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Results for “Verbal Learning”

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At least 73 records · Page 4Linked to original sources
PubMed2005

Hierarchical linear modeling of California Verbal Learning Test--Children's Version learning curve characteristics following childhood traumatic head injury.

California Verbal Learning Test-Children's Version (CVLT-C) indices have been shown to be sensitive to the neurocognitive effects of traumatic brain injury (TBI). The effects of TBI on the learning process were examined with a growth curve analysis of CVLT-C raw scores across the 5 learning trials. The sample with history of TBI comprised 86 children, ages 6-16 years, at a mean of 10.0 (SD=19.5) months postinjury; 37.2% had severe injury, 27.9% moderate, and 34.9% mild. The best-fit model for verbal learning was with a quadratic function. Greater TBI severity was associated with lower rate of acquisition and more gradual deceleration in the rate of acquisition. Intelligence test index scores, previously shown to be sensitive to severity of TBI, were positively correlated with rate of acquisition. Results provide evidence that the CVLT-C learning slope is not a simple linear function and further support for specific effects of TBI on verbal learning.

Adolescent↗
PubMedDate not supplied

Memory function and verbal learning ability in patients with complex partial seizures of temporal lobe origin.

A variety of experimental paradigms have been utilized to study verbal learning and memory ability in patients with epilepsy. One commonly used paradigm, the free recall of a list(s) of related or unrelated words, has revealed a variety of performance anomalies in patients with complex partial seizures (CPS) of temporal lobe origin, but published studies have varied markedly in important methodological details, making it difficult to interpret discrepant findings as well as to assess the generalizability of results. The purpose of this investigation was to simultaneously inquire into several aspects of verbal learning and memory function that have been reported or hypothesized to be compromised in individuals with CPS of left temporal lobe origin. Thirty patients with CPS of lateralized temporal lobe onset [15 left temporal (LT) and 15 right temporal (RT)] were compared with 15 matched controls (NC) on several measures derived from the California Verbal Learning Test (CVLT), i.e., verbal learning ability, immediate free recall, presence of retroactive interference effects, semantic organization, retrieval efficiency, and recognition memory. Compared to RT and NC groups, the LT patients manifested poorer verbal learning ability, impaired immediate memory, and increased difficulty in the retrieval of verbal material from memory store. Compared to NC subjects, the LT group showed poorer semantic organization in their verbal learning and recall. The RT and NC groups were essentially similar in all respects. Finally, the clinical utility of these findings were investigated, and a series of decision rules designed to separate LT from RT patients was derived.

Epilepsy, Temporal Lobe↗
PubMed2004

[The characteristics of non-verbal learning disorder].

INTRODUCTION: Non verbal learning disorder (NLD) appears to be the consequence of an alteration in the cognitive functions linked to the right hemisphere. It is characterised by the coexistence of difficulties in carrying out social skills, poor academic achievement, low visuospatial skills and motor clumsiness. DEVELOPMENT: In this paper, information from the medical literature and the authors' own experience are taken as the basis to describe the most relevant clinical manifestations and the cognitive behavioural profile presented by children with NLD. Bearing in mind the similarity between NLD and Asperger's syndrome, we have also attempted to highlight the differences between the two developmental disorders.

Asperger Syndrome↗
PubMed1998

The Hopkins Verbal Learning Test and CVLT: a preliminary comparison.

A preliminary examination of the relationship between two clinical measures of verbal memory was conducted among healthy older subjects. Correlations between selected scores from the Hopkins Verbal Learning Test (HVLT) and the California Verbal Learning Test (CVLT) revealed that the total number of words learned across trials for both tests were significantly related (r =.74, p <.001), while there was no association between error rates (i.e., perseverations and intrusions). Recognition hits alone were not related, but recognition discriminability indices (accounting for false-positive errors) on the two measures were significantly correlated (r =.46, p =.02). While the HVLT appears to adequately assess basic verbal learning capacity, its utility in assessing some of the more complex and qualitative aspects of verbal learning and memory function may be limited, and interpretations of HVLT performances based on the CVLT literature must be made with caution. A clinical case example is presented to illustrate some of the issues in comparing performance on the HVLT and CVLT.

Journal Article↗