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

Wiens, Arthur N.; McMinn, Mark R.; Crossen, John R.

doi:10.1080/13854048808520087

Cited by 115 publications

(23 citation statements)

References 12 publications

(8 reference statements)

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“…This finding is consistent with those of numerous studies that reveal age-related declines in verbal memory performance (Bolla-Wilson & Bleecker, 1986;Crossen & Wiens, 1994;Geffen, Moar, O'Hanlon, Clark, & Geffen, 1990;Ivnik, Malec, Smith, Tangalos, & Kurland, 1992;Ivnik et al, 1990;McMinn, Wiens, & Crossen, 1988; Uchiyama et al, 1995;Vakil & Blachstein, 1997;Van der Elst, Van Boxtel, Van Breukelen, & Jolles, 2005).…”

Section: Discussionsupporting

confidence: 94%

Czech version of Rey Auditory Verbal Learning test: Normative data

Bezdíček

Štěpánková²,

Moták

et al. 2013

Aging, Neuropsychology, and Cognition

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The present study provides normative data stratified by age for the Rey Auditory Verbal Learning test Czech version (RAVLT) derived from a sample of 306 cognitively normal subjects (20-85 years). Participants met strict inclusion criteria (absence of any active or past neurological or psychiatric disorder) and performed within normal limits on other neuropsychological measures. Our analyses revealed significant relationships between most RAVLT indices and age and education. Normative data are provided not only for basic RAVLT scores, but for the first time also for a variety of derived (gained/lost access, primacy/recency effect) and error scores. The study confirmed a logarithmic character of the learning slope and is consistent with other studies. It enables the clinician to evaluate more precisely subject's RAVLT memory performance on a vast number of indices and can be viewed as a concrete example of Quantified Process Approach to neuropsychological assessment.

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Section: Discussionsupporting

confidence: 94%

Czech version of Rey Auditory Verbal Learning test: Normative data

Bezdíček

Štěpánková²,

Moták

et al. 2013

Aging, Neuropsychology, and Cognition

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“…Similarly, Paolo et al (1997) studied 212 elderly controls and found results that were significantly below the original CVLT norms for older adults. Similar variations have also been found in different RAVLT norms (McMinn et al, 1988; Geffen et al, 1990; Savage and Gouvier, 1992). As a result, when Stallings et al (1995) analyzed the performance of patients with moderate and severe traumatic brain injury (TBI) on the RAVLT and CVLT, the percentage of patients showing abnormalities ranged from 35% to 85% depending on which test and normative data set were used for comparison.…”

Section: Introductionsupporting

confidence: 80%

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Woods

Wyma

Herron

et al. 2017

Front. Hum. Neurosci.

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Verbal learning tests (VLTs) are widely used to evaluate memory deficits in neuropsychiatric and developmental disorders. However, their validity has been called into question by studies showing significant differences in VLT scores obtained by different examiners. Here we describe the computerized Bay Area Verbal Learning Test (BAVLT), which minimizes inter-examiner differences by incorporating digital list presentation and automated scoring. In the 10-min BAVLT, a 12-word list is presented on three acquisition trials, followed by a distractor list, immediate recall of the first list, and, after a 30-min delay, delayed recall and recognition. In Experiment 1, we analyzed the performance of 195 participants ranging in age from 18 to 82 years. Acquisition trials showed strong primacy and recency effects, with scores improving over repetitions, particularly for mid-list words. Inter-word intervals (IWIs) increased with successive words recalled. Omnibus scores (summed over all trials except recognition) were influenced by age, education, and sex (women outperformed men). In Experiment 2, we examined BAVLT test-retest reliability in 29 participants tested with different word lists at weekly intervals. High intraclass correlation coefficients were seen for omnibus and acquisition scores, IWIs, and a categorization index reflecting semantic reorganization. Experiment 3 examined the performance of Experiment 2 participants when feigning symptoms of traumatic brain injury. Although 37% of simulated malingerers showed abnormal (p < 0.05) omnibus z-scores, z-score cutoffs were ineffective in discriminating abnormal malingerers from control participants with abnormal scores. In contrast, four malingering indices (recognition scores, primacy/recency effects, learning rate across acquisition trials, and IWIs) discriminated the two groups with 80% sensitivity and 80% specificity. Experiment 4 examined the performance of a small group of patients with mild or severe TBI. Overall, both patient groups performed within the normal range, although significant performance deficits were seen in some patients. The BAVLT improves the speed and replicability of verbal learning assessments while providing comprehensive measures of retrieval timing, semantic organization, and primacy/recency effects that clarify the nature of performance.

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“…In addition, there are different results for acquisition rates across trials for different age groups. Child populations show greater improvement in performance as age increases (Forrester & Geffen, 1991;Vakil et al, 1998), whereas adult populations show a tendency towards decreased rates as age increases (Bolla-Wilson & Bleecker, 1986;Geffen, Moar, O'Hanlon, Clark, & Geffen, 1990;Mitrushina, Satz, Chervinsky, & D' Elia, 1991;Query & Megran, 1983;Vakil & Blachstein, 1997;Wiens, McMinn, & Crossen, 1988). However, other studies have found similar learning rates in both young adults and elderly populations (Davis et al, 2003;Hultsch, 1974;Keitz & Gounard, 1976).…”

mentioning

confidence: 76%

Verbal learning across the lifespan: an analysis of the components of the learning curve

Blachstein¹,

Vakil²

2015

Aging, Neuropsychology, and Cognition

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Previous studies on the acquisition process of verbal material, conducted separately on child and adult populations, reveal that the lifespan is characterized by an inverted-U performance curve with similar achievements at its two poles. To clarify the acquisition mechanism across the entire lifespan, the learning curve for the Rey Auditory Verbal Learning Test was reproduced for participants aged 8-91. The study utilized typical trial summary scores and a more refined analysis of trial-by-trial single-word recalls, including omissions (missed words that were previously recalled), additions (recalled words previously missed), and touched words (a count for the first recall time only, for each word during the five learning trial). A clear age effect was shown for the number of words recalled - symmetrically increases during childhood and decreases in adulthood. Similarly, increased turnover of words omitted and added characterized both incremental and decremental age differences. Measurement patterns differed for the age segments on the two sides of the lifespan, despite the similar total number of words recalled by the two sides. Acquisition pattern in children was characterized by a higher number of touched words and higher turnover than for adult groups. In contrast, older adults achieved fewer touched words and lower turnover than the child groups. This study shows that it is possible to reach the same quantitative results via different cognitive processes. The results are interpreted in terms of specific mechanisms of maturational characteristics.

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

Cited by 115 publications

References 12 publications

Czech version of Rey Auditory Verbal Learning test: Normative data

Czech version of Rey Auditory Verbal Learning test: Normative data

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Verbal learning across the lifespan: an analysis of the components of the learning curve

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