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Repeated Assessment of the Tower of Hanoi Test: Reliability and Age Effects

Repeated Assessment of the Tower of Hanoi Test: Reliability and Age Effects The purpose of this research was to analyze the effects of repeating an executive function test. Three versions of the Tower of Hanoi (TOH) test were repeated three times each, with test-retest intervals of 2 months. Two groups of children participated in the research (7.7 and 11.6 years, n = 22 and n = 28). Repeating the assessment improved the performance and decreased the total performance time in both of the groups. The older participants improved their performance faster than the younger ones. The reliability of all the scores, besides the error scores, seemed to be satisfactory after the first few assessments. The stability of the scores was maintained through all the assessments. The planning time did not explain the variations of the achieved score. The reasons for the initially low reliabilities are discussed, and modifications for the test administration and scoring are suggested. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Assessment SAGE

Repeated Assessment of the Tower of Hanoi Test: Reliability and Age Effects

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
1073-1911
eISSN
1552-3489
DOI
10.1177/107319110000700308
pmid
11037395
Publisher site
See Article on Publisher Site

Abstract

The purpose of this research was to analyze the effects of repeating an executive function test. Three versions of the Tower of Hanoi (TOH) test were repeated three times each, with test-retest intervals of 2 months. Two groups of children participated in the research (7.7 and 11.6 years, n = 22 and n = 28). Repeating the assessment improved the performance and decreased the total performance time in both of the groups. The older participants improved their performance faster than the younger ones. The reliability of all the scores, besides the error scores, seemed to be satisfactory after the first few assessments. The stability of the scores was maintained through all the assessments. The planning time did not explain the variations of the achieved score. The reasons for the initially low reliabilities are discussed, and modifications for the test administration and scoring are suggested.

Journal

AssessmentSAGE

Published: Sep 1, 2000

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