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Tower of London procedure: a standard method and developmental data
1Department of Psychiatry, University of Cincinnati College of Medicine, OH 45267-0559.
Journal of Clinical and Experimental Neuropsychology
|December 1, 1994
Summary
The Tower of London procedure (TOL) offers a standardized method for assessing planning skills. This study establishes developmental norms for the TOL, showing performance improves linearly with age and matches adult levels by late elementary school.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Developmental Psychology
Background:
- The Tower of London procedure (TOL) is widely used but lacks standardized administration and scoring.
- Variability in TOL use hinders reliable clinical and experimental comparisons.
Purpose of the Study:
- To establish standardized administration and scoring for the TOL.
- To provide initial developmental norms for the TOL.
- To examine the relationship between TOL performance and age.
Main Methods:
- Developed a standardized TOL procedure based on Shallice's original problems.
- Administered the TOL and Porteus Maze Test (PMT) to 205 elementary students and 74 young adults.
- Analyzed TOL scores for age-related changes and correlation with PMT.
Main Results:
- TOL scores demonstrated a linear increase with age.
- Performance of 6th, 7th, and 8th graders was comparable to young adults.
- The TOL showed a moderate correlation with the PMT, indicating shared planning components.
Conclusions:
- The study provides initial developmental standardization for the TOL.
- The documented methods offer a reliable approach for TOL administration and scoring.
- The findings support the TOL's utility in assessing planning abilities across age groups.