The effect of differing scoring methods for the Tower of London task on developmental patterns of performance

The Tower of London (TOL) task is frequently used to assess executive funct ioning mi both adults and children, although there remains considerable con troversy over what it measures and how to score it. In this study we compar e two scoring methods and find that correlations between them were high for 7-year-olds (.86), and dropped to a low of .47 for adults. These results d emonstrate that the TOL necessarily has different construct validity in adu lts and children. Second, results of one method (based on errors only) show a developmental trend in performance from middle childhood to adulthood, w hile the other (based on errors and time) shows a developmental progression from ages 7 to 13, but not between 13-year-olds and young adults. Thus, sc oring method influences the resulting developmental model.