Tower of London test
Overview[edit | edit source]
The Tower of London test is a neuropsychological assessment used to evaluate executive functioning, specifically planning and problem-solving abilities. It is named after the Tower of London, a historic castle located in central London, England. The test is commonly used in clinical settings to assess individuals with potential cognitive impairment or brain injury.
History[edit | edit source]
The Tower of London test was first developed by Tim Shallice in 1982. It was designed to measure the cognitive processes involved in planning and executing a sequence of moves to achieve a specific goal. The test has since been adapted into various versions, including computerized formats, to enhance its applicability in different settings.
Test Description[edit | edit source]
The Tower of London test typically involves a board with three pegs and several colored disks. The objective is to move the disks from an initial configuration to a target configuration in the fewest possible moves, following specific rules. The rules usually include moving only one disk at a time and never placing a larger disk on top of a smaller one.
Cognitive Processes Assessed[edit | edit source]
The test primarily assesses the following cognitive processes:
- Planning: The ability to think ahead and organize actions to achieve a goal.
- Problem-solving: The capacity to identify solutions to complex tasks.
- Working memory: The ability to hold and manipulate information in mind over short periods.
- Inhibition: The ability to suppress impulsive responses in favor of more strategic actions.
Clinical Applications[edit | edit source]
The Tower of London test is used in the assessment of various neurological and psychiatric conditions, including:
- Traumatic brain injury
- Stroke
- Dementia
- Attention deficit hyperactivity disorder (ADHD)
- Schizophrenia
Limitations[edit | edit source]
While the Tower of London test is a valuable tool for assessing executive function, it has limitations. Performance can be influenced by factors such as age, education level, and cultural background. Additionally, the test may not fully capture the complexity of real-world planning and problem-solving tasks.
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Contributors: Prab R. Tumpati, MD
