see a house with a door and three windows in which you see three animals [Instruct]. During this task you will always see only one animal in one of these three locations (point out). We would like to know how accurate and fast you can spot one particular animal. I will show you which one that is [Spacebar]. This is the important animal, when you see this one; you have to press the key. When this animal is not present, you should not press the key. 1 This game takes a long time because we want to find out how good you are at it when you grow tired. To let you know how you are doing, you will hear a beep when you press the wrong key. Any questions ? Practice First we will practice. Put your index finger on the key. Work as fast and as accurately as possible, attention ... [Practice] Test Now the real test comes in which you must do exactly the same. Work as fast and as accurately as possible, and keep going! Attention ... [Test] 1 In case of feedback: when you don’t press the key when you should, or when you press the key when


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• Sustained Attention Objects – 2 keys (SAO2) The stimulus is a picture of a house with three windows and a door. Each time, a picture of an animal is presented in one of the three windows, never in the door. By default, auditory feedback on errors is given.


bee bird butterfly

Here you see a house with a door and three windows in which you see three animals [Instruct]. During this task you will always see only one animal in one of these three locations (point out). We would like to know how accurate and fast you can spot one particular animal. I will show you which one that is [Spacebar]. This is the important animal, when you see this one; you have to press the yes-key. When this animal is not present, you should press the no-key. 1 This game takes a long time because we want to find out how good you are at it when you grow tired. To let you know how you are doing, you will hear a beep when you press the wrong key. Any questions? Practice First we will practice. Put your fingers on the keys. Work as fast and as accurately as possible, attention ... [Practice] Test Now the real test comes in which you must do the same. Work as fast and as accurately as possible, and keep going! Attention ... [Test] 1 In case of feedback: if you press the wrong key, you will hear a beep/see a red spot in the center of the


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• Shifting Attentional Set – auditory (SSA) The stimulus is a tone, or a double-tone that may have a high pitch or a low pitch, depending on task part. The tone height determines the required type of stimulus-response mapping. Three parts, 1st part: compatible stimulus-response mapping, 2nd part: incompatible stimulus-response mapping, 3rd part: random (mixed) stimulus-response mapping

- Part 1


low tone high tone low tone

You will hear a series of tone presentations in which the tone may sound only once [Instruct], listen. When this tone sounds one time, you should press the key also one time. This tone may also sound twice (double tone), like this [Spacebar]. When that happens, you should press the key two times. 1 Any questions? Practice We will first practice. Put your finger on the key. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Put your finger on the key. Try to respond as fast and as accurately as possible. Attention … [Test]

- Part 2


high tone low tone high tone

This time it is more difficult. Again, you will hear a series of tone presentations in which the tone may sound only once or twice. This tone is different from the one in part 1, listen to the single tones [Instruct]. Presentations of these tones you will have to 'mirror' with your response key. Thus, when this tone sounds one time, you should press the key twice, but, when this tone sounds twice, like these tones [Spacebar], you should press the key one time. Any questions? Practice We will first practice. Put your finger on the key. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Put your finger on the key. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: when you make an error, you will see a red signal in the center of the screen. NB:

For right-handers: right key = response key. For left-handers: left key = response key

Compatible

Incompatible

97

- Part 3


low tone high tone low tone

high tone low tone high tone

This time, we made it even more difficult. Now you will hear both type of tones in a random fashion, and, they may sound only once or twice, listen. [Instruct]. Depending on the tone height you should either copy or ‘mirror’ the number of tones. 1 Any questions? Practice We will first practice. Put your finger on the key. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Put your finger on the key. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: when you make an error, you will see a red signal in the center of the screen. NB:

For right-handers: right key = response key. For left-handers: left key = response key

Incompatible

Compatible

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• Shifting Attentional Set – visual (SSV) The stimulus is a bar, consisting of 10 blocks. On this bar, a colored block jumps in random fashion to the left or to the right. The color of the block determines the required type of stimulus-response mapping. Three parts: 1st part: compatible stimulus-response mapping, 2nd part: incompatible stimulus-response mapping, 3rd part: random (mixed) stimulus-response mapping.

- Part 1


green square red square yellow square

On the screen you see a bar with a colored square [Instruct]. This square may change position, see? In this part you should follow the block: When the block jumped to the right, you should press the right key; when the block jumped to the left, you should press the left key. 1 Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test]

- Part 2


red square white square blue square

This time it is more difficult. We use the same bar, but now the color of the square is different [Instruct]. When the square has this color, you should press the key in the opposite direction of the movement. That means: when the square jumped to the right, you should press the left key; when the square jumped to the left, you should press the right key. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: when you make an error, you will hear a beep. NB: For right-handers: right key =

response key. For left-handers: left key = response key

Compatible

Incompatible

99

- Part 3


green square red square yellow square

red square white square blue square

This time, we made it even more difficult. [Instruct]. The block may jump to the left or to the right and the block may also change color. The color of the square after the jump tells you what you should do: press the key at the same side when the color is {color} or press the key at the opposite side when the color is {color}. 1 Any questions? Practice We will first practice. Put both index fingers on the response keys. Try to respond as fast and as accurately as possible. Attention … [Practice] Test Now the real test comes. Hold your fingers on the keys. Try to respond as fast and as accurately as possible. Attention … [Test] 1 In case of feedback: when you make an error, you will hear a beep. NB: For right-handers: right key =

response key. For left-handers: left key = response key

Incompatible

Compatible

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• Spatial Temporal Span (STS)

The stimulus is a big square with 9 smaller squares placed in a 3x3 matrix. Visuospatial patterns are presented by pointing successively at several squares. There are three parallel versions with rotated patterns. There are two ways to mark the squares: by an animated hand (default) or by ‘pop-up’ of the squares. The task model can be set to stop the task when two consecutive errors on the same type of trial are made, or you can stop the task at will.

- Part 1 (Forward) On the screen you see a big square with nine small squares [Instruct]. In a moment, after a beep signal, you will see that several of these circles will be pointed at by a hand, in a certain order, on the screen [Spacebar]. You must try to remember which squares were pointed at and in which order [Spacebar]. 1 Next, a small hand appears and you are asked to use this hand to point at the same squares in the same order as you have seen just before. I will show you. Each time when you have finished you must tell me, because then I can start a new series. Each new series starts with a beep. This beep tells you to watch the screen carefully. Any questions ? Practice First we will practice. Watch the screen after the beep … [Practice] Test Now the real test comes. When you have finished with a series, you must tell me this, because then I can start a new series. Ready? Watch the screen after the beep ... [Test] - Part 2 (Backward) [Instruct] On the screen you see the same big square with squares. We will do the same, but watch out! You have to point at the same squares but this time in exactly the opposite order, so you have to start with the last identified circle. (Demonstrate!) Each time when you have finished you must tell me, because then I can start a new series. Each new series starts with a beep. This beep tells you to watch the screen very carefully. Any questions? Practice First we will practice. Watch the screen after the beep … [Practice] Test Now the real test comes. When you have finished with a series, you must tell me this, because then I can start a new series. Ready? Watch the screen after the beep ... [Test] 1 In case of ‘pop-up’: after a beep you will see that several squares will pop-up in a certain order

mouse cursor

(2) (3)

(4)

(1)

��

��

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• Tapping (TP) Four parts: unimanual left, unimanual right, bimanual alternating, and bimanual synchronized. Use left button for Part ‘left’ & right button for Part ‘right’. If desired the number of taps that is made appears on the screen (showtap=on). NB: always start with the part for the non-dominant hand. � Part 1 (= Part left) for right-handers, and Part 2 (= Part right) for left-handers. - Part 1 (left) (Unimanual left hand) We would like to know how fast you can tap with your left index finger. When you hear a beep you may begin. Tap as fast as possible until you hear two beeps (stop signal). 1 Your wrist must rest on the table. I will show you now [Instruct]. Any questions? Practice First we will practice. Finger on the key. Tap as fast as possible, ready? [Practice] Test Now the real test comes. Ready? Tap as fast as possible, ready? [Test] - Part 2 (right) (Unimanual right hand) same as for the left hand - Part 3 (Bimanual alternating) We would like to know how fast you can tap with two fingers, but in an alternating way, like this. Each finger must wait its turn [demonstrate]. When you hear a beep you may begin and continue tapping until you hear the stop signal (2 beeps). Your wrists must rest on the table. I will show you now [Instruct]. Any questions? Practice First we will practice. Fingers on the keys. Tap as fast as possible, ready? [Practice] Test Now the real test comes. Fingers on the keys. Tap as fast as possible, ready? [Test] - Part 4 (Bimanual synchronous) We would like to know how fast you can tap with two fingers, but now your fingers have to go at the same time, like this [demonstrate]. When you hear a beep you may begin and continue tapping until you hear the stop signal. Your wrists must rest on the table. I will show you now [Instruct]. Any questions? Practice First we will practice. Fingers on the keys. Tap as fast as possible, ready? [Practice] Test Now the real test comes. Fingers on the keys. Tap as fast as possible, ready? [Test] 1 When SHOWtaps = on: during tapping, the number of taps made is shown.

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• Tracking (TR) The stimulus consists of two large concentric circles, and a start/end point in-between the inner and outer circle. The testee must move a small dot (mouse cursor) between these two circles. Two parts: separately for left hand and for right hand. NB: Always start with the non-dominant hand (i.e. part ‘left’ for right-handers, or part ‘right’ for left-handers). When you administer one part only, take the part for the dominant hand.1 It is important to familiarize the testee with the correspondence between the cursor and mouse movements. Testee should keep the mouse in the same orientation during its movement (do not turn or rotate mouse), and should not lift the mouse as it will block the registration. Demonstrate the movements. Testee should practice with the mouse until he/she is completely familiarized with the technique to move cursor on the screen. - Part 1 (left hand) Here you see two big circles en a small yellow dot, which is the starting point [Instruct]. The mouse cursor is the small circle, see?, that you have to move to the starting point [Spacebar]. From there you have to move the circle in this direction all the way to the end (yellow dot), but do this very carefully because you should stay within these two lines! [Spacebar]. Practice First, we will practice. Take hold of the mouse, go to the starting point, and move it in this direction, but do not rotate it (check initial position). Attention.... [Practice] Test Now the real test comes. Take the mouse, go to the starting point, and move it in this direction but do not rotate it (check initial position). Attention....Test] - Part 2 (right hand) The instruction for the right hand is the same as for the left hand 1 By default, the left hand moves counterclockwise and the right hand in clockwise direction. In case of

feedback: when you cross these lines you will hear a beep/see the mouse cursor turn red.

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• Visuo-spatial Sequencing (VSS)

The stimulus is a big square with 9 small circles placed in a 3x3 matrix. Visuospatial patterns are presented by pointing successively at several circles. There are three parallel versions with rotated patterns. There are two ways to mark the squares: by an animated hand (default) or by ‘pop-up’ of the squares. You make stop the task at any moment, saving the trials that have been completed so far.

On the screen you see a big square with nine circles [Instruct]. In a moment, after a beep signal, you will see that several of these circles will be pointed at by a hand, in a certain order, on the screen [Spacebar]. You must try to remember which circles were pointed at, and in which order [Spacebar]. 1 Next, a small hand appears and you are asked to use this hand to point at the same circles in the same order as you have seen just before. I will show you. Each time when you have finished you must tell me, because then I can start a new series. Each new series starts with a beep. This beep tells you to watch the screen very carefully. Any questions ? Practice First we will practice. Watch the screen after the beep … [Practice] Test Now the real test comes. When you have finished with a series, you must tell me this, because then I can start a new series. Ready? Watch the screen after the beep ... [Test] 1 In case of ‘pop-up’: after a beep you will see that several squares will pop-up in a certain order

mouse cursor

��

(2) (3)

(4)

(1)

��

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FREQUENTLY ASKED QUESTIONS (FAQ) The answers are in italics. ANT software • During the use of the ANT program you get a message concerning the [Microsoft][ODBC

Microsoft Access Driver] ending with ‘general error’. You may not have access to the files with the extension .aep, .aeu and .aem. Ask manager/ICT for permission to write in these file types.

• When I press a help button, I see text in a foreign language. You have to configure the program (see page: 7 of the manual) and select ‘English’ as language.

• When I want to export a performance-norm graph, I get the error message “Missing template, Language “default”. You have to configure the program first (see page 7 of the manual) and select ‘English’ as language.

• When I have made a new model, I cannot add the model to the project. You might not have selected a Project yet.

• Is it possible to change settings in a model after it has been added to a Project? No. You may edit the model (Extract model � Edit, or select model from a folder) and save it and add it to the Project under a different name.

• I use Windows Vista or Windows7 and I cannot find my database (Project) with Windows explorer. I only find a shortcut to this file. You probably stored your database in a folder under C:/Program files. Windows ‘does not like that’ and ‘moves’ the database to a virtual Application data folder. Advice: do NOT store your database in the folder C:/Program files.

• When I try to open a Project with the ANT program, I have no access. When you try to open a project that has been created under a different account – and you are not the administrator – then you have (usually) no access. Ask permission to write in that database file. When projects are stored in a public folder, like ‘My documents’ or ‘Shared documents’ you always have access.

• I cannot find my Project. Open the Projects tab and check your ‘working folder’ . • I cannot find my Model. Open the Models tab and check the Path to your model. • The age of the testee is exactly 0 years, how come? You probably did not use the date

calendar to enter the testee’s birth date but entered the date in the date field. You should always use the date calendar; if not the birth date automatically changes into the test date with the undesired result. You may correct the birth date (see manual) and recalculate the z-scores (they were missing because of a test age of 0).

• I accidentally entered a wrong birth date. The z-scores are therefore also incorrect. What should I do? You may correct the birth date by editing the testee information. Next, you may recalculate the z-scores, using the Build procedure (see manual), and save them in the database.

• The z-scores are missing. You probably administered a task for which norm are not yet available, or because the age of the testee does not fall in the age range for which norms have been collected, or you have accidentally entered a wrong birth date, or entered the birth date in a wrong way (see above). You may check the availability of norms in the document ‘Task descriptions’. This document can be downloaded from www.sonares.nl, activate ‘Download documents’, select ‘taskdescriptions/norms’.

• Do I need to enter testee information again when retesting the testee? No. You may select this testee from the testee list. When you administer the same task again, the assessment number is raised by 1 automatically. When you prefer to enter the information of this testee

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again, the same testee will be stored in the database under two different testee identifications. This really would be an undesirable situation.

• Is it possible that different users use the same Project? Yes, only when they use the same system (laptop/computer) and each of them know the password of the Project.

• Does the ANT program automatically create a back-up of the database(s)? No, you have to do this yourself!

• Is it possible to create a ‘central’ database on the server, on a location that every user has access to? Yes, that is possible. BUT (!): this works out only when the different testers do NOT use the database SIMULTANEOUSLY. Reading and writing (data storage) may go wrong when different testers try to access the database at the same time. We strongly advice against this option, because this procedure is error-prone.

Hardware problems • I do not see the CM-stick icon in the system-tray while the Codemeter driver has been

installed. After installation, the icon should be present in the system tray. Possibly the system-tray is hidden. Open Control settings, go to Task bar (System-tray) and menu Start. Cancel ‘hide system-tray’.

• Computer does not recognize ANT-stick (“Requires CM-stick”). Two possibilities: the license expired or the CM-stick is not recognized as such. When the color of the CM icon is green, then the license has expired (see also Check expiration date of license, see Manual page 108). When the color is gray, the CM-stick cannot be located; the firmware of the stick is possibly out-of-date. See ‘How to update firmware of the CM-stick (Manual, page 110).

• Creation of a context file (to renew a license) fails. In particular when the CM-stick is an older version (purchased before 2010): install the newest version of the Codemeter Runtime kit. Go to the website of Wibu-systems and select DOWNLOAD, select Software, select Users (http://wibu.com/download_user.php#cm), and select the version that you need (32 or 64 bits version). Reinstall the Codemeter and execute Update of firmware.

• How can I find the expiration date of my license? Read ‘Check license expiration date’, page 108 of the manual, or download the document from the website www.sonares.nl.

• How can I update the firmware of my CM-stick? See page 110 of the Manual. • In case the CM-stick does not seem to work: How can I inspect the CM-stick’s log? Wibu-

systems may need the information of the log file on the CM-stick. You may create this file as follows: Go to start � all programs � Codemeter � Tools � CmDust. The result is the file Cmdust-result.log. This file can be sent to [email protected] with description of the problems with the stick. Before you do so, please try to remedy the problems by first installing the newest version of the Codemeter Runtime kit and the execution of the firmware update of the CM-stick.

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MAINTENANCE OF SOFTWARE AND HARDWARE • License renewal and/or adjustment of license type Per default the ANT license is valid for one year (included in the purchase price). Of course it is possible to order license duration for more than one year when purchasing the program. Anyway, from 30 days before the expiration date, when starting the program, the following warning is flashed on the screen: ANT license will expire in the near future. Ask for a renewal at [email protected].

When the expiration has passed, the following message appears at the start of the program: ANT

license has expired. Ask for a renewal at [email protected].

NB: When you have not used the program for more than 30 days, it is possible that you will miss this warning. To renew the license a context file has to be created. Insert CM-stick in USB port and execute a right mouse click on your desk top. Then:

(1)

(4)

Your CM-stick code

3: Click on Create

(2)

4: Click to remove

(3)

5: Click on OK

6: Click on OK

1: Click on New

2: Click on WIBU Control File

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These actions result in the file: MyCmStick. WibuCmRaC on your desk top. Rename the file with the code number of the stick, for example 1-1243071.WibuCmRaC and attach this file to an email message, specifying your wishes (how many years of extension, number of users). The message you should be sent to [email protected]. Sonares BV will program your order into an update file with the name {name} .WibuCmRaU that will be zipped and attached to an email message to you. Download this file to your desk top, and unzip the file. Insert the CM-stick in a USB port and double-click on the update file. The new information will be written to the stick. In case you want to upgrade a stand-alone license to a multi-user license, you will need to pay more. How much will be offered to you upon request.

As soon as you notice the expiration warning, ask for a renewal of the license immediately. The license will be extended with at least one year from the expiration date, when the license has not yet expired, or will be extended with at least one year after you have received the update file when the expiration date has already passed. Of course you may ask for more than one year extensions.

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• Check license expiration date To find out about the expiration date of your license:

1: Insert CM-stick in usb port. Click on Codemeter icon in the system-tray NB: System must be connected to the internet!

(2)

(1)

2: Click on WebAdmin

Here you find the stick number

Flash memory capacity

3: Click on Licenses

(3)

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When the laptops are not connected to the internet, for reasons of data security, it is still possible to retrieve this information by using another system – not used for data collection. On that system the driver for the CM-stick should be installed first (see installation directives of the ANT program). Then proceed from above.

Firm Security Box number of Sonares BV

(3)

Here you find date and time of expiration of your ANT license. In this example: on December 31 at 23:59:59

3: Click on 100125 to see more details (if relevant)

(4)

Product Code 1 = ANT program

4: Click on 100125 to see more details (if relevant)

(6)

Number of users per stick = 1 (stand-alone license or 1-user server license

No activation time, i.e. stick operational when was received

No Unit counter, i.e. no count of number of times ANT was started

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• Firmware update of CM-stick (at least 1x per year) Wibu-systems regularly improve the firmware of the CM-stick. Therefore it is advised to update the firmware of your CM-stick at least annually. This can be done as follows: f

(5)

1: Insert CM-stick in usb port. Click on Codemeter icon in the system-tray

(1)

Here you find the stick number 2: Click on icon to

check version

(2)

(3a)

(3b)

When CM-firmware is not up-to-date, window 3b will pop up

3: Click on OK to start update process

(4)

4: Click on OK to finish process

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© LMJ de Sonneville March 2011

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