Order Effects on Neuropsychological Test Performance of Normal, Learning Disabled and Low Functioning Children: A Cross‐cultural Study

Abstract

In this study, I investigated the possibility of significant priming effect of two neuropsychological tests — the Category Test and Wisconsin Card Sorting Test. Although previous analyses of the order effects in the administration of the two tests among American sample have suggested that administering the Category Test first may not have a priming effect on the WCST, however, corresponding analyses among non‐Western children have not yet been undertaken in any satisfactory manner. I obtained the counterbalanced order effects in the administration of both tests on like‐aged sample of 63 African children (normally‐achieving, low‐functioning and learning‐disabled) enrolled in various elementary schools. The results suggested that the priming effect of the Category Test on the WCST was not statistically significant, but there appeared to be a significant effect of set‐shifting instructions only for the WCST. These results expand current understanding of priming effect and suggest the need for assessing children's skills in the context of the environment where they are required.

Key words:

• Culture
• order effects
• counterbalance
• improvement
• BCT/WCST