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[Training effects in computer-assisted psychological performance tests].

Sandra Schranz¹, Wolf Osterode

¹Medizinische Universität Wien, Univ.-Klink für Innere Medizin II, Arbeitsmedizinische Ambulanzen, Wien, Austria.

Wiener Klinische Wochenschrift

|July 24, 2009

Summary

Repeated testing on cognitive performance tests shows significant improvements due to training effects, not necessarily real cognitive gains. Interpret intervention results cautiously considering this learning effect.

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Area of Science:

Psychology
Neuroscience
Human Factors

Background:

Reproducibility of psychological performance tests is crucial for evaluating interventions.
Training effects from repeated testing can confound results, necessitating investigation.

Purpose of the Study:

To elucidate the training effects in computer-assisted cognitive and psychomotoric performance tests.
To determine if observed improvements reflect genuine cognitive changes or practice effects.

Main Methods:

Ten subjects completed two computer-based tests (Determinationstest and Arbeitsleistungsserie) from the Wiener Testsystem five times.
One-way analysis of variance (ANOVA) for repeated measures analyzed training effects and contrasts.

Main Results:

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Significant training effects (p
Improvements in reactive force, capacity, and alertness were noted up to the fifth testing.
Concentration showed improvements at the first and third test handling, with failures decreasing then increasing in the Arbeitsleistungsserie.

Conclusions:

Significant improvements in repeated computer-assisted cognitive tests are likely due to training and familiarity, not true cognitive enhancement.
Positive outcomes from performance tests before/after interventions should be interpreted cautiously in light of these training effects.