1. Digit Spantest
2. Digit Span Experiment
3. Digit Span Forward And Backward
4. Digit Span Def
5. Backward Digit Span Task

Auditory Digit Span - Video Instructions

The term digit span encompasses several important constructs and names of tests designed to measure these constructs. First and foremost digit span, along with reaction time, may be viewed as one of the two original paradigms used by experimental psychologists to investigate cognition. Free Digit Span Memory Test. A popular working memory test that is used in many cognitive and neuroscience research labs. Type the numbers you see into the box below. Most people are able to remember 5 to 8 numbers in a row. Users can change the “Span” of numbers displayed below. The Memory for Digit Span assessment, a component of the Wechsler Intelligence Scales for Children-Revised (WISC-R), is a measure of short-term memory for children aged seven and over (Wechsler 1974).

Digit Spantest

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Auditory Digit Span - Instructions

This activity improves auditory sequential processing and short-term memory. It may be used for both children and adults.

To begin, experiment to find out the digit span range with which to start. Start off by testing the auditory digit span to establish a baseline. To test the auditory digit span, say a sequence of numbers in a monotone voice and at exactly one-second intervals to the individual, and have him repeat the sequence. The sequence needs to be repeated in the same order in which it was presented. Begin with an easy sequence that you feel confident he will be able to repeat; if he gets it correct, add another digit and continue until an error is made. Give one more sequence at the level missed; if he gets it correct, try going up a level. The highest level at which he was able to give you a correct response is the baseline. For example, you might start with a sequence of 3 digits. If he gets it correct, give him a sequence of 4. If he is correct again, give a sequence of 5. If he misses the 5, give another 5; if he misses the second 5, the baseline is 4. It is important that the sequences be given at the same speed and that numbers are not used twice or in numerical order such as 1, 2 or 5, 6.

Now that you have established a baseline, you are ready to work on the activity. We have discovered that most people do better if we work within a range of digits. For example, if the individual's baseline is 6, present sequences of 5, 6, and initial 7s to him. As he starts getting the 7s add more 7s and fewer 5s and 6s. At the point where he is getting many of the 7s correct, give three 7s in a row, and if he is able to get two of the three correct, move the baseline up to 7. With a baseline of 7, present 6s, 7s, and initial 8s.

Digit Span Experiment

Digit Span Forward And Backward

It is important to be aware of the various ways a person can decrease the effectiveness of auditory digit spans, such as with chunking, chaining, or visualizing. Chunking is a technique a person may use to group the numbers. For example, if you give him the sequence '8—0—3—5—7—1' and he repeats it back by saying '803-571,' he has chunked it into two pieces. As a result, he is only processing two pieces rather than six. Another strategy is chaining. If you give the sequence '8—0—3—5—7—1' and as he listens to you he repeats the whole sequence over and over, adding another number, this is chaining the numbers. For example '8, 80, 803, 8035, 80357, 803571.' Many people also visualize the auditory sequences. You can tell if a person is visualizing by looking at the eye gaze. If while you are giving a digit span, the listener is looking up, to the side, or the eyes are closed, he could be visualizing. He could also be visualizing if he uses fingers to represent the numbers in the sequence. All of these strategies are to be discouraged.

With this activity intensity is vital. You need to do whatever is necessary to get the individual's intensity level as high as possible. Doing something frequently tends to decrease intensity, so for children you will probably need to offer an outside reinforcer. Verbal praise might carry you through a few sessions, but it may not be adequate for the long term. Establishing competition can often help increase intensity and should be encouraged. For most children you will need to look for strong outside reinforcers. It is important to remember that improving sequential processing is going to impact virtually every aspect of life, so think big. If on a scale of 1 to 10 the individual's intensity level falls below a 5, then he would be better off taking a nap; but if you can get the intensity level at about a 6 or a 7, you are going to see real progress.

One final note: under normal circumstances sequential processing skills will develop at the rate of a digit span per year, up until 7 digits are achieved. After 7 digits specific intervention is often needed. So on one hand, be patient - digits do not jump overnight; but on the other hand sequential processing skills will improve much faster if the intensity is high.

SOBC Validation Process

The Science of Behavior Change (SOBC) program seeks to promote basic research on the initiation, personalization and maintenance of behavior change. By integrating work across disciplines, this effort will lead to an improved understanding of the underlying principles of behavior change. The SOBC program aims to implement a mechanisms-focused, experimental medicine approach to behavior change research and to develop the tools required to implement such an approach. The experimental medicine approach involves: identifying an intervention target, developing measures to permit verification of the target, engaging the target through experimentation or intervention, and testing the degree to which target engagement produces the desired behavior change.

Within the SOBC Measures Repository, researchers have access to measures of mechanistic targets that have been (or are in the processing of being) validated by SOBC Research Network Members and other experts in the field. The SOBC Validation Process includes three important stages of evaluation for each proposed measure: Identification, Measurement, and Influence.

Digit Span Def

The first stage of validation requires a measure to be Identified within the field; there must be theoretical support for the specific measure of the proposed mechanistic target or potential mechanism of behavior change. This evidence may include references for the proposed measure, or theoretical support for the construct that the proposed measure is intended to assess. The second stage of validation requires demonstration that the level and change in level of the chosen mechanistic target can be Measured with the proposed measure (assay). For example, if the proposed measure is a questionnaire, the score on the measure should indicate the activity of the target process, and it must have strong psychometric properties. The third stage of validation requires demonstration that the measure can be Influenced; there must be evidence that the measured target is malleable and responsive to manipulation. Evidence relating to each stage includes at least one peer-reviewed publication or original data presentation (if no peer-reviewed research is available to support the claim) and is evaluated by SOBC Research Network Members and experts in the field.

Once a measure has gone through these three stages, it will then either be Validated or Not validated according to SOBC Research Network standards. If a measure is Validated, then change in the measured target was reliably associated with Behavior Change. If a measure is Not validated, then change in the measured target was not reliably associated with Behavior Change. Why would we share measures that are not validated? The SOBC Research Network values open, rigorous, and transparent research. Our goal is to make meaningful progress and develop replicable and effective interventions in behavior change science. Therefore, the SOBC sees value in providing other researchers in the field with information regarding measures that work and measures that fall short for specific targets. Further, a measure that is not validated for one target in one population may be validated in another target or population.

Backward Digit Span Task

Want to learn more? For any questions regarding the SOBC Validation Process or Measures Repository, please email info@scienceofbehaviorchange.org.