Adaptive Composite Complex Span (ACCES)

Background

The Adaptive Composite Complex Span Test (ACCES) is a computerized neuropsychological assessment tool for working memory with visuospatial ("Symmetry Span Test"), mathematical ("Operation Span Test") and verbal subtests ("Reading Span Test") that uses an adaptive algorithm to determine the working memory span length. The test was published by Corentin Gonthier and colleagues in 2018 and is mainly used with children and adolescents but can be adapted to various ability levels. The test was validated with a sample of 268 children ages 8-13. The entire assessment takes approximately 30 minutes.

Task Procedure

The ACCES task runs three independent subtests that use an adaptive algorithm to determine span length. Each span task presents a fixed number of trials (6) to all participants and allows for partial credit scoring. Level testing starts at level 4. Depending on recall performance participants move up a level (100% correct), stay on the same level (> 60% correct), or go down a level (lower than 60% correct). The highest span level tested is level 8. The stimuli in trials 1 to 6 are fixed for each participant, however depending on span levels tested not all possible trial stimuli are used for each participant.

Each task runs three practice phases before the test phase. First, participants practice the recall part of the test. Second, participants practice the processing task. A time limit of 8s is imposed during this first processing task practice phase. This duration is later adjusted to the participant's median response time, with a minimum presentation time of 2s. And third, participants practice the combined procedure. If practice performance in any phase is lower than 70% correct, the phase is repeated before participants move on to the next.

Reading Span Task (RSPAN): Overview

The RSPAN combines a digit-span task (participants recall a sequence of serially presented digits) with a simple semantic evaluation task (participants judge whether a sentence is true or false). Participants first solve a sentence problem before they receive a digit to memorize. This sequence is repeated until all digits of the current span length have been presented at which point the digit recall screen is presented.

Digit Task

In the digit-span task, participants are shown, one at a time, a series of digits (1-9), followed by a matrix of all 9 possible digits. They must recall the sequence by clicking each digit in the order it was presented. The selected digits appear on the bottom of the screen. Errors can be corrected. If a participants cannot recall a specific digit, they are asked to select the "?" button as a placeholder instead. Feedback is provided indicating the number of digits correctly recalled, with digits recalled in the wrong position treated as incorrect.

Sentence Task

In the sentence task, participants are shown a sentences such as "Birds are plants" and two response buttons labeled 'TRUE' and 'FALSE'. Their task is to decide as fast as possible if the sentence makes sense. If it makes sense, participants should press the 'TRUE' button, otherwise the 'FALSE' button. Feedback is provided during practice.

Symmetry Span Task (SYMMSPAN): Overview

The SYMMSPAN combines a square-span task (participants recall a sequence of highlighted matrix squares) with a simple visual evaluation task (participants judge whether images are symmetric or not). Participants first solve a symmetry problem before they receive a matrix square position to memorize. This sequence is repeated until all square positions of the current span length have been presented at which point the square recall screen is presented.

Square Task

In the square-span task, participants are shown, one at a time, a series of highlighted squares drawn from the positions of a 4x4 matrix, followed by an empty 4x4 recall matrix. They must recall the sequence by clicking each matrix square in the order they were highlighted. Errors can be corrected. If a participants cannot recall a specific square, they are asked to select the "?" button as a placeholder instead.

Symmetry Task

In the symmetry task, participants are shown a series of black and white pixelated images and two response buttons labeled 'TRUE' and 'FALSE'. Their task is to decide as fast as possible if the images are symmetric. If they are, participants should press the 'TRUE' button, otherwise the 'FALSE' button. Feedback is provided during practice.

Operation Span Task (OSPAN): Overview

The OSPAN combines a letter-span task (participants recall a sequence of serially presented letters) with a simple evaluation task of mathematical expressions (participants judge whether a solution to an arithmetic equation is true or false). Participants first solve a math problem before they receive a letter to memorize. This sequence is repeated until all letters of the current span length have been presented at which point the letter recall screen is presented.

Letter Task

In the letter-span task, participants are shown, one at a time, a series of letters (selected from a pool of 12), followed by a matrix of all 12 possible letters. They must recall the sequence by clicking each letter in the order it was presented. The selected letters appear on the bottom of the screen. Errors can be corrected. If a participants cannot recall a specific letter, they are asked to select the "?" button as a placeholder instead. Feedback is provided indicating the number of letters correctly recalled, with letters recalled in the wrong position treated as incorrect.

Math Task

In the math task, participants are shown simple arithmetic problems such as "1+1=2" and two response buttons labeled 'TRUE' and 'FALSE'. Their task is to decide as fast as possible if the arithmetic problem is true or false. Feedback is provided during practice.

What it Measures

ACCES is a neuropsychological assessment tool of working memory, suitable for children and adolescents

Psychological domains

• Executive Functioning
• Working Memory: Working memory maintenance during active processing of distracting information

Main Performance Metrics

• WMC Score: the average of the standardized recall scores of the three subtests (RSPAN, SSPAN, OSPAN)
• Total Recalled Items: Total number of correct items recalled per subtest
• z-scores: z-scores of the 'Total Recalled Items'; based on grade level
• percentile: percentile rank of the 'Total Recalled Items'; based on grade level

Psychiatric Conditions

ACCESS performance is impaired in patients with the following psychiatric conditions:

• Attention Deficit Hyperactivity Disorder (ADHD)

Test Variations

References

Search Google Scholar for peer-reviewed, published research using the Inquisit Adaptive Composite Complex Span (ACCES).

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Gonthier, C., Thomassin, N., & Roulin, J.-L. (2016). The Composite Complex Span : French validation of a short working memory task. Behavior Research Methods, 48(1), 233-242.

Gonthier, Corentin, et al. “Measuring Working Memory Capacity in Children Using Adaptive Tasks: Example Validation of an Adaptive Complex Span.” Behavior Research Methods, vol. 50, no. 3, 2018, pp. 910–921.

Aubry, A., & Bourdin, B. (2018). Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data. Frontiers in Psychology, 9, 830.

Juniati, D., & Budayasa, I. (2020). Working Memory Capacity and Mathematics Anxiety of Mathematics Students and Its Effect on Mathematics Achievement. Journal for the Education of Gifted Young Scientists, 279-291.

Aubry, A., Gonthier, C., & Bourdin, B. (2021). Explaining the high working memory capacity of gifted children: Contributions of processing skills and executive control. Acta Psychologica, 218, 103358.

Berardi, A., Panuccio, F., Pilli, L., Tofani, M., Valente, D., & Galeoto, G. (2021). Evaluation instruments for executive functions in children and adolescents: A systematic review. Expert Review of Pharmacoeconomics & Outcomes Research, 21(5), 885-896.