WCST

此測驗主要是評估抽象分類的能力以及概念形成與轉換的能力，藉此測驗亦可得知持續反應及學習能力的表現，測驗的結果與計劃能力的彈性以及計劃組織能力有關，可測量大腦的額葉功能。

威斯康辛卡片分類測驗與腦額葉執行功能間的特定關係，最早是由Milner的研究所發現的。腦額葉缺損的病人會比腦後皮質部缺損的病人完成較少的分類策略和出現較多的持續型錯誤數，但在其它類型的錯誤數上則無顯著的差異。

出處：Wisconsin Card Sorting Test Manual-Revised and Expanded (WCST)Robert K. Heaton, Ph.D., Gordon J. Chelune, Ph.D., Jack L. Talley, Ph.D., Gary G. Kay, Ph.D., Glenn Curtiss, Ph.D.

• Number of categories completed: 為測驗過程中，受試者正確地完成的類別數目(即是連續10個正確反應所對應到的規則)。
• Trials to Complete First Category:：受試者反應成功地達到第一個規則結束，所費的總嘗試數目。此代表受試者試圖轉換規則之前，其初步概念化程度。
• Percent Perseverative Errors：代表受試者因固執造成的錯誤，相對整體表現中的比率。
• Failure to Maintain Set：受試者完成一個規則前，卻因反應錯誤而中斷。評分標準為受試者有五個連續(或更多)對的反應，但接著反應錯誤，則計次。
• Percent Conceptual Level Responses：代表的是受試者可察覺到正確的分類規則之比率多高。Conceptual Level Responses的定義為連續三個或更多的正確反應。因為受試者有三個或更多的正確反應，才能說他在使用正確的分類策略，而非偶然排對。
• Learning to Learn：此分數反映了受試者概念化規則的效率，即是受試者在連續的分類規則間，錯誤率差異之平均情況。
• Percent Errors, Percent Perseverative Responses, and Percent Nonperseverative Errors：此三項分數主要為研究調查用途，特別可用來探討施測卡片的使用張數不同，反映在此三項分數之狀況，以控制實際施測卡片的量。

• number of trials administered: the total number of trials paired. 
• total number correct and total number of error: refer to the number of correct and wrong trials, respectively. 
• Perseverative: the persistence of a participant in responding to a perceptual dimension.
• perseverative responses: the number of trials which involve perseverative behavior.
• perseverative errors: estimate the number of wrong trials which involved perseverative behavior.
•  nonperseverative errors: is used to calculate the number of wrong trials which do not involve perseverative behavior.
• conceptual level responses: the number of three or more correct trials which occurred consecutively.
• number of categories completed: the total number of categories completed successfully. 
• trials to complete first category: the total number of trials administered to complete the first category. 
• failure to maintain set: the number of wrong trials which occurred after five or more consecutively correct trials. 
• learning to learn: the subject’s average change in conceptual efficiency across successive categories. The score of the “learning to learn” index is calculated only for subjects who completed three or more categories. 
• The scores for five percent indices (i.e., the “percent errors,” “percent perseverative responses,” “percent perseverative errors,” “percent nonperseverative errors,” and “percent conceptual level responses” indices) were estimated by dividing the individual raw scores of each index by the “number of trials administered” index.