“Five Digit Test” (FDT) and “Oral Trails” (non-reading cross-cultural forms of the “Stroop Color-Word Test” and the “Trail-Making Test”). They have minimal non-reading lexical load (groups of 1 to 5 digits or 1 to 5 stars, read or counted); 20 numbered fruit images of four kinds: red apple, orange, green pear, yellow banana); in situations that require progressive mobilization of executive effort (naming, persisting, selecting, switching, maintaining in mind while visually- or mentally-tracking through the page). These tests create slowness, overload and fatigue; and increases response latencies and errors in subjects with neuropsychological dysfunctions. Tests also allow cross-cultural comparisons amongst socio-educational and linguistic groups. FDT and OT were researched in a number of high- and low-incidence languages in majorities and in minorities (Basque, Brazilian, Chinese, English, French, Greek, Mayan, Moroccan, Polish, Quechuan, Scandinavic languages, Spanish, Turkish, Zapotecan, Zuericher German, etc). F.D.T. was published in Madrid (TEA, 2007) and in Sao Paulo, Brasil (CETTREP/Hogrefe, 2015) and later (2018) adopted by the European Cross-Cultural Neuropsychological Test Battery (CNTB) of T. R. Nielson.

(“QUE-SE-YO”, [“What-do-I-know”], ages 4 to 10) feature the grade and age-level comparison between (effortless) declarative and (effortful) executive, reversing tables, creating “script” verbal, numerical and motor taks”, etc) in the areas of verbal, number and motor achievement. The items of many subtests (including the test “Hidden Words” of Auditory Deletion, adapted from Rosner, J. (1972), appears also reproduced in the Lawrence Erlbaum Associates book: Ponton, L. and Leon-Carrion, J.-L. (2001) “Neuropsychology and the Hispanic Patient” as Appendix 9 to: Sedo, M. A. “Diagnosing Learning Disabilities in Bilingual Urban Students” (chapter 9.) Tests can be used by obtaining written permission of the publishers, who gives it automatically.) Global and sequential movement (2 to 10): 2 motor situations out of the same QUE-SE-YO battery, can be used separately, comparing (reflected) mirror reactions and self-initiated executive sequences, showing a 3-yr developmental executive gap in students with neural dysfunctions.

Five-ANimal Span (FANS) 2 to 7: non-reading adaptation of Richman & Lindgreen (1988) “Color-Span Test”. It describes the spatial, verbal and executive attention span of the subjects even before they acquire the digit names required to answer by the classical Digit Span Test). This test is appropriate for extremely low-functioning children (Down syndrome, autistic, developmentally retarded). FANS uses five animals names (and spatial images) learned early in life (cat, dog, horse, bird, fish) and presents in spans of 2, 3, 4, 5 items, etc. in oral-oral presentations (forward) , manual-manual presentations (rotating three plates between the presentation and the response to avoid spatial recall) and reversed (for the measurement of executive recall).

Kiddy Words [Pequeñeces]: equal little steps towards lexical development. 5 items on the cover sheet (trial items) and 9 images at 5 chronological-age-level displays (ages 2 to 7). KW is administered in just 2 minutes (cover page plus 9-image displays for the chronological age). Items from the 200-word list of Snodgrass & Vanderwart (1960).1 [At each failure of the subject, Kiddy-Words can also provide the Goodglass & Kaplan right- and left-brain cues: “it is used for…” and “begins with the sound […]”.(Items published on Chapter 9 of Lawrence Erlbaum Assoc.’s 2001 book.

Coin Test (2 to 7): developmental adaptation of the Token Test using coins and colored tokens: (Part I, comprehension under 2; Part 2, developmental comprehension, ages 2 to 7; Part 3, sorting of large, small or medium items).

English

Part 1: Word looks (P to 3+);

Part 2: Linguistic analysis

Part 3: early linguistic analysis (early concepts K1-K2); late derivations and combinations, grade 1 to 5.

(Total number of items: 60-60-60. Items from Dolch lists, phonological comparisons and word-spelling lists used at the Boston Schools for spelling bee contests.)

Spanish

(From 1, letter vowels and easy CA syllables; to 8, stressed words; 9, two sounds of g-c, and u with/without diaesis); and 10, very polysyllabic word length.) Spanish items were also published on 2001 at the referred Lawrence Earlbaum book chapter.

“TAPSI” :  Multi-Part models to produce Verbal confabulations. Validated in 1994 by Dr. Jose Plaud in Ponce, Puerto Rico (1994). Presented: INS (Angers, 1995), MNS (Boston, 2003). SLAN (Montreal, 2003).

REY-OSTERRIETH COMPLEX FIGURE (TRYPTIC ADAPTATION) Adaptation of the Rey-Osterrieth Complex Figure adding lateralizing scores (Scored 10-20-10 points for left, central and right side of the Tryptic.) Adapted from the concept of Tryptic Figures shown to me by Dr. Roger F. Cohen during my 1979-80 post-doctoral internship at the S.C.Fuller Center in Boston. (Final score is 10-20-10, that is, quite similar to the original Rey Osterrieth 38 points, so that the ROCF norms can be used with no more than a 2-point difference in the final lateralized score.) Low left-side scores correspond if course to a right-side deficit, and viceversa.)

Sentence Repetition (SENT.REP) Sentences of equal length and different complexity level (2, 4, 6, 8, 10, 12, 14, 16 syllables. Validated in 1991 by Natalia Sedo, R. N. (1991) in Bogota, Colombia, administering it to urban children at ages 6-9-12 and 15. Subjects showed higher length of repetition for complex sentences only when they reach the higher maturity levels (ages 12 and 15).