Adaptation française du « Hopkins verbal learning test »

Rieu, D; Bachoud‐Lévi, Anne‐Catherine; Laurent, Angélique; Jurion, E.; Barba, G. Dalla

doi:10.1016/s0035-3787(06)75069-x

Cited by 36 publications

(13 citation statements)

References 14 publications

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“…We translated all tests in the battery and test instructions into French. For the Hopkins Verbal Learning Test-Revised (HVLT-R), we used the version previously translated into French and validated by Rieu and colleagues [33]. The French version of the HNRC NP battery was tested, piloted, and approved by all bilingual (French- and English-speaking) scientists on the team (GDK, CTK, AKN, LAC).…”

Section: Methodsmentioning

confidence: 99%

HIV-associated neurocognitive disorders in sub-Saharan Africa: a pilot study in Cameroon

et al. 2010

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BackgroundThe disease burden of human immunodeficiency virus (HIV) - acquired immunodeficiency syndrome (AIDS) is highest in sub-Saharan Africa but there are few studies on the associated neurocognitive disorders in this region. The objectives of this study were to determine whether Western neuropsychological (NP) methods are appropriate for use in Cameroon, and to evaluate cognitive function in a sample of HIV-infected adults.MethodsWe used a battery of 19 NP measures in a cross-sectional study with 44 HIV+ adults and 44 demographically matched HIV- controls, to explore the validity of these NP measures in Cameroon, and evaluate the effect of viral infection on seven cognitive ability domains.ResultsIn this pilot study, the global mean z-score on the NP battery showed worse overall cognition in the HIV+ individuals. Significantly lower performance was seen in the HIV+ sample on tests of executive function, speed of information processing, working memory, and psychomotor speed. HIV+ participants with AIDS performed worse than those with less advanced HIV disease.ConclusionsSimilar to findings in Western cohorts, our results in Cameroon suggest that HIV infection, particularly in advanced stages, is associated with worse performance on standardized, Western neurocognitive tests. The tests used here appear to be promising for studying NeuroAIDS in sub-Saharan Africa.

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Section: Methodsmentioning

confidence: 99%

HIV-associated neurocognitive disorders in sub-Saharan Africa: a pilot study in Cameroon

et al. 2010

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“…Hopkins Verbal Learning Test (HVLT) [27]. This test consists of a list of 12 words from three semantic categories (4 words per category).…”

Section: Verbal Learning and Memory Were Assessed With Thementioning

confidence: 99%

Personality and Neuropsychological Profiles in Friedreich Ataxia

et al. 2017

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Friedreich ataxia, an autosomal recessive mitochondrial disease, is the most frequent inherited ataxia. Many studies have attempted to identify cognitive and affective changes associated with the disease, but conflicting results have been obtained, depending on the tests used and because many of the samples studied were very small. We investigated personality and neuropsychological characteristics in a cohort of 47 patients with genetically confirmed disease. The neuropsychological battery assessed multiple cognition domains: processing speed, attention, working memory, executive functions, verbal memory, vocabulary, visual reasoning, emotional recognition, and social cognition. Personality was assessed with the Temperament and Character Inventory, and depressive symptoms were assessed with the Beck Depression Inventory. We found deficits of sustained attention, processing speed, semantic capacities, and verbal fluency only partly attributable to motor deficit or depressed mood. Visual reasoning, memory, and learning were preserved. Emotional processes and social cognition were unimpaired. We also detected a change in automatic processes, such as reading. Personality traits were characterized by high persistence and low self-transcendence. The mild cognitive impairment observed may be a developmental rather than degenerative problem, due to early cerebellum dysfunction, with the impairment of cognitive and emotional processing. Disease manifestations at crucial times for personality development may also have an important impact on personality traits.

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“…The number of items correctly recognized from the principal list during the recognition test for RAVLT and AFLT was compared separately using one-way ANOVAs. There was no significant difference amongst the three test forms for either RAVLT (F [2,113]…”

Section: Resultsmentioning

confidence: 99%

“…is that the tests used are frequently translations from English originals and have usually not been validated for the population on which they are used. (but see 2,3) In Quebec and other parts of Canada with a large French speaking population, the issue of whether French speakers' performance on translations of English tests can be compared with English-based normative data is also a critical one. Direct translations, for example, can result in poorer scores because stimulus items do not occur with the same frequency in different languages.…”

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confidence: 99%

RAVLT and Nonverbal Analog: French Forms and Clinical Findings

Sziklas

Jones‐Gotman

2008

Can. j. neurol. sci.

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Clinical evaluation of learning and memory often requires repeated testing over time to document changes in function. Serial administrations of the same test, however, can confound findings, in part, due to practice effects, which can affect the validity of the results obtained. For this reason, it is critical that tests exist in several equivalent forms for retesting. When different versions of tests exist, their equivalence (here, used interchangeably with "matched" and defined as the extent to which several forms of a test yield comparable performance ABSTRACT: Background: Objective clinical evaluation of memory frequently requires serial testing but the issue of whether multiformed tests are equivalent and can be used interchangeably is seldom examined. An added problem in bilingual Canadian settings is the extent to which it is appropriate to measure French speakers' performance on translations of English tests. The present work used the Rey Auditory Verbal Learning Test (RAVLT) and a nonverbal analog, the Aggie Figures Learning Test (AFLT), to examine whether a) different forms of the same test are equivalent, b) performance on the two tests is comparable, c) two language groups perform similarly, and d) the RAVLT can detect dysfunction in patients with temporal lobe epilepsy (TLE). Methods: We compared three French versions of the RAVLT and three forms of the AFLT in 114 healthy francophone adults. We subsequently compared the performance of the same francophone subjects to a previously obtained sample of anglophones on both tests, and then administered the RAVLT to anglophone or francophone patients with TLE. Results: For both tasks the three forms were equivalent and performance on the RAVLT was comparable to that on the AFLT. Francophone subjects performed slightly worse on the RAVLT compared to anglophones but performance of the two language groups did not differ on the AFLT. Finally, left TLE patients were impaired compared to right on the RAVLT, but no performance differences were observed across the two language groups in the patient sample. Conclusions: The RAVLT and AFLT are useful tools for examination of learning and memory in French and English speaking populations. On the RAVLT, the lesion effect in patients is not affected by differences in performance between language groups. RÉSUMÉ: RAVLT et analogue non verbal : évaluations en français et observations cliniques.Contexte : L'évaluation clinique objective de la mémoire requiert souvent des tests sériés. Cependant, on ne sait pas si les tests multiformes sont équivalents et peuvent être utilisés de façon interchangeable. De plus, on ne sait pas s'il est approprié de mesurer la performance d'un francophone au moyen de traductions de textes anglais, ce qui constitue un problème additionnel. Dans cette étude, nous avons utilisé le Rey Auditory Verbal Learning Test (RAVLT) et un analogue non verbal, le Aggie Figures Learning Test (AFLT), pour évaluer si : a) des formes différentes du même test sont équivalentes; b) les résultats sont comparables...

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Adaptation française du « Hopkins verbal learning test »

Cited by 36 publications

References 14 publications

HIV-associated neurocognitive disorders in sub-Saharan Africa: a pilot study in Cameroon

HIV-associated neurocognitive disorders in sub-Saharan Africa: a pilot study in Cameroon

Personality and Neuropsychological Profiles in Friedreich Ataxia

RAVLT and Nonverbal Analog: French Forms and Clinical Findings

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