Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA.
Int J Neurosci. 2009;119(8):1137-49. doi: 10.1080/00207450902841269.
This study examined the convergent validity and effect of instruction modification on the Groton Maze Learning Test (GMLT), a computerized hidden maze learning test. Performance on the GMLT was compared to performance on widely used pencil-and-paper and computerized measures of working memory, route selection, and planning/problem solving in a sample of healthy young adults. Performance on GMLT outcome measures correlated with performance on comparator measures of working memory, route selection, and planning (r = 0.31-0.44). Instruction modification (withholding simple instructions) increased the number of rule-break errors on the GMLT (Cohen's d = 0.59). These results provide support for the convergent validity of the GMLT in assessing working memory, route selection, and planning/problem solving, and suggest that a simple instructional modification may yield a novel measure of executive function: feedback monitoring and procedural rule acquisition and application.
本研究考察了格罗顿迷宫学习测试（GMLT）的会聚效度和教学修改的效果，GMLT 是一种计算机化的隐藏迷宫学习测试。在健康的年轻成年人样本中，将 GMLT 的表现与广泛使用的纸笔和计算机工作记忆、路线选择和规划/解决问题的测量进行了比较。GMLT 结果测量的表现与工作记忆、路线选择和规划的比较测量（r = 0.31-0.44）相关。指令修改（省略简单指令）增加了 GMLT 上的规则破坏错误数量（Cohen 的 d = 0.59）。这些结果为 GMLT 在评估工作记忆、路线选择和规划/解决问题方面的会聚效度提供了支持，并表明简单的教学修改可能会产生一种新的执行功能测量方法：反馈监控以及程序规则的获取和应用。
