# PWR-100 — Inhibitory control: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 18 min reading and worksheet pass Difficulty: Introductory Equipment: Basic stationery or digital tools — The two completed fictional cue-and-response logs below; A position-by-position scoring grid; The rule card: G means a response was expected; N means no response was expected; The staged key, kept closed until every position is classified Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Detailed research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This tutorial teaches the analysis behind a go/no-go record without asking you to perform the task. You will align a neutral cue sequence with a fictional response log, mark responses made when the record says withhold, mark missing responses when the record says respond, calculate both error types separately and write a narrow conclusion. You will not practise inhibition or use the result to judge a person. Target outcome: Define inhibitory control without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete the current learning route without converting it into unauthorised capability practice. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Governance ceiling: explanation and static fictional record analysis only. Capability self-practice, live administration, protocol delivery and efficacy claims are not authorised until the recorded next_gate adjudication changes. - Use only the supplied fictional cue and response logs. Do not run a go/no-go task, respond to cues, add pace or repeat testing. - Commission and miss counts cannot establish ADHD, addiction, character, dangerousness, impulse control or real-world restraint. ### Required or supplied materials - The two completed fictional cue-and-response logs below - A position-by-position scoring grid - The rule card: G means a response was expected; N means no response was expected - The staged key, kept closed until every position is classified ### Supplied fixture Completed fictional response logs. A listed response position means the fictional responder acted at that cue. | Log | Cue sequence | Fictional response positions | Support and context | | --- | --- | --- | --- | | A | G G G N G G N G G N G G | 1, 2, 4, 5, 6, 8, 9, 11, 12 | No rule reminder; fixed fictional order; burden 3/5 | | B | G G N G G N G G N G G G | 1, 2, 4, 5, 6, 7, 8, 10, 11, 12 | Visible rule reminder; different fictional sequence shown second; burden 2/5 | ## 1. Write STATIC LOG ANALYSIS ONLY Write STATIC LOG ANALYSIS ONLY. Do not respond to the cues yourself. Why: “Write STATIC LOG ANALYSIS ONLY” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Write STATIC LOG ANALYSIS ONLY” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Write STATIC LOG ANALYSIS ONLY. Do not respond to the cues yourself.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Write STATIC LOG ANALYSIS ONLY” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Number each cue position and copy the fictional response positions exactly Number each cue position and copy the fictional response positions exactly. Why: “Number each cue position and copy the fictional response positions exactly” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: A legible entry directly completes “Number each cue position and copy the fictional response positions exactly” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Number each cue position and copy the fictional response positions exactly.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Number each cue position and copy the fictional response positions exactly” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. At a G cue, mark CORRECT GO when the response log contains… At a G cue, mark CORRECT GO when the response log contains that position and MISS when it does not. Why: “At a G cue, mark CORRECT GO when the response log contains that position and MISS when it does not” fixes the exact Inhibitory control configuration or decision before later observations are compared. Success check: A legible entry directly completes “At a G cue, mark CORRECT GO when the response log contains that position and MISS when it does not” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “At a G cue, mark CORRECT GO when the response log contains that position and MISS when it does not.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “At a G cue, mark CORRECT GO when the response log contains that position and MISS when it does not” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. At an N cue, mark CORRECT WITHHOLD when no response is logged… At an N cue, mark CORRECT WITHHOLD when no response is logged and COMMISSION when a response is logged. Why: Keep this exact Inhibitory control action explicit and reviewable: “At an N cue, mark CORRECT WITHHOLD when no response is logged and COMMISSION when a response is logged.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “At an N cue, mark CORRECT WITHHOLD when no response is logged and COMMISSION when a response is logged.” Accessible alternative: Complete the same research action — “At an N cue, mark CORRECT WITHHOLD when no response is logged and COMMISSION when a response is logged.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “At an N cue, mark CORRECT WITHHOLD when no response is logged and COMMISSION when a response is logged.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Count G opportunities and N opportunities separately Count G opportunities and N opportunities separately. Calculate miss rate as misses divided by G opportunities and commission rate as commissions divided by N opportunities. Why: “Count G opportunities and N opportunities separately” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “Count G opportunities and N opportunities separately”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “Count G opportunities and N opportunities separately. Calculate miss rate as misses divided by G opportunities and commission rate as commissions divided by N opportunities.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The work shows the value requested by “Count G opportunities and N opportunities separately”, retains the supplied units or signs and leaves any unsupported value unknown.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Compare logs descriptively, naming cue order and support Compare logs descriptively, naming cue order and support. Do not attribute a difference to the reminder because sequence and order also differ. Why: “Compare logs descriptively, naming cue order and support” isolates the named evidence distinction so the learner can interpret Inhibitory control without extending the claim. Success check: The output directly answers “Compare logs descriptively, naming cue order and support”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Compare logs descriptively, naming cue order and support. Do not attribute a difference to the reminder because sequence and order also differ.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Compare logs descriptively, naming cue order and support”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Finish with a non-claim: the counts describe these fictional logs only and… Finish with a non-claim: the counts describe these fictional logs only and do not measure a person's general inhibition. Why: “Finish with a non-claim: the counts describe these fictional logs only and do not measure a person's general inhibition” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Finish with a non-claim: the counts describe these fictional logs only and do not measure a person's general inhibition.” Accessible alternative: Complete the same research action — “Finish with a non-claim: the counts describe these fictional logs only and do not measure a person's general inhibition.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Finish with a non-claim: the counts describe these fictional logs only and do not measure a person's general inhibition.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.