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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The welcome page contains the general information and consent form signed by participant.
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Collect basic demographic information about an individual.
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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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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.
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Zimbardo, P. G. (1990). The Stanford time perspective inventory. Stanford, CA: Stanford University.
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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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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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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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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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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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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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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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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-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-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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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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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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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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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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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 for the study
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Classic auditory foreperiod task.
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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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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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Participants have one minute to write as many names of animals as possible.
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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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Participants are asked to evaluate using a VAS how far next week and next month feel to them.
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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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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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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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Participants are asked to provide as many words as possible starting with the letter "P".
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