Table 1
Descriptions of the 30 tests included in IDLaS-DE.
| DOMAIN | TEST | TASK DESCRIPTION | PERFORMANCE INDICATOR | DURATION | SOURCE | |
|---|---|---|---|---|---|---|
| 1 | Linguistic experience | German Auditory & Image Vocabulary Test | Participants hear a spoken word and select the image associated with its meaning out of four alternatives. | Accuracy | 15 min | Bethke et al. (2025) |
| 2 | Untimed antonym production (productive vocabulary) | Participants hear a spoken word and are instructed to produce its antonym. | Accuracy | 5 min | adapted from IDLaS-NL | |
| 3 | Idiom recognition test | Participants select the correct meaning for an idiomatic expression among four alternatives. | Accuracy | 3 min | adapted from IDLaS-NL | |
| 4 | Spelling test | Participants identify incorrectly spelled words in a list of 60 words (half of which are spelled incorrectly). | Accuracy | 5 min | adapted from IDLaS-NL | |
| 5 | German Author Recognition Test | Participants identify real authors (fiction writers) in a list of 125 names (75 are writers). | Accuracy | 5 min | Groliget al. (2020) | |
| 6 | Book Language Grammar test | Participants carry out grammaticality judgements on spoken sentences featuring morpho-syntactic constructions known to be difficult for adult speakers of German (e.g., “wie” vs. “als”, “je…desto”). | Accuracy | 10 min | adapted from IDLaS-NL | |
| 7 | Processing speed | Auditory simple reaction time | Participants respond as quickly as possible to the presentation of a beep by pressing the space bar. | Reaction time | 3 min | adapted from IDLaS-NL |
| 8 | Auditory choice reaction time | Participants respond as quickly as possible to the presentation of one of two beeps (high or low) by pressing one of two buttons. | Reaction time | 5 min | adapted from IDLaS-NL | |
| 9 | Letter comparison | Participants indicate as quickly as possible whether two letter strings are identical by pressing one of two buttons. | Reaction time | 5 min | adapted from IDLaS-NL | |
| 10 | Visual simple reaction time | Participants respond as quickly as possible to the presentation of a geometrical shape by pressing the space bar. | Reaction time | 3 min | adapted from IDLaS-NL | |
| 11 | Visual choice reaction time | Participants respond as quickly as possible to the presentation of one of two geometrical shapes by pressing one of two buttons. | Reaction time | 5 min | adapted from IDLaS-NL | |
| 12 | Working memory | Digit span | Participants are instructed to recall sequences of spoken digits in the order they appeared (forward version) or in the reversed order (backward version). | Accuracy | 7 min | adapted from IDLaS-NL |
| 13 | Corsi block clicking | Participants are instructed to recall sequences of identical spatially separated blocks by clicking on them in the order they appeared (forward version) and in the reversed order (backward version). | Accuracy | 7 min | adapted from IDLaS-NL | |
| 14 | Nonverbal reasoning | Hagener Matrizentest | Participants select a shape among six alternatives that completes a matrix of geometric patterns. | Accuracy | 20 min | Heydasch & Schnaedter (2014) |
| 15 | Word production | Picture naming | Participants name pictures whose names vary in word frequency as quickly as possible. | Reaction time | 7 min | adapted from IDLaS-NL |
| 16 | Rapid automatized naming | Participants are familiarized with four sets of five objects whose names vary orthogonally in frequency and neighborhood density. Each object set is arranged in an array consisting of five rows of six objects. Participants have to name all objects in the array as quickly as possible. | Reaction time | 7 min | adapted from IDLaS-NL | |
| 17 | Verbal fluency | Within one minute, participants name as many words as possible belonging to pre-specified categories (semantic version) or starting with letters provided ahead of time (phonological version). | Accuracy | 5 min | adapted from IDLaS-NL | |
| 18 | Timed antonym production | Participants hear a spoken word and have to produce its antonym as quickly as possible within four seconds. | Reaction time | 5 min | newly developed | |
| 19 | Maximal speech rate | Participants are instructed to name the months of the year as quickly as possible. | Reaction time | 3 min | adapted from IDLaS-NL | |
| 20 | Sentence production | Phrase generation | Participants are familiarized with a set of 16 common objects. Either single objects or combinations of these objects in different colors are then presented to elicit noun or adjectival phrases of increasing difficulty, which participants have to produce as quickly as possible. | Reaction time | 10 min | adapted from IDLaS-NL |
| 21 | Sentence generation | Participants see a written intransitive verb together with one argument, a transitive verb together with two arguments or a ditransitive verb with three arguments (nouns) on screen. They are instructed to produce a sentence using the verb and all of the displayed arguments in the order they appear from top to bottom within five seconds. | Accuracy | 10 min | newly developed | |
| 22 | Spontaneous speech | Participants speak freely for one minute about three topics provided (their dream holiday, a movie/book they watched/read, their activities during the last weekend). | Accuracy, reaction time | 4 min | adapted from IDLaS-NL | |
| 23 | Word comprehension | Rhyme judgment | Participants are presented with two non-words in succession and are instructed to judge as quickly as possible whether they rhyme. | Reaction time | 5 min | adapted from IDLaS-NL |
| 24 | Auditory lexical decision | Participants judge the lexicality of an auditorily presented target word as quickly as possible. | Reaction time | 7 min | adapted from IDLaS-NL | |
| 25 | Semantic categorization | Participants judge as quickly as possible whether an auditorily presented target word belongs to a pre-specified semantic category. | Reaction time | 5 min | adapted from IDLaS-NL | |
| 26 | Sentence comprehension | Semantic match | Participants listen to a sentence and have to decide whether its content matches that of another sentence displayed on the screen. | Accuracy | 8 min | newly developed |
| 27 | Comprehension questions | Participants listen to a sentence and have to answer a visually presented comprehension question about it by clicking on one of two possible answers displayed on screen. | Accuracy | 8 min | newly developed | |
| 28.1 | Gender cue identification | Participants indicate for 80 objects whether they take ‘der’ (masculine), ‘die’ (feminine) or ‘das’ (neuter) as their determiner. It is advised to run this test preceding the test ‘Gender cue activation during sentence comprehension’. | Accuracy | 3 min | adapted from IDLaS-NL | |
| 28.2 | Gender cue activation during sentence comprehension | Participants are presented with two objects (the same as in the Gender cue identification test) on the computer screen and a spoken sentence containing a target noun, which refers to one of the two objects. In half of the sentences, the target is predictable based on a determiner expressing the grammatical gender of the target noun. Participants indicate by button press which of the two objects is referred to in the sentence. On predictable trials, participants may respond before target noun onset. It is advised to run this test following the test ‘Gender cue identification’. | Reaction time | 5 min | adapted from IDLaS-NL | |
| 29 | Verb semantics activation during sentence comprehension | Participants are presented with two objects on the computer screen and a spoken sentence containing a target noun, which refers to one of the two objects. In half of the sentences, the target is predictable based on a verb expressing an action that can semantically only be carried out with the target noun. Participants indicate by button press which of the two objects is referred to in the sentence. On predictable trials, participants may respond before target noun onset. | Reaction time | 5 min | adapted from IDLaS-NL | |
| 30 | Extra test | Big Five Inventory 10 | Participants rate ten statements about their personality. | Qualitative | 5 min | Rammstedt et al. (2013) |
Figure 1
Step-by-step guide for creating, managing and running studies using the IDLaS-DE web platform (adapted from Hintz et al., 2024).
A1: Descriptive statistics for all test scores. N = number of participants after preprocessing, IC = internal consistency, TRR = test-retest reliability,2 Inv. log = inverse-coded (multiplied by -1) and log-transformed reaction times; raw reaction times are display in milliseconds.
| TEST | N | MEAN (SD) | RANGE | SKEWNESS | KURTOSIS | IC | TRR |
|---|---|---|---|---|---|---|---|
| German Auditory and Image Vocabulary Test (GAudI) | 174 | 0.74 (0.12) | 0.38–0.95 | –0.33 | –0.33 | 0.87 | 0.92 |
| Antonym Production (untimed) | 180 | 0.83 (0.12) | 0.20–1.00 | –1.59 | 4.47 | 0.66 | 0.68 |
| Idiom Recognition | 174 | 0.78 (0.13) | 0.32–1.00 | –0.91 | 1.24 | 0.66 | 0.80 |
| Spelling Test | 181 | 0.52 (0.22) | 0.00–1.00 | –0.26 | –0.49 | 0.82 | 0.82 |
| German Author Recognition Test (ART) | 179 | 0.26 (0.17) | 0.00–0.86 | 0.77 | 0.35 | 0.93 | – |
| Book Language Grammar Test | 181 | 0.71 (0.09) | 0.48–0.92 | –0.11 | –0.24 | 0.63 | 0.72 |
| Auditory Simple Reaction Time test (A-SRT) | 176 | Inv. log: –2.55 (0.12)Raw: 372 (111) | Inv. log: –2.87––2.37Raw: 235–747 | –0.8 | –0.30 | 0.99 | – |
| Auditory Choice Reaction Time test (A-CRT) | 177 | Inv. log: –2.72 (0.1)Raw: 546 (146) | Inv. log: –3.02––2.53Raw: 344–1075 | –0.73 | 0.06 | 0.99 | – |
| Letter Comparison | 175 | Inv. log: –3.03 (0.07)Raw: 1167 (192) | Inv. log: –3.25––2.83Raw: 698–1856 | –0.22 | 0.34 | 0.96 | – |
| Visual Simple Reaction Time test (V-SRT) | 179 | Inv. log: –2.45 (0.07)Raw: 286 (51) | Inv. log: –2.75––2.33Raw: 215–585 | –1.13 | 2.03 | 0.95 | – |
| Visual Choice Reaction Time test (V-CRT) | 176 | Inv. log: –2.66 (0.07)Raw: 469 (89) | Inv. log: –2.98––2.51Raw: 333–994 | –1.23 | 2.72 | 0.95 | – |
| Digit Span: forward | 172 | 9.10 (2.21) | 3–14 | 0.33 | –0.28 | 0.77 | – |
| Digit Span: backward | 174 | 7.55. (2.35) | 3–12 | 0.10 | –0.69 | 0.76 | – |
| Corsi Block Clicking test: forward | 180 | 8.28 (2.10) | 1–14 | –0.09 | 0.83 | 0.72 | – |
| Corsi Block Clicking test: backward | 179 | 7.51 (2.18) | 1–14 | –0.01 | 0.58 | 0.75 | – |
| Hagener Matrizentest | 173 | 0.44 (0.20) | 0.05–0.95 | 0.49 | –0.42 | 0.79 | – |
| Picture Naming | 173 | Inv. log: –3.00 (0.05)Raw: 1038 (133) | Inv. log: –3.13––2.86Raw: 725–1394 | –0.04 | –0.42 | 0.95 | 0.77 |
| Rapid Automatized Naming | 169 | 1.64 (0.24) | 1.07–2.16 | –0.07 | –0.61 | 0.95 | 0.85 |
| Verbal fluency: (semantic) categories | 179 | 22.79 (4.72) | 11.5–34.5 | –0.01 | –0.14 | 0.71 | 0.76 |
| Verbal fluency: (phonemic) letters | 179 | 13.13 (3.63) | 3.5–21.5 | 0.16 | –0.43 | 0.76 | 0.60 |
| Antonym Production (timed) | 162 | Inv. log: –3.08 (0.07)Raw: 1269 (198) | Inv. log: –3.25––2.94Raw: 911–1835 | –0.03 | –0.5 | 0.93 | 0.76 |
| Maximal Speech Rate | 178 | Inv. log: –3.65 (0.10)Raw: 4678 (1157) | Inv. log: –3.93––3.45Raw: 2820–8571 | –0.52 | –0.01 | 0.75 | 0.74 |
| Phrase Generation | 168 | Inv. log: –3.24 (0.06)Raw: 1787 (254) | Inv. log: –3.42––3.12Raw: 1342–2748 | –0.47 | 0.17 | 0.97 | 0.80 |
| Sentence Generation | 172 | 0.73 (0.18) | 0.27–0.98 | –0.74 | –0.38 | 0.92 | 0.74 |
| Rhyme Judgment | 175 | Inv. log: –2.98 (0.07)Raw: 992 (188) | Inv. log: –3.23––2.81Raw: 652–1743 | –0.52 | 0.47 | 0.93 | 0.58 |
| Auditory Lexical Decision | 171 | Inv. log: –2.95 (0.06)Raw: 917 (141) | Inv. log: –3.20––2.79Raw: 622–1652 | 0.76 | 1.35 | 0.98 | 0.68 |
| Semantic Categorization | 177 | Inv. log: –2.99 (0.07)Raw: 1015 (167) | Inv. log: –3.25––2.81Raw: 655–1913 | –0.42 | 0.86 | 0.97 | 0.58 |
| Semantic Match | 181 | 0.80 (0.08) | 0.45–0.98 | –0.99 | 2.28 | 0.64 | 0.64 |
| Comprehension Questions | 181 | 0.82 (0.1) | 0.58–0.98 | –0.52 | –0.6 | 0.75 | 0.74 |
| Gender cue activation during sentence comprehension | 171 | Inv. Raw: 418 (489) | –957–1335 | –0.46 | –0.33 | 0.93 | 0.79 |
| Verb semantics activation during sentence comprehension | 177 | Inv. Raw: 533 (455) | –786–1263 | –0.93 | 0.32 | 0.94 | 0.57 |
A2: Pearson’s correlation coefficients for all test scores.
Coefficients included in the black squares belong to the same psychological construct: linguistic experience, processing speed, working memory, word production, sentence production, word comprehension, and sentence comprehension. Since there was only one test for nonverbal reasoning (Hagener Matrizentest, HMT), this test was not highlighted. Increasingly colder coloring (blue) represents strong positive correlations; increasingly warmer coloring (red) represents strong negative correlations.