Fifty questions on counting, matching, spotting differences, codes and following instructions, scored automatically.
50 questions|100 marks|Suggested time: 40 minutes
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BEFORE YOU BEGIN
Ready for the Attention and Accuracy test?
Work on your own and choose the best answer for each question. You can move backwards and forwards, review unanswered questions, and finish when you are ready.
50Questions
100Maximum marks
40Suggested minutes
Please note: This is an IQ-style reasoning activity, not a clinically validated or standardized IQ test. Your result is a practice score, not an official IQ score.
Each correct answer earns 2 marks; there is no negative marking.
Choose one answer for each question.
A timer is provided as a guide; you can still submit after it reaches zero.
For the fairest result, avoid calculators, search engines and help from others.
SECTION 1 OF 5
Numerical Reasoning
TIME ELAPSED00:00
Question 1 of 500 answered
QUESTION 012 MARKS
Tip: You can change any answer before submitting.
✓
ASSESSMENT COMPLETE
Your results
0/100
0 correct0 incorrect0 unanswered
Performance by section
How to interpret this: This score reflects performance on this practice question set only. It must not be converted into an IQ number or used to diagnose ability. The test has not been standardized across age groups.
Answer review
Correct answers and a short explanation for each question are shown below for learning. Your selected answers are identified where available.
Last updated: 30 October 2026. Written by the EDUSAMBAM Editorial Team. This is an IQ-style practice activity for learning. It is not a clinically validated IQ test and does not give an IQ score.
About this attention and accuracy test
Careful attention and accuracy support almost every kind of learning. This test has you count letters and digits, compare codes, apply simple coding rules, follow multi-step instructions and check order. All the information stays on screen, so it measures concentration and care, not memory.
How to get the most from it
Slow down on the counting and comparison items, because mistakes come from rushing. Tick or point to each item as you count. If you cannot be sure, count again from the start.
What this test practises
Attention here means keeping your mind on a small task long enough to finish it without slips. In school it decides whether you copy a number correctly, notice the word “not” in a question, or catch a mistake in your own working. The items are short and rule-based, so a wrong answer usually comes from a lapse, not from missing knowledge. That makes this test a useful way to see how careful you are when nobody is checking over your shoulder.
A worked example
Question A: How many times does the digit 7 appear in 4 7 1 7 7 3 9 7 2?
Answer: 4. Touch each digit in turn and say the count aloud: the 7s are the second, fourth, fifth and eighth digits. Then count a second time from the start to confirm.
Question B: In a code, each letter is replaced by the next letter of the alphabet. What is the code for DOG?
Answer: EPH. Apply the rule to one letter at a time: D becomes E, O becomes P and G becomes H.
Common mistakes and how to avoid them
Counting by eye without marking, which makes you lose your place in a long string.
Reading only half of a multi-step instruction and then doing the steps in the wrong order.
Changing the rule halfway through a coding question without noticing.
Rushing the last few questions because the timer is running.
Attention improves when you practise the exact skill, for example by checking your homework line by line. For more on puzzles and memory games, see Brain Training: Puzzles, Memory and Logic Skills.
What your score does and does not mean
Your mark out of 100 shows how you did on these 50 questions on one day. It is not an IQ number, because a real IQ score comes from a standardised test given and interpreted by a qualified psychologist and compared with a large norm group. Use the section scores to choose what to practise, and retake the test after a week or two to see progress. Tiredness, noise and stress change results, so one low score is not a verdict on your ability.
Sources and evidence
Posner, M. I. and Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42.
Carroll, J. B. (1993). Human Cognitive Abilities: A Survey of Factor-Analytic Studies. Cambridge University Press.
Roediger, H. L. and Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.