Alternate form reliability and equivalency of the rey auditory verbal learning test

Abstract

Assessed alternate form reliability and equivalency for the Rey Auditory Verbal Learning Test (AVLT) in a clinical sample. A test-retest, counterbalanced design was utilized with a diagnostically heterogenous group of 85 VA Medical Center patients. The mean test-retest interval was 140 min. Alternate form reliability coefficients were highly significant, all p less than .001, and ranged from .60 to .77. The forms yielded comparable means with differences of less than 1 point on each of the five learning trails and the postinterference (VI) and recognition trials. Total words recalled on trials I through V differed by less than 3 points across forms. From a statistical point of view, when the alternate form was administered second it was slightly more difficult than the original. In the reverse order, the two measures were comparable. Overall, differences between forms lacked clinical significance and the tests were judged to be equivalent measures.

Rey auditory-verbal learning test: Development of norms for healthy young adults

“…The equivalence of these lists has been empirically demonstrated by Ryan, Geisser, Randall, and Georgemiller (1986) who reported alternate form reliabilities of .60 to .77. Rcy (1964) did not include a distraction trial prior to incidental free recall of the original list.…”

Rey auditory-verbal learning test: Structure analysis

“…This score represents the capacity to recall and accumulate words across learning trials Moses, 1989;Ryan, Geisser, Randall, & Georgemiller, 1986;Ryan et al, 1984;Wolf, Ryan, 8z Mosnaim, 1983).…”

Hippocampal Volume in Healthy Controls Given 3-Day Stress Doses of Hydrocortisone

“…Crossover t-tests examined each medication treatment differences in mean volumes of the manual traced total brain and hippocampus from placebo/ placebo condition-hydrocortisone/placebo vs placebo/ placebo, phenytoin/placebo vs placebo/placebo, and hydrocortisone/phenytoin vs placebo/placebo. Pearson's correlation coefficient was used to analyze the correlations between changes in cortisol levels and brain volumes, as well as in declarative memory as assessed by the Rey Auditory Verbal Learning Test (RAVLT; Ryan et al, 1986). SAS 9.3 (SAS Institute, Cary, NC) was used for all the analyses.…”