Convergent validity and effect of instruction modification on the groton maze learning test: A new measure of spatial working memory and error monitoring

International Journal of Neuroscience

Volumn 119, Issue 8, 2009, Pages 1137-1149

  Pietrzak, Robert H ^a   Maruff, Paul ^b   Snyder, Peter J ^c,d  

^a YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^b UNIVERSITY OF MELBOURNE   (Australia)

^c BROWN UNIVERSITY   (United States)

^d YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

Construct validity; Executive function; Instruction; Maze; Psychometrics

Indexed keywords

ADULT; ARTICLE; BRAIN FUNCTION; COMPUTER ANALYSIS; CONTROLLED STUDY; ERROR; FEMALE; GROTON MAZE LEARNING TEST; HUMAN; HUMAN EXPERIMENT; MALE; MAZE TEST; NEUROPSYCHOLOGICAL TEST; NORMAL HUMAN; PROBLEM SOLVING; SPATIAL MEMORY; VALIDITY; WORKING MEMORY;

ADULT; DATA INTERPRETATION, STATISTICAL; FEMALE; HUMANS; LEARNING; MALE; MAZE LEARNING; MEMORY, SHORT-TERM; NEUROPSYCHOLOGICAL TESTS; PSYCHOMETRICS; PSYCHOMOTOR PERFORMANCE; REPRODUCIBILITY OF RESULTS; SPACE PERCEPTION; YOUNG ADULT;

EID: 70350499831     PISSN: 00207454     EISSN: 15635279     Source Type: Journal    
DOI: 10.1080/00207450902841269     Document Type: Article

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