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

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,...

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Other Authors: Allan, Darcey M. (Darcey Michelle) (authoraut)
Format: Others
Language:English
English
Published: Florida State University
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Online Access:http://purl.flvc.org/fsu/fd/FSU_2016SU_Allan_fsu_0071E_13392
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spelling ndltd-fsu.edu-oai-fsu.digital.flvc.org-fsu_3664262020-06-24T03:08:02Z Do Different Versions of the Continuous Performance Test Measure the Same Constructs? Allan, Darcey M. (Darcey Michelle) (authoraut) Lonigan, Christopher J. (professor directing dissertation) Catts, Hugh W. (Hugh William), 1949- (university representative) Taylor, Jeanette E. (committee member) Schatschneider, Christopher (committee member) Wetherby, Amy M. (committee member) Florida State University (degree granting institution) College of Arts and Sciences (degree granting college) Department of Psychology (degree granting department) Text text Florida State University Florida State University English eng 1 online resource (96 pages) computer application/pdf 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. Psychology Clinical psychology FSU_2016SU_Allan_fsu_0071E_13392 http://purl.flvc.org/fsu/fd/FSU_2016SU_Allan_fsu_0071E_13392 This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. http://diginole.lib.fsu.edu/islandora/object/fsu%3A366426/datastream/TN/view/Do%20Different%20Versions%20of%20the%20Continuous%20Performance%20Test%20Measure%20the%20Same%20Constructs%3F.jpg
collection NDLTD
language English
English
format Others
sources NDLTD
topic Psychology
Clinical psychology
spellingShingle Psychology
Clinical psychology
Do Different Versions of the Continuous Performance Test Measure the Same Constructs?
description 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.
author2 Allan, Darcey M. (Darcey Michelle) (authoraut)
author_facet Allan, Darcey M. (Darcey Michelle) (authoraut)
title Do Different Versions of the Continuous Performance Test Measure the Same Constructs?
title_short Do Different Versions of the Continuous Performance Test Measure the Same Constructs?
title_full Do Different Versions of the Continuous Performance Test Measure the Same Constructs?
title_fullStr Do Different Versions of the Continuous Performance Test Measure the Same Constructs?
title_full_unstemmed Do Different Versions of the Continuous Performance Test Measure the Same Constructs?
title_sort do different versions of the continuous performance test measure the same constructs?
publisher Florida State University
url http://purl.flvc.org/fsu/fd/FSU_2016SU_Allan_fsu_0071E_13392
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