Do Different Versions of the Continuous Performance Test Measure the Same Constructs?

• Other Authors: Allan, Darcey M. (Darcey Michelle) (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Psychology; Clinical psychology
• Online Access: http://purl.flvc.org/fsu/fd/FSU_2016SU_Allan_fsu_0071E_13392

Continuous Performance Test (CPT) is a term used to describe a family of cognitive tasks that require an individual to view a sequence of stimuli on a screen while responding under certain conditions and withholding responses under other conditions. Despite the widespread use of the CPT in research, there is no consensus regarding whether different versions of this task are measuring the same or distinct underlying constructs. The purpose of this study is to examine whether two variations of the CPT that differ in target-frequencies and response requirements measure a unitary construct or distinct constructs. Participants included 150 4-and 5-year-olds who were oversampled for elevated levels of inattentive and hyperactive/impulsive behaviors. Participants completed three X-CPTs, three NotX-CPTs, and three direct measures of inhibitory control. For each participant, a teacher completed a behavior ratings scale. Confirmatory Factor Analyses were conducted to examine whether the indices of performance on the CPT (i.e., omission errors, commission errors) measured unitary or distinct constructs across versions of the CPT. Findings suggested that the degree to which X-CPTs and NotX-CPTs measured the same underlying constructs depended on whether scores that include errors made due to disengagement in the task were included in analyses. When the scores of children who disengaged were excluded, omission errors were found to assess the same underlying construct across CPT paradigms whereas commission errors were found to assess distinct constructs. The factors representing CPT performance indices demonstrated poor convergent and discriminant relations to teacher-ratings of behavior and direct measures of inhibitory control. === A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Summer Semester 2016. === June 16, 2016. === Assessment, Continuous Performance Test, Hyperactivity, Inattention, Inhibitory Control, Preschool === Includes bibliographical references. === Christopher J. Lonigan, Professor Directing Dissertation; Hugh Catts, University Representative; Jeanette Taylor, Committee Member; Christopher Schatschneider, Committee Member; Amy Wetherby, Committee Member.