Convergent validity and effect of instruction modification on the groton maze learning test: A new measure of spatial working memory and error monitoring

Abstract

This study examined the convergent validity and effect of instruction modification on the Groton Maze Learning Test (GMLT), a computerized hidden maze learning test. Performance on the GMLT was compared to performance on widely used pencil-and-paper and computerized measures of working memory, route selection, and planning/problem solving in a sample of healthy young adults. Performance on GMLT outcome measures correlated with performance on comparator measures of working memory, route selection, and planning (r 0.310.44). Instruction modification (withholding simple instructions) increased the number of rule-break errors on the GMLT (Cohen's d 0.59). These results provide support for the co..