ASSESSMENT OF INHIBITORY CONTROL CAPABILITY USING

THE FLANKER TASK

Assessment No: 5 Examiner: GN

Date: 11-10-2024 Examinee: ST

INTRODUCTION

Executive function refers to a set of cognitive skills necessary for self-control, managing

behaviors, and navigating complex tasks. These skills encompass a range of abilities including

self-regulation, working memory, attention control, mental flexibility, and impulse inhibition,

allowing individuals to effectively plan, organize, and execute actions toward achieving

specific goals. This system operates much like a chief executive overseeing the various

departments of an organization, ensuring that all cognitive processes work in harmony to

achieve optimal efficiency and success in daily life.

Types of Executive Functions

1. Attentional Control: Attentional control is the capacity to focus cognitive resources on

specific stimuli or tasks while filtering out irrelevant distractions. It is a key function

that underpins the ability to concentrate, learn, and problem-solve. It allows individuals

to maintain focus on a single goal despite competing sensory information or

environmental noise. This function becomes particularly important in complex, high-

demand environments where sustained concentration is required over extended periods.

2. Cognitive Flexibility: Cognitive flexibility, also known as mental flexibility, refers to

the brain’s ability to switch between thinking about different concepts or to modify

strategies based on changing task demands. This function is crucial in problem-solving,

 where adapting to new information or unforeseen challenges is necessary. Cognitive

flexibility also enables individuals to approach tasks from different perspectives and

think innovatively.

3. Cognitive Inhibition: This function involves the ability to suppress irrelevant stimuli or

responses that may interfere with task completion. Cognitive inhibition plays a key role

in attention and decision-making by preventing the processing of extraneous

information, allowing individuals to concentrate on what is most important. It also

contributes to emotional regulation, where controlling impulsive reactions can be

essential for maintaining focus and achieving goals.

4. Inhibitory Control: Inhibitory control is the ability to suppress inappropriate impulses

and habitual behaviors that are misaligned with the current goals or social context. This

function is critical in various real-life scenarios, from resisting temptations (like

unhealthy foods when dieting) to moderating emotional responses (such as refraining

from shouting in anger). It forms the basis for self-regulation, allowing individuals to

choose appropriate actions that align with long-term objectives rather than succumbing

to short-term desires.

5. Working Memory: Working memory is the brain’s temporary storage system, holding

and manipulating multiple pieces of information necessary for complex cognitive tasks

such as reasoning, comprehension, learning, and problem-solving. It is essential for

performing tasks that require holding and integrating new information with stored

knowledge. Effective working memory allows individuals to follow multi-step

instructions, manage problem-solving processes, and juggle multiple cognitive tasks

simultaneously.
 6. Problem-Solving and Reasoning: These higher-order executive functions rely on

foundational skills like working memory, attention, and cognitive flexibility. Problem-

solving involves identifying the most efficient strategies to reach a solution, while

reasoning includes evaluating and analyzing information to form logical conclusions.

These functions enable individuals to tackle complex challenges, adapt to new

situations, and make informed decisions based on available information.

7. Fluid Intelligence: Fluid intelligence refers to the ability to reason and solve new

problems independently of previously acquired knowledge. It is a critical component

of executive functioning, allowing individuals to think logically in novel situations and

apply abstract thinking to unfamiliar scenarios. This capacity to think on one’s feet is

especially important in dynamic environments where adapting to unexpected changes

is necessary.

8. Planning and Organization: Planning involves the ability to set goals, develop

strategies, and execute the necessary steps to achieve those goals. It also includes

sequencing tasks in the most effective order and anticipating potential challenges that

may arise during execution. Organizational skills complement planning by ensuring

that the information is properly gathered, structured, and managed. Strong planning and

organizational abilities are critical for successful time management and goal

achievement.

The role of executive function in daily life is vast and integral, as it enables individuals to

manage a wide array of tasks, behaviors, and emotional responses.

1. Decision-Making and Problem-Solving

Executive function allows for effective decision-making, particularly in situations that involve

evaluating multiple options and determining the best course of action. Whether deciding what

to eat for dinner or making complex financial decisions, executive function helps in assessing

pros and cons, weighing risks, and considering long-term consequences.

2. Time Management and Planning

Executive function is crucial for time management, helping individuals plan their schedules,

prioritize tasks, and avoid procrastination. Effective time management allows for the division

of large tasks into manageable steps, ensuring that deadlines are met and goals are achieved.

3. Self-Regulation and Impulse Control

The ability to regulate one's emotions and impulses is central to maintaining healthy

relationships and achieving personal goals. Executive functions allow individuals to pause and

consider the consequences of their actions, rather than acting on immediate desires or

emotional reactions.

4. Focus and Attention Control

Attention control, an essential component of executive function, allows individuals to

concentrate on tasks despite distractions. This is critical in environments where multitasking

or sustained attention is required.

5. Emotion Regulation

Emotional regulation, a key aspect of executive function, enables individuals to manage stress,

frustration, and other emotions. It allows for an appropriate response to emotional stimuli,

helping maintain composure and balance.

6. Social Interaction and Empathy

Executive functions play a critical role in navigating social relationships. They enable

individuals to control social impulses, understand different perspectives, and engage in

appropriate social behavior. Empathy, the ability to understand and relate to the emotions of

others, is tied to executive functions like cognitive flexibility and inhibitory control.

7. Goal Setting and Achievement

Executive function supports goal-directed behavior, from setting long-term objectives to

breaking them down into actionable steps. It helps individuals stay motivated, track progress,

and adapt their strategies to overcome obstacles or setbacks.

8. Adapting to Change

Flexibility, or the ability to adapt to changes, is a vital executive function that allows individuals

to respond to unexpected challenges. Whether it's a shift in workplace priorities or an

unforeseen personal situation, cognitive flexibility helps people navigate new circumstances

without becoming overwhelmed.

9. Memory and Learning

Working memory, a key executive function, helps individuals retain and manipulate

information over short periods. This ability is critical for learning new concepts, following

instructions, and performing daily tasks that require recalling details.

10. Impulse Control in Health and Lifestyle Choices

Executive function is essential for maintaining healthy habits and making lifestyle choices. It

helps in resisting temptations, whether it's the desire to overeat, procrastinate, or engage in

unhealthy behaviors like smoking or excessive drinking.

11. Conflict Resolution and Stress Management

Conflict resolution relies heavily on the ability to regulate emotions, control impulses, and use

problem-solving strategies. Executive function helps manage stressful situations by enabling

calm thinking, allowing individuals to resolve conflicts without escalation.

12. Multitasking and Prioritization

Effective multitasking requires switching between tasks without losing focus on the

overarching goal. Executive function supports prioritization, ensuring that the most important

tasks are completed first and that attention can shift smoothly between different

responsibilities.

13. Impulse Control in Financial Management

In financial management, executive function allows individuals to resist the temptation of

impulsive spending and stick to long-term financial goals like saving or budgeting. It involves

decision-making, planning, and impulse control.

14. Managing Complex Tasks

Executive function enables individuals to manage and complete complex tasks that require

planning, organization, and problem-solving. This includes breaking down tasks into smaller

steps, sequencing them appropriately, and staying on track despite distractions or challenges.

15. Balancing Long-Term and Short-Term Goals

Executive function helps in balancing long-term objectives with short-term needs and desires.

It requires prioritization and impulse control to ensure that immediate actions align with

broader, long-term aspirations.

16. Self-Monitoring and Reflection

Executive function supports self-monitoring, which allows individuals to evaluate their own

behaviors and performance. This process involves reflecting on past actions, learning from

mistakes, and making adjustments for future success.

Executive functions are largely mediated by the prefrontal cortex, a region of the brain located

at the front of the frontal lobes. The prefrontal cortex is responsible for coordinating complex

cognitive processes, including decision-making, planning, and behavioral control. It works in

conjunction with subcortical structures like the basal ganglia and thalamus, which help to

regulate and refine the inputs needed for cognitive control and inhibition.

The frontal lobes are the last regions of the brain to fully develop, reaching maturity in the mid-

20s. This delayed development is thought to explain why adolescents often struggle with

impulse control, planning, and emotional regulation compared to adults. Damage to the

prefrontal cortex or its connected networks often results in impairments to executive function,

leading to deficits in self-control, planning, and goal-directed behavior.

The tools used to evaluate executive functions tap into various cognitive abilities such as

mental flexibility, planning, organization, inhibition, and the ability to stay focused. Commonly

utilized assessments include the Word Fluency Task, Stroop Test, Wisconsin Card Sorting Test,

Trail Making Test, Flanker Task, and Go/No-Go Task.

Cognitive control refers to the deliberate selection of thoughts, emotions, and behaviors in

response to the requirements of a given task or social situation, while also suppressing

automatic or habitual responses that may be inappropriate (Miller & Cohen, 2001). Examples

of situations that demand cognitive control include: focusing on studying for an exam while

avoiding distractions like social media, opting for a healthy snack when trying to stick to a diet,

or staying calm when children make a mess instead of reacting impulsively.

Historically, much research has focused on how cognitive control functions. One influential

theory posits that the lateral prefrontal cortex (LPFC) holds rules or instructions in working

memory, and this information helps guide perception and motor actions in other parts of the

brain. As a result, it facilitates the selection of appropriate actions while inhibiting habitual

behaviors that might be less suitable in a given context (Miller & Cohen, 2001; Bunge, 2004).

In developmental cognitive psychology, the term ‘inhibitory control’ refers to the voluntary

ability to suppress or control responses to stimuli, thoughts, and behaviors that are irrelevant

to current goals (Nigg, 2000; Diamond, 2013). It plays a key role in several prominent theories

of cognitive development and is essential in understanding developmental psychopathologies

(Bjorklund & Harnishfeger, 1990; Schachar & Logan, 1990; Dempster, 1992; Pennington &

Ozonoff, 1996; Nigg, 2000, 2017).

Inhibitory control is not only applied to situations involving the suppression of distractions but

also to more complex cognitive processes, like selectively focusing on relevant visual stimuli

or representations in working memory. In such cases, the mechanism underlying inhibition may

not be direct suppression, but rather the selective engagement of attention or memory (Aron,

2007; Munakata et al., 2011). This concept is central to understanding how individuals manage

competing cognitive demands as they develop.

The Flanker Task is a widely used cognitive paradigm designed to assess an individual's

attentional control, specifically their ability to inhibit responses to distracting stimuli.

Originally developed by Eriksen and Eriksen (1974), the task has become a fundamental tool

in cognitive psychology and neuroscience for understanding how people process and resolve

conflicting information in their environment. The task is particularly valuable in exploring

selective attention and the efficiency of cognitive control mechanisms, as well as their neural

correlates.
The primary purpose of the Flanker Task is to evaluate how well individuals can filter out

irrelevant information when it conflicts with a task-relevant stimulus. This ability is critical for

everyday functioning, as it allows people to focus on important details while ignoring

distractions. The task measures two key aspects of cognitive control:

• Attentional focus: The capacity to stay concentrated on the target stimulus.

• Inhibitory control: The ability to suppress responses to distracting stimuli that are not

related to the task.

The 1974 study found that Reaction Time was significantly greater in incompatible than

compatible conditions, a difference termed the flanker effect. Various forms of the task are used

to measure information processing and selective attention. In an Eriksen Flanker Task there are

two types of stimuli used: Incongruent and congruent. Congruent stimulus- Flankers call for

the same response as the target, and may appear identical. Also referred to as the compatible

condition. Incongruent stimulus- Flanker items call for the opposite response of the target and

are represented by different symbols. Also referred to as the incompatible condition.

Flanker test is used in different researches. The study “A-30 Measures of Attention and

Inhibitory Control: Comparing the TOVA to the NIH Toolbox Flanker Test in Children and

Adolescents with ADHD” ( Schaefer et al., 2021), The Attention Comparison Score for the Test

of Variables of Attention (TOVA) was developed as a “single score” method of differentiating

individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) from controls. The current

study examined whether the TOVA Attention Comparison Score predicts performance on the

NIH Toolbox Flanker Test, and if adding TOVA Commission Error and Omission Error

variables would predict greater amounts of variance on the Flanker Test in a pediatric sample.

Our data found support that the more nuanced approach of adding commission and omission

information better predicted Flanker scores than the Attention Comparison Score alone. Based
on the findings, clinicians utilizing the TOVA as a means of assessing for ADHD in pediatric

populations should consider omission and commission errors to better understand attention and

inhibitory control abilities.

Another study which used flanker test “Effect of Acute Exercise on Cognitive Control Required

during an Eriksen Flanker Task” (Davranche et al., 2009) aimed to determine how cognitive

control, engaged in a task requiring selective inhibition, is affected by acute steady state

exercise. The results indicated that moderate exercise improves reaction time (RT) performance

on the Eriksen flanker task. This facilitating effect appeared to be neither dependent on the

nature of the interference (stimulus level conflict vs. response level conflict) nor on the amount

of cognitive control engaged in the task (congruent vs. incongruent trials).

One other study “Memory and attention during an alcohol hangover” (Devenney et al, 2019)

aimed to investigate attention, memory functioning, and mood in a natural setting with real-

life alcohol consumption levels. A between subjects design was applied comparing a hangover

group with an (alcohol-free) control group. Cognitive tests included the Stroop test, Eriksen's

flanker test, a divided attention test, intradimensional–extradimensional set shifting test, spatial

working memory test, and free word recall test. The results found that hangover group had

increased reaction times compared with the control group. Selective attention (Stroop and

Eriksen's Flanker test performance) was significantly impaired during alcohol hangover.

Objective

The objective of the present assessment is to assess the inhibitory control capability of

the participant using the Flanker task.

 METHOD

Table 5.1

Plan and Design

Setting Nature of Tools and presentation Response

experiment materials pattern

Trials Nature

Non- Individual Tool: Flanker 50 computer Non-Verbal

Laboratory taskcomputer based

version test

Materials:

laptop,

stopwatch,

informed

consent,

observation note

book

Participant

Participant S.T is a 21-year-old female who lives in a rural area. she belongs to middle

Socio economic class. She has a high academic achievement above average distractibility

A total of N=23 participant’s data was pooled for analysis. The average age of the

participants in this study was 21.43 years. There were 2 males and 21 females.
Instrument and material

The Flanker task was developed by Barbara Eriksen and Charles Eriksen in 1974. It is also

known as the Eriksen flanker task. The present experiment uses a computer based Flanker task.

For online data collection, the software PsyToolkit was used (Stoet, 2010, 2017). The task is a

response inhibition test which is used to assess the ability to suppress responses that are

inappropriate in a particular context. In the task, a particular response (key press) is assigned

to a central target stimulus. The participant is provided with 5 letters above a fixation point and

the participant is asked to respond to the central letter. The letters X and C need to be responded

by pressing the button A and the letters V and B need to be responded by pressing the L key in

the keyboard. The basic instruction of the experiment is that the participant needs to respond

to the stimuli flanked by irrelevant stimuli. The participant has to respond the central stimuli

and ignore the flanking stimulus .The irrelevant flanking stimuli can affect the participant’s

response. Expected time to finish the task is 10-15mins.The subject was giving training in the

task twice and data was collected in the third test. There will be congruent and incongruent

stimuli presented to the participant. Congruent stimuli are when all the presented letters are

same or letters V and B or C and X come as a combination. The opposite presentation of stimuli

will be considered as incongruent.

Example:

congruent stimulus : VVVVV or VVBVV

incongruent stimulus : VVAVV or VVXVV

Scoring and interpretation

After the completion of 50 trials we can get the results immediately. We get the reaction time

(RT) of the participant for congruent and incongruent stimuli and their difference which is

called the flanker effect. Interpretations are done on the basis of comparing with the average

scores of the other participants in these dimensions. Flanker effect is obtained if Average RT in

Compatible (CONGRUENT) is less than the average RT in Incompatible (INCONGRUENT)

condition. Measure of the Inhibitory abilities is given by the Flanker effect. A larger flanker

effect indicates reduced cognitive control and tendency to being easily distracted by context

and distracters. The participant’s reaction time for the congruent and incongruent condition and

the flanker effect was obtained and it was compared with the group data. Correlational analysis

was done to test relationship between flanker effect and demographic variables like age, rating

of academic achievement, distractibility rating and ability in sports.

Procedure

The participant was seated comfortably in a room free from distractions. Demographic details

were collected and a good rapport is established. The laptop screen was exposed to the

participant and necessary instructions were given. Participant was asked to clarify doubts if

there are any. The participant was made aware the benefits and confidentiality maintained in

the study. He was informed that he had the freedom to withdraw from the study. The computer

based Flanker was administered. The reaction time for congruent and incongruent stimuli was

noted down. While taking the test behavioral observations were noted down. After the

completion of the test gratitude was expressed and participant was allowed to leave.

Instructions

“You will see a 5 letter at the time. You need to respond to the one in the middle. If you see an

X or C, you press the button A. If you see a V or a B you press the button L. For example, if
you say the letters XXCXX you press A key on your keyboard. A and L are chosen as "left"

and "right" position button on your keyboard.

Note: You need to get used to the location of the keys. Before the flanker effect can work you

need some training. The flanker effect might not occur until you have done this task a few

times. If you press the correct key the fixation plus will turn green, wrong key presses will lead

to a more slowly flashing red fixation Plus.”

RESULT

The participant has a high academic achievement (rated as 7) above average distractibility

(rated as 7) and less than average sports ability (rated as 4).

Table 5.2

Mean RT in congruent and incongruent conditions and Flanker effect of the Participant ST

N=1(Participant=ST) Mean RT(ms)

CONGRUENT 826

INCONGRUENT 881

FLANKER EFFECT 55

Table 5.2 shows the Mean RT in congruent and incongruent conditions and Flanker effect

of the Participant. The participant obtained a mean reaction time of 826 ms for congruent

stimuli, 881 ms for incongruent stimuli and flanker effect is 55 ms

 Table 5.3

Total no. of participants (N), maximum value, minimum value, Mean and Standard deviation

of RT in congruent, incongruent stimuli and Flanker effect and the academic performance

rating done by the group in the Flanker test.

N Maximum value Minimum value Mean SD

Congruent 1076 486 703.35 175.81

23

Incongruent 23 1106 575 756.91 163.23

Flanker Effect 23 159 -135 55.86 62.47

Academic 23 9 3 7.22 1.31

performance

rating scale

The table 5.3 shows the total no. of participants (N), maximum value, minimum value, mean

and Standard deviation of RT in congruent, incongruent stimuli and Flanker effect and the

academic performance rating done by the group in the Flanker test

 Table 1.4

Descriptive Statistics and Correlations for age & Flanker effect and academic performance

rating & Flanker effect

Variable N M SD 1 2 3

Academic 23 7.22 1.31 - - -

performance

Flanker 23 55.86 62.47 -0.098

effect

The table 5.4 shows the descriptive statistics of group data N=23 and correlation of -0.098

Table 1.5

Descriptive Statistics and Significance p value of T-test for flanker effect between male and

female

N Flanker effect P

M SD

Female 21 50.95 62.16 0.35

Male 2 94.5 71.41

Graph 5.1

Mean RT of congruent stimuli and incongruent stimuli obtained in flanker task.

FLANKER TASK
770

760

750

740
Reaction time

730

720

710

700

690

680

670
Average congruent RT(ms) Average incongruent RT(ms)

Figure 1 - The bar graph shows the performance of the group in the Flanker task. The

group on an average has a mean congruent reaction time of 703.35 milliseconds and a mean

incongruent reaction time of 756.91 milliseconds. The error bars represent mean ± 1 standard

error.
Graph 5.2

Chart Title
770
760
750
740
Reaction time

730
720
710
700
690
680
670
Average congruent RT(ms) Average incongruent RT(ms)
Axis Title

Figure-2 The line graph shows the difference in RT for the congruent and incongruent

condition of the group in the Flanker task and the error bars associated with it.

DISCUSSION

The participant for the study was S.T, a 21-year-old female. she lives in a rural area and she is

a final year graduate student. She belongs to a middle-class family. The aim of the practical

was to assess the inhibitory control capability of the participant using the Flanker task.

The Flanker Task is widely used to investigate selective attention and cognitive control

processes by measuring how individuals handle conflicting information. In this task,

participants are typically required to focus on a central target stimulus while ignoring

surrounding, or flanking, stimuli that may either be congruent or incongruent with the target.

The difference in performance between congruent and incongruent trials reflects the
individual's ability to filter out distracting information. In this study, we aimed to examine the

efficiency of cognitive control mechanisms by assessing reaction times and accuracy across

these conditions.

In interpreting the results, it is crucial to consider how cognitive interference from incongruent

flankers affects task performance, what factors might modulate this interference, and how these

findings align with or differ from prior research. The following discussion will address these

points by examining the key outcomes of the current study, potential explanations for observed

patterns, and their broader implications for understanding attention and cognitive control

processes.

The Eriksen Flanker Task is commonly used in neuropsychological assessments to evaluate

response inhibition, or the ability to suppress responses that are not suitable for a given context.

It measures cognitive inhibition, which involves filtering out irrelevant or distracting

information to maintain focus on the task. Inhibitory control, the ability to resist impulsive or

automatic reactions and instead respond with deliberate attention and reasoning, is a crucial

executive function. This cognitive ability supports processes such as anticipation, planning,

and goal-setting.

To administer the Flanker Task, the participant was seated comfortably and good rapport was

established. Clear instructions were provided. The participant was shown a laptop with the

Flanker task opened. The participant was given the instructions and practice trial was given.

After the task, the reaction time for congruent and incongruent stimuli was noted down. The

participant’s behaviors were noted down during assessment. After completing the assessment,

introspective report was collected and experiment was debriefed. Gratitude was expressed

before leaving. Other 22 participants data were also obtained and comparisons are made.
By observing table 5.2, the participant has took more time to respond for incongruent stimulus

congruent stimuli. The delay in reaction time shows that cognitive interference (Flanker effect)

has occurred. The delay in reaction time for incongruent stimuli, as seen in the Flanker effect,

typically indicates that cognitive interference has occurred. This suggests that the participant's

attentional system is struggling to effectively suppress or filter out distracting or conflicting

information from the flanking stimuli. As a result, their cognitive processing is slower because

they need to resolve the conflict between the target and the incongruent stimuli.

This interference reflects the brain’s need to exert additional cognitive control to inhibit the

automatic response to the flankers and focus on the target stimulus. Therefore, the increased

reaction time for incongruent trials can be interpreted as a sign of the participant's executive

function being taxed, particularly in the domain of inhibitory control and selective attention.

A total of N=23 participant’s data was pooled for analysis. The average age of the participants

in this study was 21.19. There were 21 females and 2 males. Table 5.3 shows the total no.of

participants (N), maximum value, minimum value ,mean and standard deviation of RT in

congruent ,incongruent stimuli and flanker effect and the academic performance rating done

by the group in the flanker test. The maximum and minimum RT in incongruent stimuli was

found to 1076 and 486, the maximum and minimum RT in incongruent stimuli was found to

be 1106 and 575 and the maximum and minimum flanker effect is 159 and -135. The mean and

SD value of congruent stimuli are 703.35 and 175.81, same for incongruent data are 756.91

and 163.23 and of flanker effect are 55.86 and 62.47. The maximum and minimum academic

performance was found to be 9 and 3.

When Pearson correlation value was calculated using Microsoft -excel the Pearson correlation

value between academic performance rating and flanker effect is found to be r=-0.09. While

the Table 5.4 shows the descriptive statistics and significance p value of T-test for flanker effect
between male and female. This describes that there is no significant difference between male

and female (P>0.05).

The difference in reaction time (RT) between congruent and incongruent stimuli in a flanker

task, where the average RT for incongruent stimuli is larger than for congruent stimuli, is a

well-established phenomenon known as the flanker effect. This effect reflects the interference

caused by incongruent information in the task.

Thus, we could conclude that the participant's RT for congruent and incongruent stimuli falls

in the average range of reaction time in comparison with the sample data. Flanker effect and

academic performance rating also falls in the average range of reaction time in comparison

with the group along. If participants' scores are within the average range on the Flanker test,

this suggests that their ability to focus and filter out distractions is neither exceptionally strong

nor weak. Individuals with average attentional control can typically concentrate on tasks but

may occasionally be affected by external disturbances. While they can perform well in most

situations, particularly those with minimal distractions, they might find it slightly more

challenging to maintain focus in highly chaotic or stressful environments.

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APPENDICES

Consent form

1. Purpose of the Study:

This study is conducted to know your inhibitory control capability using the Flanker

task. This study will help me to understand set shifting capability.

2. Benefits of the study:

You will be able to know your ability to focus on some stimulus and ignore other

stimulus. After completing the ratings, we will let you know the purpose of this study.

The academic community will benefit from this assessment in many ways:

1. The student who administers will gain practice in the relevant fields.

2. This assessment will help us to understand the cognitive inhibition capability.

3. This assessment will give us a better understanding of the benefits of the Flanker

task.
 3. What you will be asked to do:

The test is a computer based test. The test contains 50 trials. You will see a 5 letter at

the time. You need to respond to the one in the middle. If you see an X or C, you press

the button A. If you see a V or a B you press the button L. You need to get used to the

location of the keys. Before the flanker effect can work you need some training. If you

press the correct key the fixation plus will turn green, wrong key presses will lead to a

more slowly flashing red fixation Plus.”

4. What you can expect to happen as a result of your participation in this study:

This is a fairly short study that would require about 10 minutes of your time. If you want

to leave, you may do so at any point in time during the study. If you have any queries,

you may ask me and I will try to help.

5.If you would like more information about this study.

If you have any queries or doubts regarding any questions at any point, feel free to

contact the examiner/assessor who will try their best to clear the same. For further

details regarding the results, you may contact gourinandana134@gmail.com

6. Withdrawal from the study:

You have the right to withdraw their participation at any point when they are doing the

test for any of the reasons and at any time. If you are willing, you can give feedback about

the test. Please feel free to ask your queries or concerns to the experimenter. Even after
 completion, you have the power to rescind your responses and I will promptly delete them.

7. Confidentiality of your data.

The data will be used for academic purposes only. Name and responses will not be revealed

to anyone else. Participation in this will remain confidential. I have read the above and

understood its contents.

I agree and grant permission to participate in this study.

Signature of the participant (Printed): S.T Date: 11/10/2024