Performance tests do not ask how a person feels; they measure how they perform on a defined task. The meaning of a result is therefore tightly bound to how standard the administration conditions were and to the client's state on the day. The articles in this section cover what attention and memory tests measure, the limits within which results are read, and why a single session's finding cannot be generalized.
A brief verbal screen gives a quick impression, not an ability assessment. Here is when Kent E.G.Y. is a reasonable choice, why short tests carry large measurement error, and what completes them.
Behind a complaint about visual memory there may be no memory problem at all. Here is how a recognition-based task separates perception, memory and production, and what it must be read alongside.
Attention tests do not answer "is this child attentive?" They answer how attention behaves under time and load. Here is how Burdon and D2 differ and what their output actually supports.