Effect of sex of subject, sex of experimenter, and reinforcement condition on serial verbal learning.
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Humans↗
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SPEECH MONITORING AND VERBAL LEARNING.
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Communication↗
Factor structure of the California Verbal Learning Test in moderate and severe closed-head injury.
A factor analysis with principal components extraction and varimax rotation was performed on 19 California Verbal Learning Test age-uncorrected scores from a sample of 75 moderate and severe closed-head-injured patients. A 6-factor solution was obtained that accounted for 80% of the total variance and was similar to those reported previously. The factors were labeled General Verbal Learning, Response Discrimination, Learning Strategy, Proactive Effect, Self-monitoring, and Serial Position. Factor scores were derived and correlated with other neuropsychological measures. The General Verbal Learning factor scores were significantly correlated with those on measures of memory, complex attention, and strategy induction.
Adult↗
Modulation of brain magnetic activity by different verbal learning strategies.
In this study we examined spatiotemporal profiles of brain activity in the context of tasks designed to engage different verbal learning strategies (serial order, phonological, and semantic). The profile of activation associated with the serial-order strategy, which resulted in poor recall performance, featured early activation of the inferior frontal, sensorimotor, and insular region in the left hemisphere, between 200 and 400 ms after stimulus onset. Subsequently, activation was more prominent in dorsolateral prefrontal cortices bilaterally. In contrast, activation profiles associated with the phonological strategy featured predominantly activation of the superior temporal gyrus in the left hemisphere between 500 and 600 ms. Predominant activation of the left middle temporal gyrus, between 500 and 700 ms, was the key feature of the activation profile observed when the semantic elaboration strategy was utilized. These results suggest that different brain circuits are engaged to support learning of new verbal information as a function of the level and type of initial processing applied to the stimuli.
Adult↗
Cautiousness and verbal learning in adulthood.
Twenty-two young (age 17-21)and 22 old (age 60-74) men and women participated in an investigation designed to determine the extent to which age differences in omission errors and performance in a serial learning task are accounted for by cautiousness. Age differences were found on the measures of cautiousness, and verbal learning, with young adults making more correct responses and proportionately fewer omission errors on the learning task and taking greater risks on the risk-taking tasks. The results indicated that cautiousness measures accounted for age differences in omission errors but not in performance.
Adolescent↗
Verbal learning and memory in newly diagnosed partial epilepsy.
Verbal learning and memory of 56 adults with newly diagnosed partial epilepsy and no other known brain pathology were compared with memory performance of a normal control group. Memory was evaluated with a list learning test and with recall of logical prose under both immediate and delayed recall conditions. The patients and the controls did not differ in immediate and delayed recall of logical prose. Also learning and immediate recall of the word list was comparable in both groups. After delay the patients recalled fewer words than the control group (P < 0.001), and the percent retention of words was lower in the patients (P < 0.001). The patients with newly diagnosed epilepsy more frequently exhibited mild verbal memory dysfunction as shown in delayed recall of word list. Moderate memory impairment is seen in a group of patients who have deficits in immediate and delayed memory. Follow-up is needed to find out whether patients with memory deficits at the time of diagnosis are those who develop intractable chronic epilepsy.
Adolescent↗
Memory dysfunction in Parkinson patients: an analysis of verbal learning processes.
The German version of the California verbal learning test (Münchner Gedächtnis-Test) was administered to compare memory functions of 45 Parkinson patients and 32 healthy controls. Although the Parkinson patients were within their age norm in their performance on standard intelligence and memory tests, a significant pattern of impaired learning was observed with the MGT. While learning capacity showed a linear increase, it was altogether lower than that of healthy normals. Parkinson patients have difficulty organizing new material and applying useful strategies. When offered useful cues, they can apply these for a while, but soon loose these strategies again. They are more irritated by distractors than healthy people. Once material is learned and stored, it hampers the learning of new material. Also, new information disturbs the reproduction of formerly acquired information.
Female↗
Rey Auditory-Verbal Learning Test performance of patients with and without memory impairment.
Investigated performance on the Rey Auditory Verbal Learning Test (AVLT) of 92 psychiatric and neurological patients classified as memory-impaired (N = 45) or non-memory-impaired (N = 47). The groups were comparable on age and education. Relative to the non-memory-impaired Ss, performance of the memory-impaired patients was significantly lower on all AVLT scores, ps less than .01. The AVLT appears to hold promise as a quick screening measure for the clinical evaluation of patients with suspected verbal learning and memory impairments.
Diagnosis, Differential↗
Performance on the California Verbal Learning Test after traumatic brain injury.
The California Verbal Learning Test (CVLT; Delis, Kramer, Kaplan, & Ober, 1987) data of 150 patients with traumatic brain injury (TBI) were evaluated to determine the latent underlying constructs as well as the possibility of performance subtypes with criterion validity. Confirmatory factor analysis of eight competing latent variable models suggested that a four-factor model (composed of Attention Span, Learning Efficiency, Delayed Recall, and Inaccurate Recall) fit the data relatively well. Two-stage cluster analysis of marker variables of each of these four factors suggested the presence of four reliable subtypes. Level of performance differences between these clusters were related to injury severity parameters. It is concluded that the CVLT is a sensitive and mulitfactorial measure of learning and memory after TBI. Specific recommendations for interpretation of clinically obtained CVLT profiles are provided.
Adolescent↗
Normative data for 4-year-old children on the California Verbal Learning Test-Children's Version.
This study presents normative data for 4-year-old children on the California Verbal Learning Test-Children's Version (CVLT-C), a measure of verbal learning and memory. Norms are currently available for children 5 years and older; however, normative data are unavailable for this younger population. Forty males and 40 females comprise this normative sample of 4-year-old children. The mean number of words recalled increased from the first to the fifth learning trial, and a consistent level of recall was maintained across delay recall trials. Extra-list intrusion responses were common and these responses were more frequent than correct responses on cued but not free recall conditions. Finally, yes/no recognition testing resulted in the greatest mean number of words remembered compared to the other trials. Overall, the pattern of performance across the learning and memory variables in this younger population was similar to that of older children, but at a lower level. These data suggest that 4-year-old children are able to perform this task, making possible the use of the CVLT-C in normal and clinical populations in this age group.
Age Factors↗
A verbal learning and memory test for English- and Spanish-speaking older Mexican-American adults.
Currently, there are significant limitations in word-list verbal learning and memory tests that are appropriate and have adequate normative data for use with older Latinos of Mexican descent. The purpose of this study was to derive normative data for a word-list learning test with English and Spanish versions, the Spanish English Verbal Learning Test (SEVLT), and develop statistical corrections for the effects of significant demographic variables. A large, population-based sample of 1,789 Latinos of primarily Mexican ancestry over age 60 was employed. Individual trial scores, the total number of items recalled in the learning trials, and the delayed recall trial of the SEVLT were influenced by age, education, gender, but not the language of SEVLT administration. Regression coefficients derived from demographic variables were used to adjust raw SEVLT scores in a general correction formula, and specific percentile cut-off values were identified for these adjusted scores. Normative data tables stratified on demographic variables are also presented.
Aged↗
Verbal learning and memory in children with fetal alcohol syndrome.
Children with fetal alcohol syndrome (FAS) were administered the California Verbal Learning Test-Children's Version, a word list learning task that assesses immediate and delayed recall and recognition memory. When compared with matched control children, the children with FAS had difficulty learning and recalling the words after a delay period and tended to make an increased number of intrusion and perseverative errors. In addition, they had difficulty discriminating target words from distracter words and made more false-positive errors on recognition testing. Some of these deficits persisted even when mental age was controlled. The results suggest that children with FAS have profound verbal learning and memory deficits, and that some of these deficits cannot be accounted for even when mental age is considered. Furthermore, the results are consistent with deficits in encoding verbal information and impairment in response inhibition capabilities.
Adolescent↗
Rey verbal learning test is a useful tool for differential diagnosis in the preclinical phase of Alzheimer's disease: comparison with mild cognitive impairment and normal aging.
OBJECTIVE: To confirm that performance in verbal learning and memory test (Rey's Auditory Verbal Learning Test-RAVLT) is a helpful early neuropsychological marker of dementia of Alzheimer's type (DAT). METHODS: RAVLT was administered as part of a more extensive neuropsychological battery at baseline evaluation in 116 unselected patients referred by subjective memory complaints (SMC). Patients were followed longitudinally for 2 years (average interval of 27.7+/-4 months). Seventy patients were included in the study: 27 developed probable DAT; 17 were diagnosed as cognitively normal persons and 26 were diagnosed with Mild Cognitive Impairment (MCI). Remaining patients abandoned or they did not meet the criteria for DAT, MCI or control. Performance on RAVLT at the baseline evaluation was compared between groups. RESULTS: Patients diagnosed two years later with probable DAT showed lower results, more frequently performed a score of zero at the delayed recall test (Trial 6) and had a percentage of forgetting (difference between Trials 5 and 6) higher than 75%. Score at delayed recall test and percentage of forgetting correlated with functional scales such as MMSE, Geriatric Depression Screening, Informant Questionnaire and Blessed's Dementia Rating. CONCLUSIONS: RAVLT could help to identify those patients with SMC who would progress to DAT over a few years, and also to differentiate between the preclinical phase of Alzheimer's disease, mild cognitive impairment and normal aging. A score of zero at the delayed recall test or a percentage of forgetting > or =75% in patients with SMC is suggestive of probable DAT in the future.
Aged↗
Test-retest reliability of component process variables within the Hopkins Verbal Learning Test-Revised.
Emerging data support the construct validity of component process variables of learning and memory within the Hopkins Verbal Learning Test-Revised (HVLT-R; Brandt & Benedict, 2001); however, the test-retest reliabilities of such measures are heretofore largely unknown. This study reveals generally modest-to-low 1-year test-retest stability for several key HVLT-R component process variables (e.g., semantic clustering) in 41 healthy, younger adults. These findings are discussed in relation to issues of clinical practice and research design in neuropsychological assessment.
Adult↗
A comparison of grouped and paired associates in verbal learning.
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Humans↗
Functional imaging of the semantic system: retrieval of sensory-experienced and verbally learned knowledge.
This paper considers how functional neuro-imaging can be used to investigate the organization of the semantic system and the limitations associated with this technique. The majority of the functional imaging studies of the semantic system have looked for divisions by varying stimulus category. These studies have led to divergent results and no clear anatomical hypotheses have emerged to account for the dissociations seen in behavioral studies. Only a few functional imaging studies have used task as a variable to differentiate the neural correlates of semantic features more directly. We extend these findings by presenting a new study that contrasts tasks that differentially weight sensory (color and taste) and verbally learned (origin) semantic features. Irrespective of the type of semantic feature retrieved, a common semantic system was activated as demonstrated in many previous studies. In addition, the retrieval of verbally learned, but not sensory-experienced, features enhanced activation in medial and lateral posterior parietal areas. We attribute these "verbally learned" effects to differences in retrieval strategy and conclude that evidence for segregation of semantic features at an anatomical level remains weak. We believe that functional imaging has the potential to increase our understanding of the neuronal infrastructure that sustains semantic processing but progress may require multiple experiments until a consistent explanatory framework emerges.
Adult↗
[Complutense Verbal Learning Test versus Wechsler Memory Scale-Revised].
INTRODUCTION: We present a comparative study (sensitivity and convergent validity) between a new verbal memory test Complutense Verbal Learning Test (TAVEC) and the Wechsler Memory Scale-Revised (WMSr) in a sample of patients with acquired brain injury. PATIENTS AND METHODS: Twenty-eight patients with acquired brain injury were included in this study. Twelve patients were reevaluated six months after their inclusion in a cognitive multidisciplinary rehabilitation program. All patients were assessed with the WMSr (verbal memory, general memory and long-term memory) and the TAVEC (verbal learning, immediate memory and delayed memory). Results obtained with both scales were compared (chi-square) and correlated (Pearson correlation). RESULTS: Globally, learning and memory deficits were detected with both scales. Initially 32.1 % of our sample showed general memory deficits, and 44.4 % long-term memory deficits when assessed with WMSr. These percentages were significantly lower compared to the 57.1 %, 75 % and 78.5 % of our sample who showed learning, recent memory and delayed memory difficulties when evaluated with the TAVEC. The results obtained by the 12 patients included in a cognitive rehabilitation program significantly improved. Numerous strong correlations between the TAVEC and the WMSr were found, suggesting a high degree of convergence between the two instruments. CONCLUSIONS: The TAVEC is a sensitive measure of learning and memory after acquired brain injury. Due to its sensitivity, ecological value and multifactorial structure we recommend this test for the evaluation of learning and memory of these patients.
Adolescent↗
Mayo's Older African American Normative Studies: Auditory Verbal Learning Test norms for African American elders.
The Auditory Verbal Learning Test (AVLT) is frequently used in clinical practice to assess for memory dysfunction in the elderly. As part of the Mayo Older African Americans Normative Studies (MOAANS), we provide age and education adjusted normative data for the AVLT. The sample consists of 306 self-identified African Americans who are cognitively normal, community-dwelling and ranging in age from 56 through 94. Additional summary indices are included in the normative data, including learning efficiency, delayed recall, percent retention, and an index representing recognition memory corrected for false-positive identifications. Given the importance of using a normative reference sample that closely represents the population of interest, the current norms should provide clinically useful data for evaluating African American elders, especially those who were educated in the southern United States.
Adult↗