title: The Tower of London: the impact of instructions, cueing, and learning on planning abilities.
abstract: The Tower of London (ToL) is a well-known test of planning ability, and commonly used for the purpose of neuropsychological assessment and cognitive research. Its widespread application has led to numerous versions differing in a number of respects. The present study addressed the question whether differences in instruction, cueing, and learning processes systematically influence ToL performance across five difficulty levels (three to seven moves). A total of 81 normal adults were examined in a mixed design with the between-subject factor instruction (online versus mental preplanning) and the within-subject factors cueing (cue versus non-cue test version) and learning processes (first block and second block). We also assessed general intelligence for further analyses of differences between instruction groups. In general, there was a significant main effect across the difficulty levels indicating that the rate of incorrect solutions increased with problem difficulty. The participants who were instructed to make full mental plans before beginning to execute movements (preplanning) solved significantly more problems than people who started immediately with task-related movements (online). As for the cueing conditions, participants with the minimum number of moves predetermined (cue) could solve more trials than people who were only instructed to solve the problems in as few moves as possible (non-cue). Participants generally increased performance in the second part of the test session. However, an interaction of presentation order of the cueing condition with learning indicated that people who started the tasks with the non-cue version showed significantly better performance in the following cue condition, while participants who started with the cue condition stayed at the same performance level for both versions. These findings suggest that instruction, cueing conditions, and learning processes are important determinants of ToL performance, and they stress the necessity of standardized application in research and clinical practice.
authors.affiliation: Neuropsychology, Institute of Psychology, University of Freiburg, Engelbergerstrasse 41, D-79085 Freiburg, Germany. unterrai@psychologie.uni-freiburg.de
authors.forename: J M
authors.initials: JM
authors.lastname: Unterrainer
authors.forename: B
authors.initials: B
authors.lastname: Rahm
authors.forename: R
authors.initials: R
authors.lastname: Leonhart
authors.forename: C C
authors.initials: CC
authors.lastname: Ruff
authors.forename: U
authors.initials: U
authors.lastname: Halsband
mesh_terms: D000328:Adult; D003463:Cues; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D007858:Learning / Q000502:physiology*; D008297:Male; D009483:Neuropsychological Tests; D011597:Psychomotor Performance / Q000502:physiology