Domain-General Cognitive Skill Measures in
Population-based Surveys
Amar Hamoudi1
1: Duke University
Margaret Sheridan2
2: Harvard Medical School
SIEF (World Bank) & Global TIES for Children Workshop
May 12, 2015
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
2
3
4
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
3
4
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
Four skills that we have measured
3
4
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
Four skills that we have measured
3
Measurement approach
4
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
Four skills that we have measured
3
Measurement approach
4
Evidence: feasible, cost-effective
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
Four skills that we have measured
3
Measurement approach
4
Evidence: feasible, cost-effective
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Distinction, but not dichotomy
Domain specific & domain general skills
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Distinction, but not dichotomy
Domain specific & domain general skills
Require exposure to specific info, techniques, algorithms
Example: arithmetic
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Distinction, but not dichotomy
Domain specific & domain general skills
Require exposure to specific info, techniques, algorithms
Can be applied in multiple areas of knowledge
Example: inhibitory control
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Distinction, but not dichotomy
Domain specific & domain general skills
Example: arithmetic & inhibitory control
Require exposure to specific info, techniques, algorithms
Can be applied in multiple areas of knowledge
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Distinction, but not dichotomy
Domain specific & domain general skills/abilities
Example: arithmetic & inhibitory control
Require exposure to specific info, techniques, algorithms
Can be applied in multiple areas of knowledge
Evidence indicates that many domain-general skills/abilities are acquired
through investment (not purely endowed through genetics or “luck”)
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
Four skills that we have measured
3
Measurement approach
4
Evidence: feasible, cost-effective
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Taxonomy of Skills
We leverage a taxonomy of domain general skills that is already established
in cognitive neuroscience and developmental psychology
Bases of classification
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Taxonomy of Skills
We leverage a taxonomy of domain general skills that is already established
in cognitive neuroscience and developmental psychology
Bases of classification
1
Traditions in psychology
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Taxonomy of Skills
We leverage a taxonomy of domain general skills that is already established
in cognitive neuroscience and developmental psychology
Bases of classification
1
Traditions in psychology
2
Function
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Taxonomy of Skills
We leverage a taxonomy of domain general skills that is already established
in cognitive neuroscience and developmental psychology
Bases of classification
1
Traditions in psychology
2
Function
Useful for linking with downstream outcomes
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Taxonomy of Skills
We leverage a taxonomy of domain general skills that is already established
in cognitive neuroscience and developmental psychology
Bases of classification
1
Traditions in psychology
2
Function
Useful for linking with downstream outcomes
3
Physiology
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Taxonomy of Skills
We leverage a taxonomy of domain general skills that is already established
in cognitive neuroscience and developmental psychology
Bases of classification
1
Traditions in psychology
2
Function
Useful for linking with downstream outcomes
3
Physiology
Useful for understanding mechanism of effects
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
Retain & manipulate info which is no longer in the environment
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
Retain & manipulate info which is no longer in the environment
3
Declarative Memory
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
Retain & manipulate info which is no longer in the environment
3
Declarative Memory
Consolidate, store, retrieve information
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
Retain & manipulate info which is no longer in the environment
3
Declarative Memory
Consolidate, store, retrieve information
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
Retain & manipulate info which is no longer in the environment
3
Declarative Memory
Consolidate, store, retrieve information
4
Implicit Learning
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
Retain & manipulate info which is no longer in the environment
3
Declarative Memory
Consolidate, store, retrieve information
4
Implicit Learning
Learn without conscious awareness.
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
The skills we assessed
Based on that taxonomy of skills, we are assessing four discrete
domain-general skills/abilities
1
Inhibitory control
Control attention/behavior & override a counterproductive impulse
2
Working Memory
Retain & manipulate info which is no longer in the environment
3
Declarative Memory
Consolidate, store, retrieve information
4
Implicit Learning
Learn without conscious awareness.
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Goal oriented behavior
Inhibitory control & working memory are components of executive
function
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Goal oriented behavior
Inhibitory control & working memory are components of executive
function– Core set of skills supporting goal oriented behavior
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Goal oriented behavior
Inhibitory control & working memory are components of executive
function– Core set of skills supporting goal oriented behavior
Example
Inhibitory control and working memory support creation & execution of
complex plans.
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
Four skills that we have measured
3
Measurement approach
4
Evidence: feasible, cost-effective
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Overall approach
Assessments that are already well-established in psychology & neuroscience
for deployment on touchscreen tablet devices.
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Overall approach
Assessments that are already well-established in psychology & neuroscience
for deployment on touchscreen tablet devices.
Basic Blueprint
Respondent does something under “baseline” conditions
Then, something similar– but, requiring a discrete skill
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Overall approach
Assessments that are already well-established in psychology & neuroscience
for deployment on touchscreen tablet devices.
Basic Blueprint
Respondent does something under “baseline” conditions
Then, something similar– but, requiring a discrete skill
Measure of cognitive ability: ∆
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Overall approach
Assessments that are already well-established in psychology & neuroscience
for deployment on touchscreen tablet devices.
Basic Blueprint
Respondent does something under “baseline” conditions
Then, something similar– but, requiring a discrete skill
Measure of cognitive ability: ∆
Performance measures based on
response time & screen location of response.
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Deployment
So far, we have deployed these assessments in:
Pilots
USA, Ethiopia, Indonesia
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Deployment
So far, we have deployed these assessments in:
Pilots
USA, Ethiopia, Indonesia
Children’s Hospital Boston (Working Memory, Inhibitory Control)
I
I
I
May 2015
Context: Randomized trial
Population: 7-12 years, receiving routine check-ups
Sample: 180
Cognitive Skill Measures
Hamoudi & Sheridan
Deployment
So far, we have deployed these assessments in:
Pilots
USA, Ethiopia, Indonesia
Children’s Hospital Boston (Working Memory, Inhibitory Control)
I
I
I
Context: Randomized trial
Population: 7-12 years, receiving routine check-ups
Sample: 180
Peru
I
I
I
May 2015
Context: 4th wave of panel study (“Young Lives”)
Population: 11-12 years, 82 communities
Sample: 1900 (& 750 younger siblings)
Cognitive Skill Measures
Hamoudi & Sheridan
Deployment
So far, we have deployed these assessments in:
Pilots
USA, Ethiopia, Indonesia
Children’s Hospital Boston (Working Memory, Inhibitory Control)
I
I
I
Context: Randomized trial
Population: 7-12 years, receiving routine check-ups
Sample: 180
Peru
I
I
I
Context: 4th wave of panel study (“Young Lives”)
Population: 11-12 years, 82 communities
Sample: 1900 (& 750 younger siblings)
More to come!
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Measurement Objective
We are developing tools to measure discrete, domain general cognitive skills
that can be cost-effectively incorporated into multipurpose population
based surveys, in service of evaluating intervention impacts, and
understanding the human capital role these skills might play.
1
Domain generality & domain specificity
2
Four skills that we have measured
3
Measurement approach
4
Evidence: feasible, cost-effective
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Implicit Learning Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Implicit Learning Ability
BL: “Disordered” block
Chase dots moving “randomly”
around screen
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Implicit Learning Ability
BL: “Disordered” block
Chase dots moving “randomly”
around screen
IL: “Ordered” block
Chase dots moving in repeating
pattern around screen
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Implicit Learning Ability
BL: “Disordered” block
Chase dots moving “randomly”
around screen
IL: “Ordered” block
Chase dots moving in repeating
patternN around screen
N: Pattern almost never noticed by respondent.
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Implicit Learning Ability
BL: “Disordered” block
Chase dots moving “randomly”
around screen
IL: “Ordered” block
Chase dots moving in repeating
pattern around screen
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Implicit Learning Ability
BL: “Disordered” block
Chase dots moving “randomly”
around screen
IL: “Ordered” block
Chase dots moving in repeating
pattern around screen
Performance measures: Response time
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Implicit Learning, Young Lives Peru Main Cohort (11-12 years)
Block Av
Disordered
140
105
35
1
695.9
Response time (ms)
741.3
786.6
832.0
877.4
Block A
Disordered
Trial sequence
see /Projects/YLperu/pgms/RTmeanXtrialïIL.sts. This is graph number 4.
It’s now 10 Nov 2014 at 16:56:03
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Implicit Learning, Young Lives Peru Main Cohort (11-12 years)
Block B1
Ordered
Block Av
Disordered
Block B2
Ordered
140
105
35
1
695.9
Response time (ms)
741.3
786.6
832.0
877.4
Block A
Disordered
Trial sequence
see /Projects/YLperu/pgms/RTmeanXtrialïIL.sts. This is graph number 5.
It’s now 10 Nov 2014 at 16:56:03
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Implicit Learning, Young Lives Peru Main Cohort (11-12 years)
Block B1
Ordered
Block Av
Disordered
Block B2
Ordered
140
105
35
1
695.9
Response time (ms)
741.3
786.6
832.0
877.4
Block A
Disordered
Trial sequence
see /Projects/YLperu/pgms/RTmeanXtrialïIL.sts. This is graph number 6.
It’s now 10 Nov 2014 at 16:56:04
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Implicit Learning, Young Lives Peru Main Cohort (11-12 years)
Block B1
Ordered
Block Av
Disordered
Block B2
Ordered
140
105
35
1
695.9
Response time (ms)
741.3
786.6
832.0
877.4
Block A
Disordered
Trial sequence
see /Projects/YLperu/pgms/RTmeanXtrialïIL.sts. This is graph number 7.
It’s now 10 Nov 2014 at 16:56:04
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
695.9
Mean Response time (ms)
741.3 786.6 832.0 877.4
Implicit Learning in Older vs Younger Children, Peru
Main Cohort
(11ï12 yrs)
Block Av (disordered)
Block B2 (ordered)
see /Projects/YLperu/pgms/RTmeanXtrialïIL.sts. This is graph number 8.
It’s now 10 Nov 2014 at 16:56:05
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
695.9
Mean Response time (ms)
741.3 786.6 832.0 877.4
Implicit Learning in Older vs Younger Children, Peru
Main Cohort
(11ï12 yrs)
Younger sibs
(6ï8 yrs)
Block Av (disordered)
Block B2 (ordered)
see /Projects/YLperu/pgms/RTmeanXtrialïIL.sts. This is graph number 9.
It’s now 10 Nov 2014 at 16:56:05
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Implicit Learning in Older vs Younger Children, Peru
6:ï44.24ms
[ï47.15, ï41.33]
695.9
Mean Response time (ms)
741.3 786.6 832.0 877.4
6:ï30.49ms
[ï36.64, ï24.35]
Main Cohort
(11ï12 yrs)
Younger sibs
(6ï8 yrs)
Block Av (disordered)
Block B2 (ordered)
see /Projects/YLperu/pgms/RTmeanXtrialïIL.sts. This is graph number 10.
It’s now 10 Nov 2014 at 16:56:05
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Inhibitory Control Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Inhibitory Control Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Inhibitory Control Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Inhibitory Control Ability
BL: “Same side” trial
Touch in the dot
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Inhibitory Control Ability
BL: “Same side” trial
Touch in the dot
IC: “Opposite side” trial
Touch opposite the dot
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Inhibitory Control Ability
BL: “Same side” trial
Touch in the dot
IC: “Opposite side” trial
Touch opposite the dot
Performance measures: Response time, dx: touch↔correct location
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Inhibitory Control Ability
BL: “Same side” trial
Touch in the dot
IC: “Opposite side” trial
Touch opposite the dot
Performance measures: Response time, dx: touch↔correct location
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Peru, Main Cohort
(11ï12 yrs)
Inhibitory Control, Measured by Response Time in Young Lives Peru Main
Cohort
500
Trial type
May 2015
1000
1500
Response time (ms)
SameSide
2000
2500
OppSide
Cognitive Skill Measures
Hamoudi & Sheridan
Peru, Main Cohort
(11ï12 yrs)
Sample
Boston area
(7ï12 yrs)
Inhibitory Control, Measured by Response Time in Peru vs. Children’s
Hospital, Boston
500
Trial type
May 2015
1000
1500
Response time (ms)
SameSide
2000
2500
OppSide
Cognitive Skill Measures
Hamoudi & Sheridan
Boston area
(7ï12 yrs)
6:37.65ms
[33.94,41.36]
Sample
6:34.29ms
[20.30,48.29]
Peru, Main Cohort
(11ï12 yrs)
Inhibitory Control, Measured by Response Time in Peru vs. Children’s
Hospital, Boston
500
Trial type
May 2015
1000
1500
Response time (ms)
SameSide
2000
2500
OppSide
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Declarative Memory Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Declarative Memory Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Declarative Memory Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Declarative Memory Ability
BL: First appearance
Guess the paired associate of
a new shape
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Declarative Memory Ability
BL: First appearance
Guess the paired associate of
a new shape
DM: Later appearances
Guess the paired associate of
a shape seen before
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Declarative Memory Ability
BL: First appearance
Guess the paired associate of
a new shape
DM: Later appearances
Guess the paired associate of
a shape seen before
Performance measures: 1{first guess correct}
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
45
40
35
30
25
st
% trials correct 1 choice
Declarative Memory, Young Lives, Peru Main Cohort (11-12 years)
Round 1
(start of session)
Round 2
(end of session)
Appearance
1
st
2
nd
3
rd
4
th
see /Projects/YLperu/pgms/PALmis0_figMMM.sts: 4 Nov 2014 at 08:21:46
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
45
40
35
30
25
st
% trials correct 1 choice
Declarative Memory, Young Lives, Peru Main Cohort (11-12 years)
Round 1
(start of session)
Round 2
(end of session)
Appearance
1
st
2
nd
3
rd
4
th
see /Projects/YLperu/pgms/PALmis0_figMMM.sts: 4 Nov 2014 at 08:21:47
Why?
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Declarative Memory, older vs. younger children, Young Lives, Peru
45
30
35
40
6:14.56
[12.02, 17.10]
25
st
% trials correct 1 choice
6:24.91
[23.65, 26.17]
Main cohort
(11ï12 yrs)
Younger sibs
(6ï8 yrs)
st
1 appearance
th
4 appearance
see /Projects/YLperu/pgms/PALmis0_figMMM.sts: 4 Nov 2014 at 08:21:49
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Working Memory Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Working Memory Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Working Memory Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Working Memory Ability
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Working Memory Ability
BL: “Short delay” trial
Touch where dot was,
0.1 seconds ago
WM: “Long delay” trial
Touch where dot was,
3 seconds ago
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Assessing Working Memory Ability
BL: “Short delay” trial
Touch where dot was,
0.1 seconds ago
WM: “Long delay” trial
Touch where dot was,
3 seconds ago
Performance measures: dx: touch↔correct location
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
One dot (Baseline)
*2 dots
0.1835
Density
0.3669
0.5504
Working Memory, Young Lives Peru Main Cohort (11-12 years)
10
25
75 150 300 600 1200
Deviation from correct location (pixels) [log scale]
See /Projects/YLperu/pgms/WMdev_CogMeas.sts. It’s now 12 Dec 2014 at 23:25:19 and this is the one that includes the fills
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Short delay (Baseline)
Long delay
0.1621
Density
0.3243
0.4864
Working Memory, Young Lives Peru Main Cohort (11-12 years)
10
25
75 150 300 600 1200
Deviation from correct location (pixels) [log scale]
See /Projects/YLperu/pgms/WMdev_CogMeas.sts. It’s now 12 Dec 2014 at 23:25:19 and this is the one that includes the fills
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Younger siblings
(6ï8 years)
6:17.78px
[17.00,18.56]
Sample
6:20.19px
[17.90,22.48]
Main cohort
(11ï12 years)
Working Memory in Older vs. Younger Children, Peru
0
100
Delay
May 2015
200
300
400
Distance from target (px)
Short (100ms)
Cognitive Skill Measures
500
Long (3000ms)
Hamoudi & Sheridan
Conclusions
Our experience so far indicates that it is feasible and cost-effective to
assess domain-general cognitive abilities in large, multipurpose
population-based surveys.
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Conclusions
Our experience so far indicates that it is feasible and cost-effective to
assess domain-general cognitive abilities in large, multipurpose
population-based surveys.
∆ (skill demanding vs baseline paradigms) consistent with a priori
expectation
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Conclusions
Our experience so far indicates that it is feasible and cost-effective to
assess domain-general cognitive abilities in large, multipurpose
population-based surveys.
∆ (skill demanding vs baseline paradigms) consistent with a priori
expectation
Also seen in pilots of children & adults in Ethiopia, Indonesia
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Conclusions
Our experience so far indicates that it is feasible and cost-effective to
assess domain-general cognitive abilities in large, multipurpose
population-based surveys.
∆ (skill demanding vs baseline paradigms) consistent with a priori
expectation
Also seen in pilots of children & adults in Ethiopia, Indonesia
Age gradients consistent with development path
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Conclusions
Our experience so far indicates that it is feasible and cost-effective to
assess domain-general cognitive abilities in large, multipurpose
population-based surveys.
∆ (skill demanding vs baseline paradigms) consistent with a priori
expectation
Also seen in pilots of children & adults in Ethiopia, Indonesia
Age gradients consistent with development path
Total respondent burden: ∼30 minutes or less
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Conclusions
Our experience so far indicates that it is feasible and cost-effective to
assess domain-general cognitive abilities in large, multipurpose
population-based surveys.
∆ (skill demanding vs baseline paradigms) consistent with a priori
expectation
Also seen in pilots of children & adults in Ethiopia, Indonesia
Age gradients consistent with development path
Total respondent burden: ∼30 minutes or less
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan
Conclusions
Our experience so far indicates that it is feasible and cost-effective to
assess domain-general cognitive abilities in large, multipurpose
population-based surveys.
∆ (skill demanding vs baseline paradigms) consistent with a priori
expectation
Also seen in pilots of children & adults in Ethiopia, Indonesia
Age gradients consistent with development path
Total respondent burden: ∼30 minutes or less
Fixed costs: devices, interviewer training, programming/development
Variable costs: interview time
May 2015
Cognitive Skill Measures
Hamoudi & Sheridan