‘Symbols’ is one of the eight interactive games that comprise Aptem Assess, our tool designed to provide a rapid measure of key cognitive abilities that underpin learning and achievement. In a short amount of time, Aptem Assess can indicate which learners may have an underlying specific learning difficulty and require further exploration of their learning support needs.

How the Aptem Assess ‘Symbols’ task measures processing speed

The Symbols task involves a learner checking a set of visual symbols to identify whether the set contains some target symbols. This task is mainly a measure of processing speed but also involves elements of visual processing, attention and concentration.

Processing speed describes how fast we can receive, understand and respond to information. Although it is not directly related to intelligence in terms of reasoning ability, for example, some people can process information slowly yet have high reasoning skills, it is crucial for many learning and assessment activities.

The impact of processing speed on learning processes

Processing speed plays an important role in learning by influencing the pace at which an individual can automatically recognise and respond to visual and auditory information, which impacts reading, maths and listening skills.

An individual with high processing speed will be able to easily follow instructions, decode information quickly and rapidly shift attention between tasks.

In comparison a learner with slow processing speed can be affected in a number of ways:

• Slower processing of spoken information, for example following verbal instructions or explanations, or even travel directions.
• Slower processing of written information due to time needed to process and decode letters which results in slower reading speeds.
• They can take longer to organise their thoughts, which can also affect speaking and talking about their ideas.
• Impacts writing information down and could also affect typing information on a keyboard.
• It can affect retrieval of information from long-term memory.
• They may be slower at completing maths and arithmetic tasks, due to the impact on identifying numbers, symbols and maths operations.

Consequently, a learner with slow processing speed is likely to find assessments, especially timed assessments difficult. They are likely to:

• Need more time to produce their answers, written or verbal.
• Read information repeatedly to process and understand it
• Have difficulty following instructions and directions unless these are broken down
• Not finish tasks in a reasonable amount of time unless adjustments are made.

Slow processing speed can occur with learning difficulties such as ADHD, dyslexia, and dyscalculia. Additionally, some learners with slow processing speed also have anxiety related to self-doubt and efficacy regarding learning.

The science of measuring processing speed

The Cattell-Horn-Carroll (CHC) model (e.g., Schneider & McGrew, 2012) of intelligence is the generally accepted theory describing cognitive abilities (<<link to previous article>>). The CHC model categorises processing speed (Gs) as one of the broad abilities that support intellectual functioning. Within this framework processing speed is further divided into:

• Perceptual speed – the ability to rapidly compare visual symbols or patterns.
• Rate of Test-Taking – The efficiency in completing simple cognitive tasks.
• Number Facility – Speed of basic numerical operations.
• Reading Fluency – Speed of processing written words for meaning.

Among validated educational tests the perceptual speed component is commonly measured by one or more of the following tasks:

• Timing the scanning of symbols to identify if a target symbol appears in a given set. This is the method used by Aptem.
• A coding task which involves rapidly matching symbols with numbers using a key.
• Rapid identifying which symbols in a set do not meet a specific rule.

Processing speed is a critical cognitive ability that facilitates efficient learning and academic performance. It influences how quickly and accurately individuals can process information, retrieve knowledge, and respond to learning and assessment demands. Deficits in processing speed can significantly impact education and training success, particularly in tasks requiring rapid recognition and response to complex information.

Learn more about Aptem Assess

For an estimated 87% of learners, the Aptem Assess cognitive assessment will take no more than 15 minutes. Learn more in our brochure. If you would like to integrate Aptem’s cognitive assessment into your delivery, book a demo, or if you are an Aptem customer, please speak to your Customer Success Manager.