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Blursday Task Questionnaire COVID

Set of questionnaires and tasks developed in Gorilla to assess time perception during COVID19. Chaumon et al. (in prep; 2021)

Confinement, Isolation, UCLA Loneliness Scale, Demographics, Social connectivity, UCLA, Chronotype, PSQI, rMEQ, μMCTQ, FFA, HADS, FFA, Big Five, working memory, temporal discounting, duration estimation, tapping, continuation, implicit timing, self-preference, retrospective duration, passage of time, subjective temporal distance, temporal landmark, fluency, phonemic, semantic, production, metacognition, synchronization, n-back, prospective, retrospective, counting, foreperiod, self-preference, self-perception

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Demographics

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Collect basic demographic information about an individual.

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Loneliness Scale [UCLA]

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Russell, D., Peplau, L. A., & Cutrona, C. E. (1980). The revised UCLA Loneliness Scale: Concurrent and discriminant validity evidence. Journal of Personality and Social Psychology, 39(3), 472.

Russell, D. W. (1996). UCLA Loneliness Scale (Version 3): Reliability, validity, and factor structure. Journal of Personality Assessment, 66(1), 20–40.

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Isolation Questionnaire

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Reduced Morningness–Eveningness Questionnaire [rMEQ]

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Biswas, A., Adan, A., Haldar, P., Majumder, D., Natale, V., Randler, C., Tonetti, L., & Sahu, S. (2014). Exploration of transcultural properties of the reduced version of the Morningness–Eveningness Questionnaire (rMEQ) using adaptive neuro-fuzzy inference system. Biological Rhythm Research, 45(6), 955–968.

Horne, J. A., & Ostberg, O. (1976). A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. International Journal of Chronobiology, 97-110.

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Zimbardo Time Perspective Inventory [ZTPI]

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Zimbardo, P. G. (1990). The Stanford time perspective inventory. Stanford, CA: Stanford University.

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Hospital Anxiety and Depression Scale [HADS]

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Zigmond, A. S., & Snaith, R. P. (1983). The hospital anxiety and depression scale. Acta psychiatrica scandinavica, 67(6), 361-370.

Crawford, J. R., Henry, J. D., Crombie, C., & Taylor, E. P. (2001). Normative data for the HADS from a large non-clinical sample. British Journal of Clinical Psychology, 40(4), 429–434.

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Pittsburgh Sleep Quality Index [PSQI]

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Buysse, D. J., Reynolds III, C. F., Monk, T. H., Hoch, C. C., Yeager, A. L., & Kupfer, D. J. (1991). Quantification of subjective sleep quality in healthy elderly men and women using the Pittsburgh Sleep Quality Index (PSQI). Sleep, 14(4), 331–338.

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Ultra-short Munich ChronoType Questionnaire [muMCTQ]

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Ghotbi, Neda, Luísa K. Pilz, Eva C. Winnebeck, Céline Vetter, Giulia Zerbini, David Lenssen, Giovanni Frighetto et al. "The µMCTQ: an ultra-short version of the Munich ChronoType Questionnaire." Journal of biological rhythms 35, no. 1 (2020): 98-110.

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Attentional Style Questionnaire [ASQ]

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Kraft, J. D., Grant, D. M., Taylor, D. L., Frosio, K. E., Nagel, K. M., & Deros, D. E. (2019). Assessing the psychometric properties of the Attentional Style Questionnaire. Cognition and Emotion.

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Big Five Inventory

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Rammstedt, B., & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of Research in Personality, 41(1), 203–212.

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Retrospective Duration

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Assesses a participant retrospective duration estimation (hours: minutes: seconds) and passage of time (over days). This test was randomly displayed to the participant during he first round of questionnaires.

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Short Sleep Questionnaire

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Self Perception Prodromal Questionnaire [PQ-16]

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Ising, H. K., Veling, W., Loewy, R. L., Rietveld, M. W., Rietdijk, J., Dragt, S., Klaassen, R. M., Nieman, D. H., Wunderink, L., & Linszen, D. H. (2012). The validity of the 16-item version of the Prodromal Questionnaire (PQ-16) to screen for ultra high risk of developing psychosis in the general help-seeking population. Schizophrenia Bulletin, 38(6), 1288–1296.

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Freiburg Mindfulness Inventory [FMI] [FFA]

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Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., & Schmidt, S. (2006). Measuring mindfulness—The Freiburg mindfulness inventory (FMI). Personality and Individual Differences, 40(8), 1543–1555.

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1-back working memory task

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1-letter back working memory task

Letter duration: 500 ms Inter-Letter-Interval: 500 ms or 800 ms Duration of the n-back sequence: 45 s or 90 s

After each n-back, participants are asked to report how much time has passed [min: sec] and whether time felt too fast or too slow (Likert scale)

Polti, I., Martin, B., & van Wassenhove, V. (2018). The effect of attention and working memory on the estimation of elapsed time. Scientific reports, 8(1), 1-11.

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3-back working memory task

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3-letter back working memory task

Letter duration: 500 ms Inter-Letter-Interval: 500 ms or 800 ms Duration of the n-back sequence: 45 s or 90 s

After each n-back, participants are asked to report how much time has passed [min: sec] and whether time felt too fast or too slow (Likert scale)

Polti, I., Martin, B., & van Wassenhove, V. (2018). The effect of attention and working memory on the estimation of elapsed time. Scientific reports, 8(1), 1-11.

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Confinement Tracker

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Count

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Participants are asked to count (up) in steps of 3 or 7 starting from a randomly generated number. After 12 s or 24 s, they are prompted to report the number they reached and to estimate how much time has elapsed.

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CountDown

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Participants are asked to count down in steps of 3 or 7 starting from a randomly generated number. After 12 s or 24 s, they are prompted to report the number they reached and to estimate how much time has elapsed.

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Delay Discount Task

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Participants to chose between two amounts of money they could receive at two different times.

Berns, G. S., Laibson, D., & Loewenstein, G. (2007). Intertemporal choice–toward an integrative framework. Trends in cognitive sciences, 11(11), 482-488.

Freestone, D., & Balci, F. (2017). The biological basis of economic choice. In V. Tucci (Ed.), Handbook of neurobehavioral genetics and phenotyping (pp. 143–178). Wiley-Blackwell. https://doi.org/10.1002/9781118540770.ch7

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Duration Production Metacognition

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Participants were asked to estimate a duration by producing it; immediately following their temporal production, they were asked to estimate whether their temporal production was too short or too long and by how much. Last, they were prompted to rate their confidence on their self-estimation of temporal production.

Akdoğan, B., & Balcı, F. (2017). Are you early or late?: Temporal error monitoring. Journal of Experimental Psychology: General, 146(3), 347–361. https://doi.org/10.1037/xge0000265

Balci, F., Freestone, D., & Gallistel, C. R. (2009). Risk assessment in man and mouse. Proceedings of the National Academy of Sciences, 106(7), 2459–2463.

Kononowicz, T. W., & Van Wassenhove, V. (2019). Evaluation of Self-generated Behavior: Untangling Metacognitive Readout and Error Detection. Journal of Cognitive Neuroscience, 31(11), 1641–1657.

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Future Fluency

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Participants are successively prompted to report as many events as possible that will occur the week, month, and year after. They have 1 minute for each question.

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General Instructions

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General instructions for the study

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Foreperiod Implicit Timing

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Classic auditory foreperiod task.

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Past Fluency

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Participants are successively prompted to report as many events as possible that occurred last week, last month, and last year. They have 1 minute for each question.

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Phonemic Fluency

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Participants are asked to provide as many words as possible starting with the letter "P".

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Self Preference

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Participants learned to associate a given geometrical shape with a given label (“Self”, “Friend” and “Stranger”). In following trials, they are presented with one shape and one label, and they have report as fast and as accurately as possible whether the shape and the label matched.

Cunningham, S. J., Turk, D. J., Macdonald, L. M., & Macrae, C. N. (2008). Yours or mine? Ownership and memory. Consciousness and Cognition, 17(1), 312–318.

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Semantic Fluency

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Participants have one minute to write as many names of animals as possible.

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Semantic Time Fluency

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Participants have one minute to write as many words they associate with the words "time" as possible.

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Subjective Temporal Distance

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Participants are asked to evaluate using a VAS how far next week and next month feel to them.

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Motor Tapping

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Participants are asked to tap on the space bar at a pace they feel most comfortable with for 90 s.

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Visual Synchronization Continuation

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Participant are presented with a rhythmic visual stimulus for 60 s and to continue tapping in-sync or out-of-sync in the absence of a visual stimulus for another 60 s.

Following a trial, they are asked to report their confidence level on their tapping performance, and to estimate the time spent tapping and how slow/fast the passage of time felt during the trial.

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Temporal Landmark

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Koriat, A., & Fischhoff, B. (1974). What day is today? An inquiry into the process of time orientation. Memory & Cognition, 2(2), 201–205.

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Workday

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Consent Form

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The welcome page contains the general information and consent form signed by participant.

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Public

Fully open! Access by URL and searchable from the Open Materials search page

Conducted at NeuroSpin, Cognitive Neuroimaging Unit, CEA, INSERM, CNRS, Université Paris-Saclay, 91191 Gif/Yvette, France
Published on 20 November 2021
Corresponding author Dr van Wassenhove CEA; INSERM; Université Paris-Saclay

virginie.van-wassenhove@universite-paris-saclay.fr