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Table 1 Description, for each test, of the executive functions involved and the respective metrics [26]

From: Executive functions and insight in OCD: a comparative study

Test name/measure definition Description
Toulouse-Pierron test (TBTP) It allows to evaluate the selective and sustained attention, as well as the processing speed, providing two main indices: work yield (RT) and dispersion index (ID).
TBTP-ID (dispersion index) Allows us to understand if the result obtained on the work efficiency was influenced by a response pattern of impulsivity or innatention. This index is the percentage of errors and omissions divided by the number of hits obtained by the subject during the test and can be calculated by: DI = E + OHx 100.
TBTP-RT (work-efficiency) Measure of both the attentional and perceptual abilities of the subject. It is related to the total score of hits (H), errors (E) and omissions (O) and it is calculated by: WE=H− (E + O). It is a measure of the subject’s work quality.
Trail-making test (A/B) Attention and processing speed. TMT B also assess task switching.
TMT A (time) Time used, in seconds, to perform the test.
Trails A is just a psychomotor speed control for Trails B. In trails A you do not switch between numbers and letters, but just move from number to number connecting them through out the test.
TMT A (errors) Errors made in carrying out the test.
TMT B (time) Time used, in seconds, to perform the test.
TMT-B measures task switching (the participant has to switch from numbers to letters as he/she does the task).
TMT B (errors) Mistakes made in carrying out the test.
Wisconsin Card Sorting Test (WCST) This test aims to assess abstract reasoning and the individual’s ability to generate problem-solving strategies in response to changing stimulation conditions. In general, your objective is to verify the individual’s performance in tasks that demand executive functions
WCST errors Total number of errors.
WCST perseverance When the subject persists in responding to a characteristic of the stimulus that is not correct, the response is considered a perseverance for that criterion and is scored as perseverative. The subject can persevere for the color, shape or number. Answers that meet the established perseverance criterion are considered perseverative, regardless of whether they are correct or incorrect. Responses that do not meet the perseverance criterion are “non-perseverative”.
WCST no perseverance errors Corresponds to the answers that, being wrong, do not follow the preservation criterion by color, shape or number.
WCST perseverance errors If the subject is making a category (eg, relating the bottom card to the top card) following the color criteria and you make a mistake (for example, you forget the category that was following—the color—and change to another—e.g. the shape), this error is counted as an error of set maintenance. If, on the other hand, the 10 trials with the same category are finished, the computer will change to another category. If the subject continues with the previous category, he will commit a perseverative error.
Rey-Osterrieth Complex Figure Test (FRey) This test requires executive functions, in particular, organizational and planning skills [26]. The assessment of these skills implies an analysis of the subject’s performance, in terms of how he performs the reproduction of the figure and in terms of the strategies he uses.
FRey points (copy) “FCR-Copy” index obtained through the application of the Osterrieth quotation system and proposed in the respective test manual (Rey, 1959/2002). This system consists of the evaluation of the 18 elements of the figure according to two criteria: the position of the element and the reproduction accuracy. The points awarded vary between 0 and 2 depending on the placement and accuracy of each element, with a maximum score of 36 points. 2 points are assigned for each correct and well positioned unit, 1 point for each correct but poorly positioned unit or which, although deformed or incomplete, is recognizable but is well positioned, and 0.5 points are attributed to the unit that is found misplaced and that is deformed or incomplete but recognizable. Finally, the unit that is unrecognizable or missing is quoted with 0 points.
FRey time (copy) Time needed to make the copy.
FRey points (recall) After a short break that should not exceed three minutes, the subject is invited to draw, on a second sheet, one second trial consisting of the reproduction of memory of the copied geometric figure. There is no time limit for playback; it’s the subject himself who will indicate when he has finished.
FRey time (recall) Time needed to make second trial of the reproduction of Rey’s figure.
California Verbal Learning Test (CVLT) This test evaluates episodic verbal learning and memory
CVLT A1 Free evocation of Monday’s list. Measures the capacity of information / stimulus coding.
CVLT A5 Free evocation of Monday’s list. Measures the performance of the information encoding after the 4 repetition sequences.
CVLT A1-A5 Free evocation of Monday’s list. Measures the ability to learn through repetition throughout the test.
CVLT B Free evocation of Tuesday’s list. Objective interference after Monday’s list.