1. When you see a problem on the screen, you have to give an answer. This means pressing number 1 if you think the solution to the problem is correct. Press number 2 when you think that the solution to the problem is incorrect. Please, use the numeric key pad, on the right side of the keyboard, to give your answer.
2. Answer as quickly as you can by pressing the appropriate key. The computer measures your response in thousands of a second. A "guessing" response is inappropriate. Try to avoid guessing.
Press 1 or 2 to start the exam
|Variable||Raw Score||Z-Score||Standard-Score||Percentile||Verbal Classification|
Total Time (minutes)
This measure reports the total time it took the individual tested to complete the answers for all 450 problems, it is reported in minutes (the time of anticipatory response is not count in the total time). This variable is also known as response rate, reaction time or hit rate. Other researchers have found response rate to be a very important measure in assessing attention level. On the MATH-CPT, the two most important variables in assessing attention level are the response rates (or total time) and the number of correct answers.
This measure assesses the standard deviation of the reaction time on all 450 problems of the test. The measure assesses the consistency of the examinee’s reaction time. Consistent performance is reflected in similar reaction times for the various problems. A lower SD raw score and a higher z-score, standard score and percentile indicate better performance. Inconsistent performance will result in a higher raw score and a lower z-score, standard score and percentile.
A pilot study prior to the final construction of the MATH-CPT indicated that a simple arithmetical problem, such as those on the MATH-CPT, requires no less than 500 milliseconds (or half a second). This means that any answer given faster than 500 milliseconds is a guess or an anticipatory response or indicates that the respondent has held the key down longer. These responses are counted as anticipatory responses and not as correct or incorrect responses. Anticipatory responses are a major factor in assessing participants’ impulsivity, as in many other CPT-type tests.
|Fast Wrong Responses
This measure represents the number of wrong responses given faster than the average response rate of the individual performing the test. The average response rate is calculated by dividing the total time by 450 questions. In making this type of response, the examinee may have answered the wrong answer due to impulsivity. The fast-wrong responses are added to the anticipatory responses to yield the measure of total impulsivity. It is important to note that ‘Fast-Wrong-Responses’ is a weaker measure of impulsivity than anticipatory response. Therefore, it is better to describe it as light impulsivity.
This variable assesses the examinee’s overall impulsivity level. Total impulsivity comprises anticipatory responses and fast-wrong responses. Impulsivity is one domain in a diagnosis of ADHD. The other two are attention and hyperactivity.
|Total Correct Responses
This measure reports the number of correct answers out of the test’s 450 problems and serves as a measure of attention, one of the most important variables in a diagnosis of ADHD. The other two are hyperactivity and impulsivity. The underlying assumption of this variable is that any person answering the test should know the answers to the simple mathematical problems presented on the screen. The reason for giving a wrong response is lack of attention in answering regardless of the individual’s ability to answer correctly.
This number is the result of a combination of several of the test variables found to discriminate between a normal population and individuals with ADHD. The statistical procedure of discriminant function analysis was used to yield this number. This formula should indicate whether the individual being tested should be diagnosed as having ADHD. A raw score below 0.0 (or a negative number) is an indication of a normal score. A score of 0.0 or above (a positive number) is an indication of ADHD. If the number is positive. other variables should be examined in order to understand the nature of the problem. Considering the importance of this measure, we recommend that in deciding about any diagnosis you exercise caution in using the borderline raw scores of the Attention score, which ranged from 0.3 to ‑0.3.
This variable reports the examinee’s performance by comparing the different parts of the test from beginning to end. This measure uses a special formula to calculate the response rate by comparing the nine parts of the test, each with 50 problems, from beginning to end. Improvement in the response rate indicates improved sustained attention. Taking more time to respond toward the end of the test indicates that the examinee has lower sustained attention. A lower raw score (and higher Z-score, standard score and percentile) indicates improved sustained attention, where the mean for a normal population is ‑7.30.
|Sustained Attention SD
This variable reports the examinee’s performance by comparing the different parts of the test from beginning to end. This measure uses a special formula to calculate the standard deviation by comparing the nine parts of the test from beginning to end. An improvement in the standard deviation indicates smaller raw score and improved sustained attention standard deviation. In such a case, performance toward the end of the test is more consistent. A larger raw score toward the end of the test indicates a lower sustained attention standard deviation or performance that is less consistent. A lower raw score (and higher Z-score, standard score and percentile) indicates better sustained attention—SD. The mean of a normal population is 0.02.
This variable reports the examinee’s performance by comparing the different parts of the test from beginning to end. This measure uses a special formula to calculate total impulsivity, which is a combination of anticipatory responses and fast-wrong responses, by comparing the nine parts of the test (consists of the 50 problems) from beginning to end. A decrease in the number of impulsive responses (lower raw score) signifies improved sustained attention – impulsivity or less impulsive performance toward the end of the test. An increase in the number of impulsive responses toward the end of the test signifies lower sustained attention – impulsivity. A lower raw score (and higher Z-score, standard score and percentile) indicates better sustained attention – impulsivity. The mean of a normal population is 0.54.
This variable reports the way the person tested performed the task by comparing the different parts of the entire test from the beginning to the end. This measure uses a special formula to calculate the correct responses by comparison of the nine parts of the test, from the start to the end. If the raw score of the correct responses increases (a larger number), it signifies a better sustained attention-correct responses at the end of the test, while a smaller number toward the end of the test signifies lower sustained attention-correct responses. A higher raw score (and higher Z-Score, Standard Score, and Percentile) indicates better sustained correct answers. The mean of a normal population is -0.24).
|Variable||1st Third||2nd Third||3rd Third|
|Variable||1st Third||2nd Third||3rd Third|
|Variable||1st Ninth||2nd Ninth||3rd Ninth||4th Ninth||5th Ninth||6th Ninth||7th Ninth||8th Ninth||9th Ninth|
|Variable||1st Ninth||2st Ninth||3st Ninth||4st Ninth||5st Ninth||6st Ninth||7st Ninth||8st Ninth||9st Ninth|