Attention Network Test (ANT)
Combines Flanker with cue conditions to independently measure alerting, orienting, and executive attention networks.
Catalog
Each paradigm carries its description, key references, and every implementation the pipeline has indexed and launch-checked. A specification badge means a machine-checkable definition of the paradigm exists — and tells you whether a human has reviewed it.
Combines Flanker with cue conditions to independently measure alerting, orienting, and executive attention networks.
Detect two targets in a rapid serial visual presentation (RSVP) stream. The second target is often missed at 200–500 ms lag.
Participants scan a dense, static array and mark (cross out / tap) every instance of one or more target items embedded among distractors, working through the whole field under a time limit. Unlike classic visual search — which asks for a present/absent decision per display and reads efficiency off the set-size slope — cancellation requires exhaustive marking of all targets, so it indexes selective and sustained attention, visual scanning, and processing speed rather than search-decision time. A staple of clinical neuropsychology (e.g. the Bourdon–Zazzo “deux barrages”, d2, Bells, and Star Cancellation tests; “barrage” is the French term for the paradigm) and of developmental reading-attention assessment. A variant of visual search, but distinct in what it measures.
Detect a change between two alternating scenes separated by a brief disruption (flicker, saccade, mudsplash, or gradual fade). Reveals that focal attention is required to register even large visual changes.
Press one of several keys depending on which stimulus appears. RT scales with number of alternatives (Hick's law); measures speed of stimulus-response selection.
Detect unimodal visual, unimodal auditory, or bimodal audio-visual stimuli. Observers reliably miss the auditory component on bimodal trials — visual dominance over audition in attention.
Respond to infrequent targets in a sustained stimulus stream. Measures vigilance and impulsivity.
Different messages to each ear; shadow one. Measures selective auditory attention.
Perform two tasks simultaneously. Performance costs reveal capacity limits and attentional resource allocation.
Respond to a central target flanked by congruent or incongruent distractors. Measures focused attention and response conflict.
Compare peripheral flash (reflexive) vs. central arrow (voluntary) cues to separate reflexive from voluntary orienting.
Identify the global or local level of hierarchical stimuli (large letter made of small letters).
A continuous performance task variant in which stimuli fade smoothly from one to the next (gradient cross-fades, no abrupt onsets), so target-onset times are implicit. Participants respond to frequent go-targets and withhold for rare no-go targets; the continuous fading makes withholding effortful and exposes lapses of sustained attention via commission errors, reaction-time variability, and vigilance-decrement slopes. Introduced by Esterman et al. (2013) as a sensitive probe of sustained attention.
Failure to notice an unexpected stimulus during an attention-demanding primary task.
Posner cueing variant with long intervals — slower RTs at previously cued locations.
Track a subset of moving objects among identical distractors. Measures attentional capacity across space and time.
Respond to a target that was a distractor on the preceding trial. Slowed RTs reflect lingering inhibition of previously ignored stimuli.
Frequent standard stimuli are interspersed with rare deviant (oddball) stimuli. Generates the Mismatch Negativity (MMN) and P300 ERP components; standard tool in EEG attention and change-detection research.
Digits are presented auditorily at a fixed pace; participant adds each digit to the immediately preceding one and reports the running sum. Indexes sustained attention, working memory, and processing speed; clinical staple in MS and TBI.
Spatial cue (valid/invalid) precedes a target. Measures covert attentional orienting and disengagement.
Two stimuli at varying SOAs each require a response. RT2 increases at short SOAs, revealing a central processing bottleneck.
Respond as fast as possible to a brief visual stimulus appearing at long, unpredictable inter-stimulus intervals (~2–10 s in 10-minute sessions). Lapses (RT > 500 ms) and reciprocal mean RT index sustained vigilance. Foundational tool in sleep-deprivation and shift-work research; test–retest reliability ICC ≈ 0.8–0.9 sets it apart from generic simple-RT tasks.
Detect target sequences (e.g., three consecutive odd numbers) in a pseudo-random digit stream. Measures sustained visual attention.
Detect a single target in a rapid stream of items (~10/sec). Measures temporal attention resolution.
Participants first learn arbitrary associations between neutral geometric shapes and labels referring to the self, a close other, and a stranger, then judge whether subsequently presented shape–label pairs match the learned mapping. Faster and more accurate responses for self-associated pairs index the rapid attentional prioritization of self-relevant stimuli.
Press a single key as quickly as possible whenever any stimulus appears. Measures basic detection + motor speed; baseline for more complex RT paradigms.
Name the ink color of color-words (e.g., "RED" in blue ink). Measures selective attention and inhibitory control.
Respond to every stimulus except an infrequent target (reverse CPT). Commission errors index attention lapses and mind-wandering.
Identify a central target while localizing a peripheral target. Measures spatial extent of attentional processing.
During training, participants learn that certain colour singletons predict high vs. low monetary reward; in a subsequent test, these now task-irrelevant colours appear as distractors in a visual search display where reward is no longer at stake. Slower responses and increased eye-movements to high-value distractors index how learned value captures attention independently of goals and physical salience.
Search for a target among distractors. Set-size effects reveal parallel (pop-out) vs. serial search.
Copy and recall geometric figures across learning trials. Tests visuospatial learning and delayed recall.
Memorise consonant trigrams, perform a distractor task (e.g., count backwards by threes) for a variable delay (3–18 s), then recall. Demonstrates rapid forgetting of short-term memory under proactive interference — a foundational finding for the STM/LTM distinction.
Judge whether an item changed in a briefly viewed array after a delay. Estimates visual WM capacity (Cowan's K).
Family of working-memory span tasks that interleave a processing requirement (math, reading, symmetry judgment) with serial-storage probes. Together they estimate working-memory capacity as a latent factor that loads on fluid intelligence and resists single-task contamination. Members in the current catalog: operation-span, reading-span; would gain symmetry-span if that proposal is approved.
Reproduce a sequence of block taps. Measures visuospatial working memory span.
Participants learn ordered sequences whose items span multiple modalities (e.g. images + spoken or written words paired with auditory cues) and are later probed on order memory and item-cue associations. Distinct from unimodal serial-recall: the cross-modal mixing forces multimodal binding rather than within-modality rehearsal, making the paradigm useful for studying how the brain integrates representations across sensory streams.
Study semantically related words; frequently falsely recall/recognize the non-presented critical lure.
Match a complex visual pattern to alternatives after a delay. Measures short-term visual recognition memory.
Repeat digit sequences in order or reverse. Forward = storage; backward = storage + manipulation.
Some items cued "forget," others "remember." Comparing memory for each reveals intentional memory control.
Participants watch a continuous activity (typically a film of everyday actions) and press a key to mark perceived boundaries between meaningful events, often at coarse and fine grains. Agreement across observers, neural responses at boundaries, and the relationship between segmentation and subsequent memory index how ongoing experience is parsed into event units.
Study a list, then recall items in any order. Serial position effects reveal storage/retrieval dynamics.
Recall lists of items where one list is covertly repeated across trials. Recall improves for the repeated list relative to filler lists, indexing the long-term encoding of sequential information from short-term rehearsal.
Reorder sequences of visually and orally presented stimuli (e.g., animals by size). NIH Toolbox WM measure.
Indicate whether the current stimulus matches the one N items back. Working memory updating; difficulty scales with N.
Participants are exposed to unfamiliar word forms (often paired with referents, pictures, or definitions) and are later tested on recognition, recall, or lexical integration of those items, typically after a delay including sleep. Accuracy and interference effects with existing lexical neighbours index the formation and consolidation of new lexical representations.
Alternate between math problems and remembering items. Measures WM capacity under dual-task load.
Learn arbitrary pairs (e.g., word–word); tested via cued recall. Measures associative memory binding.
Providing some list items as cues paradoxically impairs recall of remaining items. Demonstrates retrieval competition.
Recognize previously seen abstract visual patterns among novel foils. Measures visual pattern recognition.
Remember to perform a future action while engaged in an ongoing task.
Read sentences while remembering final words. Measures WM capacity in a language context.
Item-recognition task in which some negative probes were members of the immediately preceding trial's memory set, inducing proactive interference. Isolates interference resolution in working memory.
Distinguish old from new items after study. Analyzed with signal detection theory (d', criterion).
Solve egocentric versus allocentric heading judgments to measure an individual's preferred spatial reference frame. Distinguishes participants who encode spatial layouts relative to their own viewpoint from those who use environment-anchored frames.
After an initial study phase, participants restudy some items and attempt to recall others, then take a delayed final test on all material. Better retention for tested items than for restudied items demonstrates the testing effect and is used to quantify how active retrieval strengthens long-term memory.
Practicing retrieval of some category members impairs recall of related unpracticed items. Reveals inhibitory retrieval processes.
15-word list across five learning trials, interference list, delayed recall. Measures verbal learning and retention.
Recall items in exact presentation order. Reveals phonological similarity and word-length effects.
Recall contextual details about how/where information was learned. Measures episodic source monitoring.
Remember spatial locations and discriminate old from novel locations after a delay.
Judge whether a probe was in a previously shown memory set. RT increases linearly with set size.
Visuospatial complex-span task. Interleave symmetry judgments on geometric patterns with location-memory probes; the processing load constrains storage. Together with operation-span and reading-span forms the canonical 'Engle' complex-span trio used to estimate WM capacity as a latent factor.
After learning word pairs, suppress retrieval of some targets when cued. Tests voluntary memory suppression.
Look away from a peripheral stimulus. Measures inhibitory control of eye movements.
Respond to A-then-X sequences; measures proactive vs. reactive cognitive control.
Predict dot position as rules change. Errors after rule changes measure set-shifting.
Press one of several keys depending on which stimulus appears. RT scales with number of alternatives (Hick's law); measures speed of stimulus-response selection.
Extended Stroop with four conditions including inhibition/switching. Part of the Delis-Kaplan Executive Function System.
Sort cards by one dimension (e.g., color), then switch to another (e.g., shape). NIH Toolbox EF measure.
Respond to frequent "go" stimuli, withhold to "no-go." Measures response inhibition.
Complete sentences with a congruent word (Part A), then an incongruent word (Part B). Part B = suppression.
Learn stimulus–reward rules based on one dimension, then shift to a new dimension. Separates intra- from extradimensional shifting.
Reorder intermixed letters and numbers (numbers ascending, letters alphabetical). Measures WM manipulation.
Participants view a matrix (typically 3x3) of abstract patterns with one cell missing, and select the option from a set of alternatives that completes the matrix according to the implicit rule. Accuracy is used as an index of non-verbal analytic reasoning and fluid intelligence.
Navigate from start to goal through a 2-D maze. Path length, completion time, and dead-end counts index spatial planning and look-ahead. Distinct from Tower-style puzzles (which manipulate sub-goal ordering) and pursuit-tracking tasks (which manipulate continuous visuomotor control).
Judge whether two side-by-side visual patterns are same or different as quickly as possible. NIH Toolbox processing speed measure.
Generate sequences (digits, letters, key-presses) intended to be random in time with a pacing signal (often 1 Hz or 2 Hz). Deviations from randomness — counting strings, alphabet/numeric runs, repetition avoidance, response biases — index inhibitory control over prepotent sequences and are a classic executive-function probe.
Item-recognition task in which some negative probes were members of the immediately preceding trial's memory set, inducing proactive interference. Isolates interference resolution in working memory.
Respond based on a non-spatial feature while stimulus location is congruent/incongruent with the response.
Family of tasks requiring a participant to mentally search a problem space and produce a move sequence (or route) that achieves a goal under spatial constraints. Distinct from continuous visuomotor control (pursuit, tracking) and from rule-switching paradigms. Members in the current catalog: tower-of-london-hanoi, stockings-of-cambridge; would gain maze-solving and traveling-salesman-problem if those proposals are approved.
Plan a sequence of moves to match a goal arrangement of colored balls (computerized Tower of London).
Cancel an initiated response when a stop signal appears. SSRT estimates inhibitory control speed.
Alternate between tasks; switch cost measures mental set reconfiguration.
Rearrange disks to match a goal in minimum moves. Measures planning and problem-solving.
Part A: connect numbers. Part B: alternate numbers and letters. B–A indexes cognitive flexibility.
Visit each of N points exactly once and return to start, minimising total path length. Performance reflects spatial planning and route-optimisation heuristics; humans typically solve small instances (N ≤ 20) near-optimally despite the NP-hard formulation. Distinct from Tower-style puzzles in lacking sub-goal structure.
Generate words starting with a letter or from a category within a time limit.
Sort cards by an unknown, shifting rule. Perseverative errors measure cognitive flexibility.
Pump a virtual balloon for increasing reward; risk losing all if it pops. Indexes risk-taking propensity.
Draw beads from jars of known ratios; decide which jar they come from. Fewer draws = jumping to conclusions bias.
Bet on outcomes with explicit probabilities displayed. Separates risk-taking from learning.
Short item set (typically 3-7 questions) where the intuitive answer is wrong and reflection is required to reach the correct one (e.g. "A bat and ball cost $1.10…"). Scores reflective vs. heuristic thinking.
Participants sample from payoff distributions before choosing, rather than seeing described probabilities. Reveals the description–experience gap.
Choose between smaller-sooner and larger-later rewards. Discounting steepness measures impulsivity.
One player allocates money to a passive other. Purer measure of altruism/prosocial preferences.
Choose low-effort/low-reward vs. high-effort/high-reward tasks. Measures motivation and effort discounting.
Decide whether to push a person to stop a trolley killing five. "Personal" moral dilemma engaging stronger emotional processing.
Choose from four decks with varying reward/punishment. Measures affective decision-making under ambiguity.
Cue signals potential monetary gain or loss; participant must respond fast enough to a target to win/avoid the outcome. Dissociates reward anticipation from receipt; widely used in fMRI reward research.
Rate the relevance of moral principles (care, fairness, loyalty, authority, purity) to moral judgments.
After learning an action–outcome association, the outcome is devalued. Sensitivity distinguishes goal-directed from habitual behavior.
Participants harvest depleting reward patches (e.g., trees yielding apples at a diminishing rate) and choose on each step whether to keep exploiting the current patch or pay a travel cost to move on. Patch-leaving times, compared against the marginal value theorem's optimal threshold, index explore–exploit balance and sensitivity to opportunity cost.
Pavlovian cues associated with outcomes bias instrumental responding toward the associated action.
Cooperate or defect; iterated versions measure cooperation strategies.
Contribute to a shared pool (multiplied, redistributed). Measures cooperation and free-riding.
Reinforcement-learning variant where one option delivers a fixed payoff and the other a variance-matched gamble with the same expected value. Probes how learning history shapes risk preferences and asymmetric value updating.
Participants choose locations on a 2D grid to discover hidden rewards, aiming to maximise cumulative score across a fixed number of rounds. Combines elements of multi-armed bandits (each cell is an arm with an unknown reward) and spatial exploration (the spatial layout encourages structured rather than random search). Distinct from patch-foraging (no patch depletion) and the classical two-armed bandit (large action space + spatial structure).
Decide whether to divert a trolley to kill one person to save five. Classic moral dilemma indexing utilitarian reasoning.
Investor sends money (multiplied) to trustee who decides return. Measures trust and reciprocity.
Two-stage choice with probabilistic state transitions and drifting reward probabilities. Dissociates model-based from model-free reinforcement learning via stay/switch patterns after rare vs. common transitions.
Proposer splits money; responder accepts or rejects. Measures fairness norms and punishment.
Two spatially separated stimuli in alternation produce the illusion of movement. Probes motion correspondence mechanisms.
A briefly presented target is immediately followed by a mask, rendering it invisible. Measures temporal limits of conscious perception.
Different images to each eye; perception alternates. Probes perceptual competition and conscious awareness.
Identify actions from sparse point-light displays.
Detect a change between two alternating scenes separated by a brief disruption (flicker, saccade, mudsplash, or gradual fade). Reveals that focal attention is required to register even large visual changes.
Judge whether an item changed in a briefly viewed array after a delay. Estimates visual WM capacity (Cowan's K).
Detect unimodal visual, unimodal auditory, or bimodal audio-visual stimuli. Observers reliably miss the auditory component on bimodal trials — visual dominance over audition in attention.
The top half of one face is aligned with the bottom half of another, creating a fused 'composite' that is processed holistically when upright. Participants judge whether the top (or bottom) halves of two composites are the same, with misalignment and inversion as manipulations that break holistic processing. Canonical paradigm for measuring configural / holistic face perception.
High-contrast dynamic patterns to one eye suppress a static target in the other from awareness. Measures unconscious visual processing.
Detect aligned Gabor elements forming a path among random elements. Measures contour grouping.
Identify a peripheral target flanked by nearby distractors. Impaired identification probes spatial limits of object recognition.
Judge the relative size of a central circle surrounded by either larger or smaller flanking circles. The central circle appears smaller when flanked by larger circles, larger when flanked by smaller ones. Reveals contextual size-contrast effects in visual perception.
Locate a simple shape within a complex pattern. Measures field independence.
Participants watch a continuous activity (typically a film of everyday actions) and press a key to mark perceived boundaries between meaningful events, often at coarse and fine grains. Agreement across observers, neural responses at boundaries, and the relationship between segmentation and subsequent memory index how ongoing experience is parsed into event units.
Stimuli are presented at a fixed base frequency (typically 6 Hz) with a different stimulus type — an "oddball" — appearing periodically (e.g. every 5th image, giving 1.2 Hz). EEG responses at the oddball frequency (and its harmonics, excluding base-frequency multiples) provide an objective, implicit index of how readily the brain discriminates the oddball category from the base. The 6 Hz response indexes general visual processing. Widely used for face individuation, object categorisation, and semantic categorisation without requiring explicit behavioural responses.
Detect presence/orientation of Gabor patches at varying contrasts. Measures visual sensitivity.
Unfamiliar-face matching: decide whether two simultaneously presented face photographs (typically taken with different cameras) depict the same identity. Distinct from face memory tasks — taps perceptual face matching without memory load.
Match the orientation of two angled lines to a response array. Measures visuospatial perception.
Mismatched audio (e.g. /ba/) and visual (e.g. /ga/) syllables fuse into a third percept (e.g. /da/). Indexes audiovisual integration in speech perception.
Judge whether two rotated 3D objects are same or mirror images. RT scales with angular disparity.
Judge line lengths with inward/outward arrowheads. Measures susceptibility to geometric illusions.
Frequent standard stimuli are interspersed with rare deviant (oddball) stimuli. Generates the Mismatch Negativity (MMN) and P300 ERP components; standard tool in EEG attention and change-detection research.
Stimulus intensity adjusted trial-by-trial to converge on perceptual threshold.
Judge global motion direction with varying coherence levels. Measures motion perception and perceptual decision-making.
Solve egocentric versus allocentric heading judgments to measure an individual's preferred spatial reference frame. Distinguishes participants who encode spatial layouts relative to their own viewpoint from those who use environment-anchored frames.
Judge whether two stimuli appeared at the same time or at different times. Measures temporal binding window.
Match novel non-words (e.g. "bouba" vs "kiki") to rounded or angular shapes. Reveals systematic crossmodal mappings between speech sounds and visual form, robust across cultures and ages.
Participants listen to spoken targets (words, digits, or sentences) presented over background noise (e.g., speech-shaped noise, multi-talker babble) at varying signal-to-noise ratios and repeat or identify the target. The signal-to-noise ratio yielding a criterion level of accuracy provides a sensitive index of speech reception threshold and listening effort under adverse conditions.
Report which of two stimuli appeared first. Measures temporal resolution.
Reproduce the duration of a presented interval. Measures internal clock precision and scalar timing.
Judge the offset of two line segments. Measures hyperacuity — spatial resolution finer than photoreceptor spacing.
Listeners hear speech in different regional, social, or non-native accents and rate or categorize the speakers along social-evaluative dimensions (e.g. friendliness, intelligence, geographic origin) or make perceptual judgements (intelligibility, dialect identification). Developmental version (Kinzler line) tracks the emergence of accent-based social preferences in children.
Participant hears a short verbal definition or description (e.g. 'a small animal that says meow') and produces the corresponding word. Complementary to picture (visual) naming for assessing word retrieval and language localization; preferentially probes anterior temporal-lobe language processing in cortical-stimulation studies.
Participants categorise stimuli that vary along an acoustic continuum (most commonly speech sounds) into discrete perceptual categories. The hallmark is sharper discrimination across category boundaries than within. Heavily used in studies of phoneme perception, especially non-native speech learning (e.g. /r/–/l/ for Japanese listeners, dental vs retroflex for English listeners).
Examiner shows the Boston Diagnostic Aphasia Examination (BDAE) Cookie Theft picture (a kitchen scene with an overflowing sink and two children stealing cookies) and asks the participant to describe everything they see. Standard connected-speech elicitation task used to assess narrative production, lexical retrieval, and information content in aphasia, dementia, and progressive language disorders.
Auditory sentence + visual word probe at critical points. RT to probe reveals real-time lexical activation during speech.
Measure comprehension of discourse and modal particles (German doch / ja, English even) by manipulating context and recording acceptability, RT, or visual-world looks. Probes how speakers integrate context-sensitive meaning beyond truth-conditional content.
Sentences with temporary syntactic ambiguity lead to initial misparse and recovery. Reading time increase measures reanalysis.
Participant reads or hears sentences and judges whether each is grammatically acceptable. Sentence sets manipulate specific syntactic structures (filler-gap dependencies, agreement, binding, word order) to probe metalinguistic knowledge. Widely used in aphasia, L2 acquisition, and child-language research.
Infant is seated between two side lights and audio speakers. A flashing light attracts the infant's gaze toward a speaker; a sustained auditory stimulus then plays from that side and continues until the infant looks away. Looking time toward each side serves as an index of relative interest in the two auditory stimulus types. Standard methodology for testing infant speech perception, word segmentation, and phonotactic learning.
Battery-style tasks estimating a learner’s capacity to acquire a new language. Participants are taught the vocabulary and grammar of an artificial or unfamiliar language in a short session, then tested via translation, rule application, or production. Standard instrument: Carroll & Sapon’s Modern Language Aptitude Test (MLAT).
Classify letter strings as real words or nonwords. Reveals lexical access speed and word frequency effects.
Infant or child views two pictures on a screen while hearing a spoken sentence labelling one of them; eye movements to the target picture are tracked over time. Developmental adaptation of the visual world paradigm, used to measure speed and accuracy of spoken-word recognition in young children. Standard in infant psycholinguistics; underpins the Peekbank repository of looking-while-listening datasets.
A very briefly presented, masked prime word facilitates recognition of a related target. Reveals automatic lexical processing.
Reveal a sentence word-by-word; at each word the participant chooses between the correct continuation and a contextually-implausible distractor. Selection RT is a more localised index of incremental parsing difficulty than self-paced reading. Variants include G-Maze (grammatical distractors) and A-Maze / iMaze (distractors generated by a language model).
Mismatched audio (e.g. /ba/) and visual (e.g. /ga/) syllables fuse into a third percept (e.g. /da/). Indexes audiovisual integration in speech perception.
Participant listens to or reads an extended naturalistic narrative (spoken story, podcast, audio-book passage, or film soundtrack) while neural activity is recorded with fMRI, EEG, MEG, or fNIRS. Used to study how the brain integrates linguistic information across long time-scales; analysis typically relies on inter-subject correlation (ISC) or model-based encoding of linguistic features. Underpins large open datasets such as the Narratives collection and the Pieman corpus on OpenNeuro.
Repeat novel nonsense words of increasing length. Measures phonological short-term memory.
Participants are exposed to unfamiliar word forms (often paired with referents, pictures, or definitions) and are later tested on recognition, recall, or lexical integration of those items, typically after a delay including sleep. Accuracy and interference effects with existing lexical neighbours index the formation and consolidation of new lexical representations.
Read aloud single words of increasing difficulty. NIH Toolbox reading decoding measure.
Participant judges whether a written letter string conforms to the orthographic conventions of a language (typically: correctly spelled vs misspelt). Distinct from Lexical Decision (real vs non-word): orthographic decision probes orthographic processing and spelling knowledge specifically. Common in developmental reading assessment.
Detect a target phoneme in speech. Measures speech segmentation.
Family of tasks that probe a participant’s awareness of and ability to manipulate the sound structure of language at the syllable, onset-rime, and phoneme level. Includes rhyme judgment, phoneme deletion, syllable counting, and segmentation. A foundational predictor of reading acquisition in school-age children.
Name depicted objects as quickly as possible. Sensitive to lexical retrieval and word frequency.
Select from four pictures the one matching a spoken word. NIH Toolbox receptive vocabulary measure.
Participant sees a picture and selects the matching written word (or short sentence) from a small set of alternatives. Inverse of Written Word–Picture Matching; probes word-reading and orthographic mapping. A reading-modality variant of the Picture Vocabulary Test (PPVT).
Probe how presuppositions triggered by definite descriptions, factive verbs, or aspectual operators behave under entailment-cancelling embeddings (negation, modals, conditionals, questions). Measures inferential commitment via acceptability or reading-time disruption — the canonical example is The king of France is bald under negation.
Participant hears a sentence containing a pronoun or reflexive (e.g. 'Mama Bear is washing her' vs 'Mama Bear is washing herself') and judges its truth against a picture. Tests knowledge of the syntactic binding principles (Principle A for reflexives, Principle B for pronouns) and their pragmatic counterparts. Canonical developmental probe of the Delay of Principle B Effect.
Participant silently reads a short text and answers questions about its content. Standard educational and clinical assessment of reading comprehension, distinct from naturalistic-listening narrative comprehension paradigms.
Two-participant signaling task: a sender describes a target referent (often a colour patch or shape) so a receiver can identify it from a set of distractors. Reveals informativity calculations, lexical alignment across turns, and reference-frame coordination. Distinct from the Director Task, which is single-participant perspective-taking.
Probe pragmatic enrichment of scalar terms (some, or, might) to their upper-bounded interpretation (some-but-not-all, exclusive or, possible-but-not-certain). Typically measured via acceptability judgements, truth-value judgements, or selection RTs on under-informative sentences.
Press a key to reveal each word; reading times at critical regions reveal parsing strategies.
A related prime speeds target recognition. Measures spreading activation in semantic memory.
Complete a sentence with the most likely word. Cloze probability used in ERP research (N400).
Judge true/false (e.g., "A canary is a bird"). Indexes category typicality.
Participant silently reads single written words (or sentences presented word-by-word, RSVP-style) while behavioural or neural responses are recorded. Distinct from word-naming (which involves articulation) and lexical-decision (which involves an explicit word/non-word judgement). The backbone paradigm for ERP and MEG studies of orthographic, lexical, and semantic access.
Match novel non-words (e.g. "bouba" vs "kiki") to rounded or angular shapes. Reveals systematic crossmodal mappings between speech sounds and visual form, robust across cultures and ages.
Participants listen to spoken targets (words, digits, or sentences) presented over background noise (e.g., speech-shaped noise, multi-talker babble) at varying signal-to-noise ratios and repeat or identify the target. The signal-to-noise ratio yielding a criterion level of accuracy provides a sensitive index of speech reception threshold and listening effort under adverse conditions.
Participant hears a word (or pronounceable non-word) and selects the matching written form from a small set of alternatives. Tests phoneme-to-grapheme mapping and orthographic word recognition in a cross-modal variant of the Lexical Decision Task. Non-word trials probe systematic decoding rather than lexical lookup.
Exposure to a syntactic structure (e.g., passive) increases production of that structure in subsequent sentences.
Eye movements to objects during spoken language reveal real-time word recognition.
Read aloud presented words. Naming latency reflects phonological encoding and regularity effects.
Letters identified more accurately when embedded in words than in nonwords or alone. Demonstrates top-down influence.
Participant reads a written word (or short sentence) and selects the matching picture from a small set of alternatives. A reading-modality variant of the Picture Vocabulary Test (PPVT): probes receptive vocabulary and reading comprehension at the word level. Used in early-reading assessment for school-age children.
Listeners hear speech in different regional, social, or non-native accents and rate or categorize the speakers along social-evaluative dimensions (e.g. friendliness, intelligence, geographic origin) or make perceptual judgements (intelligibility, dialect identification). Developmental version (Kinzler line) tracks the emergence of accent-based social preferences in children.
Judge line lengths after confederates give unanimously wrong answers. Measures conformity to social pressure.
Learn and identify faces. Measures face recognition ability.
Virtual ball-tossing game where the participant is gradually excluded. Measures social exclusion effects.
Take into account another person's visual perspective when selecting objects. Measures perspective-taking.
Participant decides how to distribute resources (stickers, coins, snacks) among recipients who differ on dimensions such as need, merit, group membership, or prior generosity. Used to study the development of cooperation, fairness, in-group bias, and reciprocity from preschool age onward.
Observe another person receiving a painful stimulus while neural/physiological responses are measured.
Recognize upright vs. inverted faces. Disproportionate inversion cost demonstrates configural face processing.
Predict where a character will look for an object moved in their absence. First-order theory of mind.
Identify social faux pas in stories. Measures advanced theory of mind.
A central face looks left/right before a target. Measures automatic social attention following.
Describe movements of geometric shapes. Reveals spontaneous social/intentional attribution.
Rapidly categorize stimuli along two dimensions; RT difference measures implicit bias.
Administer apparent electric shocks under authority instruction. Measures obedience to authority figures.
Categorize participants into arbitrary groups; measure in-group favoritism in resource allocation.
Infer mental states from photographs of the eye region. Measures advanced theory of mind.
Two-participant signaling task: a sender describes a target referent (often a colour patch or shape) so a receiver can identify it from a set of distractors. Reveals informativity calculations, lexical alignment across turns, and reference-frame coordination. Distinct from the Director Task, which is single-participant perspective-taking.
Two informants label or describe novel objects: one is consistently accurate or knowledgeable, the other inaccurate or ignorant. Children are then asked which informant to learn from, ask, or endorse. Measures the developmental emergence of epistemic vigilance and trust calibration to informant reliability.
Participants first learn arbitrary associations between neutral geometric shapes and labels referring to the self, a close other, and a stranger, then judge whether subsequently presented shape–label pairs match the learned mapping. Faster and more accurate responses for self-associated pairs index the rapid attentional prioritization of self-relevant stimuli.
Participants from a negatively stereotyped group complete a diagnostic task (e.g., a difficult cognitive test) after a manipulation that makes the stereotype salient (such as reporting group identity or being told the task is diagnostic of ability). Performance decrements relative to a non-threat control condition index how stereotype salience disrupts task execution.
Caregiver–infant separations and reunions in a structured lab setting. Classifies attachment styles.
Study strings from a finite-state grammar; classify new strings as grammatical or not.
Neutral stimulus paired with US until it elicits a conditioned response.
Repeated spatial configurations speed visual search without explicit awareness.
Participants learn ordered sequences whose items span multiple modalities (e.g. images + spoken or written words paired with auditory cues) and are later probed on order memory and item-cue associations. Distinct from unimodal serial-recall: the cross-modal mixing forces multimodal binding rather than within-modality rehearsal, making the paradigm useful for studying how the brain integrates representations across sensory streams.
Tone (CS) paired with shock (US); CS alone then elicits fear. Extinction via CS-alone trials.
Recall lists of items where one list is covertly repeated across trials. Recall improves for the repeated list relative to filler lists, indexing the long-term encoding of sequential information from short-term rehearsal.
Categorize stimuli by integrating multiple dimensions (not easily verbalized). Relies on implicit systems.
Participants learn that actions produce specific outcomes. Schedule manipulations measure goal-directed vs. habitual learning.
Battery-style tasks estimating a learner’s capacity to acquire a new language. Participants are taught the vocabulary and grammar of an artificial or unfamiliar language in a short session, then tested via translation, rule application, or production. Standard instrument: Carroll & Sapon’s Modern Language Aptitude Test (MLAT).
Pre-exposure to a stimulus without consequences retards subsequent conditioning to that stimulus. Measures learned irrelevance.
Participants view a matrix (typically 3x3) of abstract patterns with one cell missing, and select the option from a set of alternatives that completes the matrix according to the implicit rule. Accuracy is used as an index of non-verbal analytic reasoning and fluid intelligence.
Participants are exposed to unfamiliar word forms (often paired with referents, pictures, or definitions) and are later tested on recognition, recall, or lexical integration of those items, typically after a delay including sleep. Accuracy and interference effects with existing lexical neighbours index the formation and consolidation of new lexical representations.
Choose between options with different reward probabilities. Modeled with reinforcement learning.
Participants attempt to keep a hand-held stylus (or a cursor under mouse/finger control) in continuous contact with a small target that moves along a circular path on a rotating turntable. Time-on-target across trials and sessions indexes visuomotor tracking ability and procedural motor skill learning.
After an initial study phase, participants restudy some items and attempt to recall others, then take a delayed final test on all material. Better retention for tested items than for restudied items demonstrates the testing effect and is used to quantify how active retrieval strengthens long-term memory.
After learning a stimulus–reward association, contingencies reverse. Measures flexibility in reward learning.
Reinforcement-learning variant where one option delivers a fixed payoff and the other a variance-matched gamble with the same expected value. Probes how learning history shapes risk preferences and asymmetric value updating.
Two neutral stimuli are paired; one is then conditioned. Testing the other reveals indirect associative transfer.
Respond to stimuli in a repeating spatial sequence. RT speedup indexes implicit sequence learning.
After Pavlovian conditioning, some subjects approach the predictive cue (sign) while others approach the reward location (goal).
Exposure to streams with embedded regularities. Sensitivity to transitional probabilities measures implicit learning.
CS offset precedes US onset by a temporal gap. Requires hippocampal-dependent bridging of the CS–US gap.
Two-stage choice with probabilistic state transitions and drifting reward probabilities. Dissociates model-based from model-free reinforcement learning via stay/switch patterns after rare vs. common transitions.
During training, participants learn that certain colour singletons predict high vs. low monetary reward; in a subsequent test, these now task-irrelevant colours appear as distractors in a visual search display where reward is no longer at stake. Slower responses and increased eye-movements to high-value distractors index how learned value captures attention independently of goals and physical salience.
Cursor feedback is rotated relative to hand movement; participants gradually adapt. Measures sensorimotor error-based learning.
Predict outcomes from probabilistic cue combinations. Dissociates declarative from procedural learning.
Respond to one emotional category, withhold to another. Measures emotion–inhibition interaction.
Emotional prime facilitates/inhibits evaluation of a subsequent target. Measures automatic affective processing.
Push/pull a joystick in response to emotional stimuli. Congruence effects reveal automatic approach/avoidance tendencies.
Probe replaces one of two stimuli (emotional/neutral). Faster detection at emotional location = attentional bias.
Label facial expressions of the six basic emotions. Measures facial emotion recognition accuracy.
Reappraise, suppress, or attend to emotional images. Indexes regulation strategy effectiveness.
Dot-probe variant using emotional faces. Widely used in anxiety and depression research for attentional bias to threat.
Emotional distractors flank a central target. Measures involuntary attentional capture by emotional stimuli.
Name ink color of emotionally valenced words. Slowed naming for emotional words indexes attentional capture.
Systematically code facial muscle movements (Action Units) to measure spontaneous emotional expression.
Startle probe during a fear-conditioned stimulus produces enhanced eyeblink. Measures conditioned fear physiologically.
View standardized emotional images while physiological/neural responses are measured.
Cue signals potential monetary gain or loss; participant must respond fast enough to a target to win/avoid the outcome. Dissociates reward anticipation from receipt; widely used in fMRI reward research.
Film clips, music, or recall used to induce transient mood states as experimental variables.
Eyeblink startle to sudden noise during emotional images — potentiated during negative, attenuated during positive.
Public speaking + mental arithmetic before evaluators. Gold-standard lab stress induction producing cortisol responses.
Generate as many unusual uses for a common object (e.g., brick) as possible. Scores fluency, flexibility, and originality.
Given three compound-word stems, find the word that completes all three. Modernized RAT variant.
Experts independently rate creative products (stories, collages, poems). Measures real-world creative output.
Solve problems requiring restructuring of the initial representation. Measures insight vs. analytic problem solving.
Given three words (e.g., "falling, actor, dust"), find a fourth linking them all ("star"). Measures convergent creative thinking.
Battery of verbal and figural tasks yielding fluency, flexibility, originality, and elaboration scores.
Before study, judge how easy each item will be to learn. Measures pre-study metacognitive prediction.
After failing to recall, judge the likelihood of recognizing the item later. Prospective metacognitive judgment.
After studying each item, predict the likelihood of recalling it later. Accuracy measures metacognitive monitoring.
After perceptual discrimination, rate confidence. Meta-d' quantifies metacognitive sensitivity independently of task performance.
Rate confidence in the correctness of a just-given response. Calibration and resolution metrics measure metacognitive accuracy.
Retrieve answers to general knowledge questions; report TOT states. Measures retrieval failure awareness.
Tap a key as fast as possible (or at a specified rate). Measures motor speed, rhythm, and lateralization.
Move to targets of varying distance and width. Movement time scales logarithmically with index of difficulty.
A robotic arm applies velocity-dependent forces during reaching; participants learn to compensate. Measures internal model formation.
Lift an object and maintain stable grip; perturbations reveal predictive and reactive force control.
Trace a shape while viewing only a mirror reflection. Measures visuomotor adaptation and procedural learning.
Place pegs into holes as quickly as possible with each hand and both together. Measures fine manual dexterity.
Participants attempt to keep a hand-held stylus (or a cursor under mouse/finger control) in continuous contact with a small target that moves along a circular path on a rotating turntable. Time-on-target across trials and sessions indexes visuomotor tracking ability and procedural motor skill learning.
Cursor feedback is rotated relative to hand movement; participants adapt reaching over trials. Measures sensorimotor adaptation.
Judge which of two dot arrays is more numerous (non-symbolic). Ratio-dependent accuracy indexes ANS precision.
Experimenter asks the child to place exactly N objects (e.g., 'Give me three fish') in a container, varying N across trials. Canonical assessment of early-childhood number-word knowledge; performance classifies children as 'one-knowers', 'two-knowers', 'three-knowers', 'four-knowers', or 'cardinal-principle knowers'.
Judge which of two Arabic digits is larger. Distance effect reveals analogue magnitude representation.
Place a number on a physical line anchored at 0 and 100/1000. Shift from logarithmic to linear mapping tracks development.
Classify numbers while responding left/right. Faster left responses to small numbers reveals spatial–numerical mapping.
Enumerate briefly flashed dot arrays. Fast and accurate for 1–4 items (subitizing range), slower beyond.
Infant searches at location A after repeated finds there, even after watching the toy moved to B. Measures object permanence.
Listeners hear speech in different regional, social, or non-native accents and rate or categorize the speakers along social-evaluative dimensions (e.g. friendliness, intelligence, geographic origin) or make perceptual judgements (intelligibility, dialect identification). Developmental version (Kinzler line) tracks the emergence of accent-based social preferences in children.
Child observes which objects activate a novel machine (the 'blicket detector') and infers which objects have the hidden causal property. Used to study early causal-mechanism learning, screening-off, and Bayesian causal-graph reasoning in preschoolers. Generalizes to a broad family of multi-agent / multi-cue causal-responsibility judgements.
Transform the appearance of a quantity (e.g., pour water into a taller glass) and ask if the amount changed. Piagetian concrete operations.
Participant is told a story and asked 'what if X had happened instead?' (counterfactual) or 'what if X happens next time?' (future hypothetical). Measures the ability to represent multiple alternative possibilities, a developmental milestone emerging between ages 3 and 6.
Participant decides how to distribute resources (stickers, coins, snacks) among recipients who differ on dimensions such as need, merit, group membership, or prior generosity. Used to study the development of cooperation, fairness, in-group bias, and reciprocity from preschool age onward.
Experimenter asks the child to place exactly N objects (e.g., 'Give me three fish') in a container, varying N across trials. Canonical assessment of early-childhood number-word knowledge; performance classifies children as 'one-knowers', 'two-knowers', 'three-knowers', 'four-knowers', or 'cardinal-principle knowers'.
Infant is seated between two side lights and audio speakers. A flashing light attracts the infant's gaze toward a speaker; a sustained auditory stimulus then plays from that side and continues until the infant looks away. Looking time toward each side serves as an index of relative interest in the two auditory stimulus types. Standard methodology for testing infant speech perception, word segmentation, and phonotactic learning.
Infant or child views two pictures on a screen while hearing a spoken sentence labelling one of them; eye movements to the target picture are tracked over time. Developmental adaptation of the visual world paradigm, used to measure speed and accuracy of spoken-word recognition in young children. Standard in infant psycholinguistics; underpins the Peekbank repository of looking-while-listening datasets.
Child chooses one marshmallow now or waits for two. Measures self-control and delay of gratification in preschoolers.
Child is shown how a novel toy works by either (a) a pedagogical demonstrator who frames the action as deliberate instruction or (b) a non-pedagogical demonstrator. Children's subsequent exploration is measured: pedagogical demonstration narrows exploration to the demonstrated function, whereas non-pedagogical demonstration leaves exploration broad. Used to study how children infer the informativeness of evidence under pedagogical assumptions.
Remember and reproduce the order of a sequence of activity pictures. NIH Toolbox episodic memory measure for all ages.
Present two stimuli side by side; differential looking time reveals visual preference or discrimination in pre-verbal infants.
Participant hears a sentence containing a pronoun or reflexive (e.g. 'Mama Bear is washing her' vs 'Mama Bear is washing herself') and judges its truth against a picture. Tests knowledge of the syntactic binding principles (Principle A for reflexives, Principle B for pronouns) and their pragmatic counterparts. Canonical developmental probe of the Delay of Principle B Effect.
Two informants label or describe novel objects: one is consistently accurate or knowledgeable, the other inaccurate or ignorant. Children are then asked which informant to learn from, ask, or endorse. Measures the developmental emergence of epistemic vigilance and trust calibration to informant reliability.
Infants look longer at "impossible" events (e.g., object through solid barrier). Looking time indexes early physical knowledge.
Draw a clock face showing a specified time. Screens for visuospatial, executive, and semantic deficits.
30-point screening covering orientation, registration, attention, recall, and language. Global cognitive screening tool.
Brief screening for mild cognitive impairment across visuospatial, executive, memory, attention, language, and orientation.
Brief battery spanning immediate memory, visuospatial, language, attention, and delayed memory.
Match symbols to digits using a key as quickly as possible. Measures processing speed and incidental learning.
Participants categorise stimuli that vary along an acoustic continuum (most commonly speech sounds) into discrete perceptual categories. The hallmark is sharper discrimination across category boundaries than within. Heavily used in studies of phoneme perception, especially non-native speech learning (e.g. /r/–/l/ for Japanese listeners, dental vs retroflex for English listeners).
Mismatched audio (e.g. /ba/) and visual (e.g. /ga/) syllables fuse into a third percept (e.g. /da/). Indexes audiovisual integration in speech perception.
Family of tasks that probe a participant’s awareness of and ability to manipulate the sound structure of language at the syllable, onset-rime, and phoneme level. Includes rhyme judgment, phoneme deletion, syllable counting, and segmentation. A foundational predictor of reading acquisition in school-age children.
A continuous performance task variant in which stimuli fade smoothly from one to the next (gradient cross-fades, no abrupt onsets), so target-onset times are implicit. Participants respond to frequent go-targets and withhold for rare no-go targets; the continuous fading makes withholding effortful and exposes lapses of sustained attention via commission errors, reaction-time variability, and vigilance-decrement slopes. Introduced by Esterman et al. (2013) as a sensitive probe of sustained attention.
Stimuli are presented at a fixed base frequency (typically 6 Hz) with a different stimulus type — an "oddball" — appearing periodically (e.g. every 5th image, giving 1.2 Hz). EEG responses at the oddball frequency (and its harmonics, excluding base-frequency multiples) provide an objective, implicit index of how readily the brain discriminates the oddball category from the base. The 6 Hz response indexes general visual processing. Widely used for face individuation, object categorisation, and semantic categorisation without requiring explicit behavioural responses.
Unfamiliar-face matching: decide whether two simultaneously presented face photographs (typically taken with different cameras) depict the same identity. Distinct from face memory tasks — taps perceptual face matching without memory load.
Solve simple or multi-digit arithmetic problems mentally, typically under time pressure. Used as a working-memory loading task, a processing-speed measure, and a cognitive-load benchmark. Distinct from number-comparison (symbolic magnitude judgment without arithmetic) and from approximate-number-system tasks (non-symbolic).
Digits are presented auditorily at a fixed pace; participant adds each digit to the immediately preceding one and reports the running sum. Indexes sustained attention, working memory, and processing speed; clinical staple in MS and TBI.
Participant judges whether a written letter string conforms to the orthographic conventions of a language (typically: correctly spelled vs misspelt). Distinct from Lexical Decision (real vs non-word): orthographic decision probes orthographic processing and spelling knowledge specifically. Common in developmental reading assessment.
Participant sees a picture and selects the matching written word (or short sentence) from a small set of alternatives. Inverse of Written Word–Picture Matching; probes word-reading and orthographic mapping. A reading-modality variant of the Picture Vocabulary Test (PPVT).
Participant silently reads a short text and answers questions about its content. Standard educational and clinical assessment of reading comprehension, distinct from naturalistic-listening narrative comprehension paradigms.
Participant silently reads single written words (or sentences presented word-by-word, RSVP-style) while behavioural or neural responses are recorded. Distinct from word-naming (which involves articulation) and lexical-decision (which involves an explicit word/non-word judgement). The backbone paradigm for ERP and MEG studies of orthographic, lexical, and semantic access.
Participant hears a word (or pronounceable non-word) and selects the matching written form from a small set of alternatives. Tests phoneme-to-grapheme mapping and orthographic word recognition in a cross-modal variant of the Lexical Decision Task. Non-word trials probe systematic decoding rather than lexical lookup.
Participant reads a written word (or short sentence) and selects the matching picture from a small set of alternatives. A reading-modality variant of the Picture Vocabulary Test (PPVT): probes receptive vocabulary and reading comprehension at the word level. Used in early-reading assessment for school-age children.
Child observes which objects activate a novel machine (the 'blicket detector') and infers which objects have the hidden causal property. Used to study early causal-mechanism learning, screening-off, and Bayesian causal-graph reasoning in preschoolers. Generalizes to a broad family of multi-agent / multi-cue causal-responsibility judgements.
Short item set (typically 3-7 questions) where the intuitive answer is wrong and reflection is required to reach the correct one (e.g. "A bat and ball cost $1.10…"). Scores reflective vs. heuristic thinking.
Participant is told a story and asked 'what if X had happened instead?' (counterfactual) or 'what if X happens next time?' (future hypothetical). Measures the ability to represent multiple alternative possibilities, a developmental milestone emerging between ages 3 and 6.
Child is shown how a novel toy works by either (a) a pedagogical demonstrator who frames the action as deliberate instruction or (b) a non-pedagogical demonstrator. Children's subsequent exploration is measured: pedagogical demonstration narrows exploration to the demonstrated function, whereas non-pedagogical demonstration leaves exploration broad. Used to study how children infer the informativeness of evidence under pedagogical assumptions.
Brief adaptive test of statistical numeracy and risk literacy via probability and Bayesian inference questions. Sensitive to risk-comprehension differences in highly educated samples where older numeracy scales saturate. Adaptive 2–3 item version available for fast deployment.
Sequentially turn over cards to gain points; some cards trigger a loss. Hot and Cold variants differ in affective engagement (continuous feedback vs. one-shot static choice), separating affective from deliberative risk-taking.
Multiple-price-list lottery elicitation: participants choose between paired lotteries whose expected values progressively favour the riskier option. Switch point indexes risk aversion under prospect theory.
Family of brief tests measuring statistical numeracy, probability reasoning, and risk literacy. Used as a covariate in decision-making research and as an outcome in numeracy-intervention studies. Members would include berlin-numeracy-test (proposed) plus established scales like Lipkus and Schwartz numeracy.
Reinforcement-learning variant where one option delivers a fixed payoff and the other a variance-matched gamble with the same expected value. Probes how learning history shapes risk preferences and asymmetric value updating.
Participants choose locations on a 2D grid to discover hidden rewards, aiming to maximise cumulative score across a fixed number of rounds. Combines elements of multi-armed bandits (each cell is an arm with an unknown reward) and spatial exploration (the spatial layout encourages structured rather than random search). Distinct from patch-foraging (no patch depletion) and the classical two-armed bandit (large action space + spatial structure).