Do administration instructions alter optimal neuropsychological test performance? Data from healthy volunteers.
The degree to which patients should be prompted to give their best effort has not been adequately addressed in the literature, nor has the issue of the extent to which they should be informed that measures of effort will be included in the assessment battery. Three groups of undergraduates were given three different instructional sets prior to completing a neuropsychological evaluation. The instructions provided different levels of motivation to perform optimally as well as possible warning regarding the detection of poor effort. The three groups did not differ in performance on any of the cognitive measures, although outlier performance resulted in lower mean performance on the Finger Tapping Test by the most clearly warned group. The results are discussed in terms of the potential of different instructional sets to affect motivation for optimal test performance.
Department of Psychology, Texas State University, San Marcos, Texas 78666, USA. je27@txstate.edu
Joseph L
JL
Etherton
Bradley N
BN
Axelrod
D000328:Adult; D003071:Cognition / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology; D009042:Motivation; D015999:Multivariate Analysis; D009483:Neuropsychological Tests; D015203:Reproducibility of Results; D012680:Sensitivity and Specificity; D055815:Young Adult