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PubMed1997

Rey Auditory-Verbal Learning Test: structure of a modified German version.

The Auditory Verbal Learning Test (AVLT) is widely used in scientific research as well as in clinical practice. But there exists little research on the structure of the AVLT. We investigated the structure of a German version of the AVLT and VLMT, in 232 patients of a psychiatric clinic and in 872 patients of an epileptologic clinic. First we stated a theoretical LISREL model relating the observed variables of the VLMT to short-term memory (STM) and long-term memory (LTM) as latent variables. Then we estimated the postulated LISREL model in the two samples. The proposed model showed excellent fit in both samples, and there were no significant deviations between the estimated and the observed covariance matrices. Thus, STM and LTM suffice to explain the structure of the VLMT, and the proposed structural equations model can be used to estimate STM and LTM capacity from VLMT data.

Adult↗
PubMed1993

Rey Auditory-Verbal Learning Test: structure analysis.

One of the major advantages of the Rey Auditory-Verbal Learning Test (AVLT) is its multiple measures of learning and memory. This study evaluated empirically whether the different scores are, in fact, not merely different expressions of a single factor, but, rather, measures of different memory domains. The Rey AVLT was administered to 146 normal subjects. Factor analyses produced one, two, or three factors depending on the combination of scores included in the analysis and on the criteria used to determine the number of factors. The basic factors identified were acquisition and retention. The latter can be subdivided further into storage and retrieval, thus yielding a total of three factors.

Adult↗
PubMed2000

Adult outcomes of verbal learning disability.

Although it is currently generally accepted that, in most cases, verbal learning disability (VLD) can persist into adulthood, adult outcomes of learning disability are still under much discussion. The adult outcomes of two types of VLD (dyslexia and dysgraphia) will be the focus of this article. The defining characteristics of VLD and what constitutes these types of VLD are provided in detail elsewhere in this issue (see Jones and Eberling). This article will focus on the current epidemiology, possible causative factors, neurocognitive profiles, and neurological correlates of such disability. In addition, adult outcomes will be discussed for both those who succeed despite the disability and those who continue to struggle with the issues of VLD into adulthood. Specifically, factors that seem to contribute to success or struggle, and suggested treatments for VLD, will be discussed.

Adult↗
PubMed1997

Human temporal lobe potentials in verbal learning and memory processes.

Animal experiments and lesion studies have shown the importance of temporal lobe structures for language and memory. We recorded intracranial cognitive potentials from the human lateral and medial temporal lobe in 26 patients with temporal lobe epilepsy undergoing presurgical evaluation, using a word- and a picture-recognition paradigm. Neuropsychological testing included word fluency, verbal reasoning, sustained attention and a verbal learning memory test (VLMT), which was an adapted version of the Rey auditory verbal learning test. Word-specific N400-potentials elicited in the middle temporal gyrus of the dominant left hemisphere (LTL-N400) predicted immediate recall performance after learning, whereas N400s, elicited by words but not pictures in the left anterior medial temporal lobe (AMTL-N400), predicted delayed recall. The number of words that were learned but forgotten after a 30-min delay correlated only with N400s elicited by words in the left anterior medial temporal lobe. Thus, intracranial recordings indicated that different electrophysiological responses in different temporal lobe structures were linked to memory scores from specific neuropsychological tests.

Adolescent↗
PubMed2002

Hopkins Verbal Learning Test-Revised: norms for elderly African Americans.

The Hopkins Verbal Learning Test-Revised (HVLT-R) is a memory test commonly used in neuropsychological evaluations, but for which there are currently no normative data for elderly African Americans. The current study examined the influence of demographic characteristics on HVLT-R performance measures in a community-dwelling sample of 237 African American older adults (60-84 years). Age, gender, and education accounted for moderate amounts of variance in HVLT-R performance. Based on these results, normative tables for HVLT-R scores, stratified by age and with score adjustments for education and gender, are provided.

Black or African American↗
PubMed1994

Quantitative characterization of verbal learning deficits in patients with Alzheimer's disease.

The performance of patients with Alzheimer's Disease (AD) was compared to that of normal controls (NCs) on a free recall rote learning task involving a list of words (California Verbal Learning Test). Exponential learning functions were fitted to the observed data of the two groups. These learning functions provided estimates for the rate of learning and the theoretically expected upper limit of recall performance in each group. The rate constant of learning was higher in AD patients than in NCs, indicating less distributed learning across the given trials. The expected upper limit of recall performance was lower in AD patients than in NCs. Results suggest that AD patients benefit less from the repetition of information at the time of encoding.

Aged↗
PubMed2000

Altered brain response to verbal learning following sleep deprivation.

The effects of sleep deprivation on the neural substrates of cognition are poorly understood. Here we used functional magnetic resonance imaging to measure the effects of 35 hours of sleep deprivation on cerebral activation during verbal learning in normal young volunteers. On the basis of a previous hypothesis, we predicted that the prefrontal cortex (PFC) would be less responsive to cognitive demands following sleep deprivation. Contrary to our expectations, however, the PFC was more responsive after one night of sleep deprivation than after normal sleep. Increased subjective sleepiness in sleep-deprived subjects correlated significantly with activation of the PFC. The temporal lobe was activated after normal sleep but not after sleep deprivation; in contrast, the parietal lobes were not activated after normal sleep but were activated after sleep deprivation. Although sleep deprivation significantly impaired free recall compared with the rested state, better free recall in sleep-deprived subjects was associated with greater parietal lobe activation. These findings show that there are dynamic, compensatory changes in cerebral activation during verbal learning after sleep deprivation and implicate the PFC and parietal lobes in this compensation.

Adult↗
PubMed1993

Indices of verbal learning and memory deficits after right hemisphere stroke.

The deleterious effects of left hemisphere brain damage on language and verbal memory functions are well documented. However, limited attention has been paid to the effects of right hemisphere cerebrovascular accident (CVA) on these critical functions. Twenty-five right-handed, right hemisphere, stroke patients (RHS) were administered the California Verbal Learning Test (CVLT) and selected verbal, nonverbal, and orientation memory subtests of the Wechsler Memory Scale-Revised (WMS-R). An aphasia screening was also performed. The RHS patients performed significantly below the norm on all CVLT indices, whereas no differences were found between the RHS group and the WMS-R normative population for the story memory subtests. Study findings indicate that right hemisphere damage does affect performance of certain verbal memory tasks. Implications for inpatient treatment, post-acute care, and research with survivors of right hemisphere CVA are discussed.

Aged↗
PubMed1986

Alternate form reliability and equivalency of the Rey Auditory Verbal Learning Test.

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.

Adult↗
PubMed2006

Neural activation during successful and unsuccessful verbal learning in schizophrenia.

Successful and unsuccessful intention to learn words was assessed by means of event-related functional MRI. Eighteen patients with schizophrenia and 15 healthy control participants were scanned while being given two word lists to read and another seven to learn with immediate recall. Neural activation patterns were segregated according to whether words were subsequently recalled or forgotten and these conditions were contrasted with each other and reading. Compared to controls, patients with schizophrenia showed deficits with regard to neural recruitment of right hippocampus and of cerebellar structures during successful verbal learning. Furthermore, a reversal of activated structures was evident in the two groups: Controls showed activation of right frontal and left middle temporal structures during the unsuccessful intention to learn. During successful learning, there was additional activation of right superior parietal lobule. In contrast, patients showed activation of right superior parietal lobule during unsuccessful and successful intention to learn. There were additional frontal and left middle temporal lobe activations during successful learning. We conclude that increased parietal activity may reflect a mechanism which compensates for the lack of hippocampal and cerebellar contributions to verbal learning in schizophrenia.

Adult↗
PubMed1992

Short-term memory and verbal learning with auditory phonological coding defect: a neuropsychological case study.

A patient is described with a rarely reported linguistic syndrome: he could repeat words but not nonwords. The patient produced semantic paraphasias in repetition and could read both words and nonwords flawlessly. His basic difficulties were localized in auditory phonological coding, identifying a clinical picture called "phonemic deafness." Short-term memory and verbal learning results suggested that a standard, selective short-term memory defect can be induced by auditory phonological coding deficits as well as by "pure" short-term memory capacity limitation and other phonological deficits. Findings also provided evidence that lexical-semantic code can allow normal verbal learning.

Adult↗
PubMedDate not supplied

[Right hemisphere syndrome in children: functional and maturity correlation of non-verbal learning disabilities].

INTRODUCTION: This review presents the maturational model of the right hemisphere syndrome in children, its clinical manifestations and its relationship with non-verbal learning disabilities. DEVELOPMENT AND CONCLUSIONS: The white matter model proposed by Rourke is presented and the clinical symptoms that are generally associated with right hemisphere dysfunction, independent of which hemisphere is affected, are highlighted. It has been proposed that the right hemisphere have proportionally more white matter than the left hemisphere which implies different adaptation processes for each one after brain lesions. There are different factors that determine these results: brain plasticity acts in different ways in each hemisphere; early brain injuries, affect specially right hemispheric functioning in its abilities to be in charge of new material processing and building new schemes that are also used by the left hemisphere. Some pathologies that are related with the clinical manifestations of non-verbal learning disabilities are presented. According with this model, they display basic neuropsychological features, even though their clinical manifestations could change between them. The Attention Deficit Hyperactivity disorder is specially considered as the most recent evidence of right hemispheric dysfunction, although results in this pathology are controversial, from the neuropsychological point of view. In general, the right hemisphere lesion in children has different implications when it is compared with adult's lesions. The white matter model could explain different processes in the plasticity brain mechanism. Preservation of basic language aspects is observed, but a deficit in non-verbal abilities that interferes with normal functioning is a rule. A specific clinical profile of assets and deficits is presented in most of the cases. These characteristics should be considered in treatment implementations.

Attention Deficit Disorder with Hyperactivity↗
PubMed2004

Search for cognitive trait components of schizophrenia reveals a locus for verbal learning and memory on 4q and for visual working memory on 2q.

Research to identify predisposing genes for complex diseases relying solely on clinical diagnosis is probably not ideal. Here, we analyzed genome-wide data for 168 schizophrenia families using neuropsychological variables associated with disease susceptibility, with the aid of SOLAR, a program for variance-component analysis. The linkage signal was greatly accentuated by application of the quantitative traits compared with diagnosis. We found evidence for a locus for verbal learning and memory on 4q21 (Z=3.01, Z(mp)=3.84 and empiric P=0.031 for delayed memory; Z=2.96, Z(mp)=3.4 and P=0.026 for verbal learning) and suggestive evidence for visual working memory on 2q36 (Z=2.80, Z(mp)=2.08 and P=0.093). In addition, some evidence emerged for a locus for recognition memory on 10p13, visual attention on 15q22 and executive function on 9p22 in the complete sample, as well as for delayed memory on 8q12, semantic clustering and intrusions on 1q42 and visual attention on 3p25 in the genealogically distinctive sample subsets. Of the loci linked to schizophrenia in diverse populations, in addition to the earlier mentioned regions, some evidence of linkage was observed for 2q, 6q, 7q, 11q, 13q, 14q, 18q and 22q. Our results reveal initial information on the effect of the loci associated with schizophrenia in multiple studies, and emphasize the value of trait components in the search for susceptibility loci for complex diseases.

Analysis of Variance↗
PubMed2006

Increased brain activation during verbal learning in obstructive sleep apnea.

This study examined the cerebral response to a verbal learning (VL) task in obstructive sleep apnea (OSA) patients. Twelve OSA patients and 12 controls were studied with functional magnetic resonance imaging (FMRI). As hypothesized, VL performance was similar for both groups, but OSA patients showed increased brain activation in several brain regions. These regions included bilateral inferior frontal and middle frontal gyri, cingulate gyrus, areas at the junction of the inferior parietal and superior temporal lobes, thalamus, and cerebellum. Better free recall performance in the OSA group was related to increased cerebral responses within the left inferior frontal gyrus and left supramarginal area. Recall was negatively related to activation within the left inferior parietal lobe. The findings support the predictions that intact performance in OSA patients is associated with increased cerebral response. Recruitment of additional brain regions to participate in VL performance in OSA patients likely represents an adaptive compensatory recruitment response, similar to that observed in young adults following total sleep deprivation and in healthy older adults. These data, and those of the only other FMRI study in OSA, suggest that individuals with OSA show characteristic differences in the BOLD signal response to cognitive challenges. Including subjects with untreated OSA in neuroimaging studies may potentially influence the results by altering individual and group level activation patterns. Given this, future neuroimaging studies may want to be aware of this potential confound.

Adult↗
PubMed2002

Error analysis of the nine-word California Verbal Learning Test (CVLT-9) among older adults with and without dementia.

The nine-word California Verbal Learning Test (CVLT-9; Libon et al., 1996; Spreen & Strauss, 1998) is a verbal list learning task used to assess declarative memory impairment among dementia patients. The present study sought to investigate the neuro-cognitive mechanisms that underlie the production of intrusions and perseverations on the list A, free recall learning trials, and the false positive responses made on the delayed recognition condition. Patients with probable Alzheimer's disease (AD), Ischaemic Vascular Dementia associated with periventricular and deep white matter changes (IVD), and individuals without dementia (NC) were studied. Between-group analyses showed that AD participants produced more initial intrusion errors, and perseverated on those same intrusion errors across list A learning trials than IVD or NC participants. Also, as participants with dementia produced initial free recall intrusion errors, the semantic organization of their responses on the 'animal' word list generation task declined (Giovannetti-Carew, Lamar, Cloud, Grossman, & Libon, 1997). On the delayed recognition test condition, within-group analyses revealed that the IVD group endorsed more list B interference foils, than other errors. AD participants endorsed semantically related foils and list B interference foils. In addition, as participants with dementia endorsed more list B interference foils, more perseverations were produced on the Graphical Sequence Test - Dementia Version (Lamar et al., 1997). These results were interpreted within the context of the semantic knowledge, and executive functions deficits that typify AD and IVD, respectively.

Aged↗
PubMed2004

Computerized cognitive remediation improves verbal learning and processing speed in schizophrenia.

Computerized cognitive remediation has resulted in improved executive function in schizophrenia, whereas results with regard to verbal memory were inconsistent. In the present study, 42 inpatients with schizophrenia were randomly assigned to a computerized cognitive remediation group or to a treatment-as-usual (TAU) control group. The remediation group received 15 sessions of computerized cognitive training (Cogpack) over a 3-week period. Neurocognitive functions were assessed at the beginning and end of this period. Compared to the control condition, remediation training resulted in improvements in verbal learning, processing speed and executive function (verbal fluency). The results indicate that cognitive remediation may lead to improvements beyond those of executive function.

Adult↗