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PubMed1997

Learning and memory in adolescent psychiatric inpatients with major depression: a normative study of the California Verbal Learning Test.

Depressed adults have deficits in memory functions, especially on demanding tasks, but few studies of depressed adolescents have been published. In order to examine the extent of memory impairment and its diagnostic specificity, adolescent inpatients with DSM-III-R diagnoses of Major Depression (n = 56), Conduct Disorder (n = 42), or mixed Depression and Conduct Disorder (n = 22) were tested on the California Verbal Learning Test (CVLT) and compared to each other, to CVLT norms, and to previously published CVLT norms for adults with Major Depression. Adolescents with Major Depression performed below normative standards on all aspects of the CVLT, but did not have a specific profile of memory impairments that was different from the two comparison samples. Relative to norms for adult patients with Major Depression, adolescent females under performed across all CVLT measures, but males did not differ from adults Depression in adolescence is not associated with specific memory impairments, but adolescent females with depression may have more severe deficits than depressed adults.

Journal Article↗
PubMedDate not supplied

Children with non-verbal learning disabilities (NLD): coherence values in the resting state may reflect hypofunctional long distance connections in the right hemisphere.

EEG intrahemispheric coherences (HCohs) in the resting state in twenty-four 4 Hz frequency windows between 1 and 51 Hz were studied in 18 children with "non-verbal learning disorder" (NLD) and compared to a group of 18 children with "verbal learning disorder" (VLD). New facts were found in the NLD group. These concern hemispheric balance, expressed as left minus right (L-R) homologous HCohs: 1a). In the high frequencies (25-51 HZ) the number of long-distance HCohs, higher in the right hemisphere (RH), is lower than HCohs, which are higher in the left hemisphere (LH). A reversed interhemispheric asymmetry is seen for short distance HCohs in that band. These asymmetries are not found in the VLD group, and the tendency is even reversed. 1b). In the low frequencies (1-27 Hz) all higher HCohs are more numerous in the RH, irrespective of interelectrode distance (IED). In these bands there are no NLD-VLD group differences; 2). In NLD there is a significant inverse relationship between IED and (L-R)HCoh values (designated as LRDif) in the high frequencies: the larger the IED, the higher the LRDif. In the lower frequencies there is no such tendency. In the VLD group these relationships were absent. These preliminary results suggest long distance gamma band hypoconnectivity in the RH of NLD children, in line with the hypothesis of an RH long distance connectivity problem in NLD. This may explain difficulties with mtermodal perception (gestalt function). Finally in the NLD group some gamma band interhemispheric (ICohs) over F7/F8 and T3/T4 were lower than in VLD children and some gamma band ICohs were higher in NLD compared to VLD over O1/O2. This is possibly connected with the cognitive differences subserved by these areas, i.e., language, respectively visuospatial function.

Cerebral Cortex↗
PubMed1995

Effects of bilingualism on verbal learning and memory in Hispanic adults.

The effect of bilingualism on qualitative aspects of verbal learning and memory was investigated. Equivalent list learning tests in English and Spanish were carefully constructed, and compared across two bilingual Hispanic groups of Mexican origin that differed in their level of English proficiency ("balanced" and "nonbalanced" bilinguals) and a group of monolingual English-speaking non-Hispanic subjects. Groups were matched for age, education, and gender composition. Nonbalanced bilinguals assessed in English utilized semantic clustering to the same extent as monolinguals, but learned fewer words overall, and demonstrated lower retention scores compared to monolinguals. Comparisons of groups assessed in their dominant languages, however, revealed no significant differences on any of the learning and memory indices examined. In addition to comparisons with standard clinical memory indices, assessment issues concerning bilingual individuals are addressed.

Adult↗
PubMed2005

Rey's verbal learning test: normative data for 1855 healthy participants aged 24-81 years and the influence of age, sex, education, and mode of presentation.

The Verbal Learning Test (VLT; Rey, 1958) evaluates the declarative memory. Despite its extensive use, it has been difficult to establish normative data because test administration has not been uniform. The purpose of the present study was to gather normative data for the VLT for a large number (N = 1855) of healthy participants aged 24-81 years, using a procedure in which the words to be learned were presented either verbally or visually. The results showed that VLT performance decreased in an age-dependent manner from an early age. The learning capacity of younger versus older adults differed quantitatively rather than qualitatively. Females and higher educated participants outperformed males and lower educated participants over the entire age range tested. Presentation mode affected VLT performance differently: auditory presentation resulted in a better recall on Trial 1 (a short-term or working memory measure), whereas visual presentation yielded a better performance on Trial 3, Trial 4, and Delta (a learning measure).

Adolescent↗
PubMed2007

Criterion validity of the California Verbal Learning Test-Second Edition (CVLT-II) after traumatic brain injury.

The California Verbal Learning Test-Second Edition (CVLT-II) was performed by 200 participants, divided into moderate-severe traumatic brain injury (n=43), mild traumatic brain injury (n=57) and demographically matched control (n=100) groups. Participants with complicating premorbid histories or who scored below 15/16 on the CVLT-II forced choice recognition trial were excluded. There were statistically significant (p<.0001) effects of group status on the CVLT-II total recall discriminability and recognition discriminability indices. Logistic regression revealed that, in the classification of control versus moderate-severe traumatic brain injury, CVLT-II variables were accurate 66-71% overall, but false positive rates ranged from 49 to 54%. In conclusion, average scores on the CVLT-II differ meaningfully between patients with various degrees of severity of traumatic brain injury and controls, but this test should not be used in isolation to determine the presence or absence of acquired memory impairment.

Adolescent↗
PubMed1984

Alcohol-influenced changes in activation peaking during paired-associate verbal learning.

Activation response patterning, termed activation peaking, was examined to understand the effects of alcohol intoxication on complex information processing. A total of 23 men social drinkers were divided into alcohol and placebo groups: Ns = 10 and 13, respectively. The alcohol group was administered enough alcohol to obtain blood alcohol levels of at least 10 mg/dl. Heart rate and skin conductance was measured before and during paired-associate learning. Learning consisted of a random presentation of eight letter-word pairs followed by the presentation of letters only, with subjects required to remember the associated word. Results showed a clear pattern of peripheral activation related to verbal learning behavior in the alcohol group, with no differences between the groups in verbal learning performance.

Adult↗
PubMed2005

[Non-verbal learning disorder. Clinical features to guide diagnosis].

AIMS: The development and multiplication of information about learning disorders leads to the need to systematise the knowledge available and to base it on the clinical data. DEVELOPMENT: Apart from trouble-free diagnoses, non-verbal learning disorders are characterised by their high comorbidity rate. They are associated to attention deficit with or without hyperactivity, motor coordination disorder, dyscalculia, problems with social development and also, to a certain extent, oral and written language disorders. Depending on countries, a child with a good fundamental intellectual capacity and good development of language, but motor clumsiness and low visuospatial skills with or without relational difficulties can be diagnosed in different ways. In this study, after briefly reviewing the literature on comorbidity and the contexts of the work, we propose a set of guidelines for basic examination that can be used in visits due to learning disorders, including suggestive history, areas that require detailed questioning, and central tests. CONCLUSIONS: Partly because of the comorbidity, following the introductory visit, only a multidisciplinary team can study a child with non-verbal learning disorder properly, using specific tests to pinpoint the profile of their difficulties; their strong points should also be stressed.

Learning Disabilities↗
PubMed1992

Test-retest comparability and control subject data for the Rey-Auditory Verbal Learning Test and Rey-Osterrieth/Taylor Complex Figures.

This report presents data from a nonpatient sample considering the test-retest reliability and task comparability of the Rey-Osterrieth/Taylor Complex Figures and the Rey Auditory Verbal Learning Test. These tasks were presented to normal comparison subjects as a component of a large Department of Veterans Affairs Cooperative Study on anticonvulsant effects in a manner typical of routine clinical use. The results suggest a high degree of reliability for the Rey-Auditory Verbal Learning Test, supporting its use for test-retest situations. However, cautions are discussed for the use of the Rey-Osterrieth-Taylor Complex Figure comparisons.

Journal Article↗
PubMed1988

California Verbal Learning Test (CVLT) performance in severely head-injured and neurologically normal adult males.

California Verbal Learning Test (CVLT) performance was compared for 33 head-injured and 33 neurologically normal adult males. On learning trials, head-injured persons recalled fewer items than controls in general, though the percent of improvement between trials did not differ for these groups. Head-injured patients also demonstrated more intrusions and used semantic groupings less than did normal controls during learning trials. On delayed recall trials, head-injured persons remembered a smaller percentage of items they had learned earlier than did controls. Semantic cues aided recall for head-injured but not normal persons. Head-injured persons were less able to discriminate list from nonlist items during the recognition trial. Results indicated both retrieval and storage (i.e., encoding or retention) deficits for the head-injured group. The CVLT is a useful instrument for defining memory deficits in a head-injured population.

Adult↗
PubMed2001

A new verbal learning and memory test for English- and Spanish-speaking older people.

Word-list verbal learning and memory tests with appropriate normative data can be highly sensitive to cognitive decline, but there are significant limitations of such tests available for use with older Hispanic and non-Hispanic people living in the US. The purpose of this study was to (1) create a new word-list learning and memory test in both English and Spanish and, (2) validate it with respect to sensitivity to cognitive impairment, and (3) develop statistical corrections for the effects of significant demographic variables, including ethnicity, language of administration, age, education, and gender. A community dwelling sample of 801 English- and Spanish-speaking older people was employed. Recall on learning trials and the delayed recall trial of the word-list learning test were strongly related to the Mini-Mental State Examination (MMSE). moderately related to age, and weakly related to gender and education. The relationship of word-list variables and the MMSE did not significantly differ across ethnicity/language groups. Regression coefficients for demographic variables were used in a statistical correction formula to adjust raw word-list scores, and then to develop specific percentile cut-off values.

Aged↗
PubMed2005

[Verbal learning and memory test in children. Analysis of it environmental validity].

BACKGROUND: The VLMT (auditory verbal learning and memory test) was constructed for use in children and adults. This study aimed at investigating the ecological validity in children. METHODS: In a retrospective study, data from 384 children were investigated. Correlations between the VLMT and a newly developed questionnaire (AVWS-Q) probing auditory processing skills were calculated. RESULTS: Significant albeit very weak correlations between VLMT items and AVWS-Q items were found. DISCUSSION: Results indicate that VLMT performance cannot be predicted by the AVWS-Q (neither as a sum score nor as questions regarding memory skills alone). Either the ecological validity of the VLMT has to be considered poor or the AVWS-Q does not probe memory skills sufficiently.

Child↗
PubMed1998

Detecting simulated memory impairment with the Rey Auditory Verbal Learning Test: implications of base rates and study generalizability.

The accuracy of the Rey Auditory Verbal Learning Test (RAVLT) for detecting simulated neuropsychological impairment was investigated using discriminant function analyses and cross-validation procedures. In Study 1, a discriminant function analysis, using six RAVLT variables, correctly classified 80% of 50 simulating and 50 non-simulating participants. Base rates were changed and this discriminant function was tested in Study 2 with a 33% base rate of simulation. The discriminant function correctly classified 75% of 20 simulators and 90% of 40 non-simulators, yielding an overall classification rate of 85%. To determine the generalizability of this discriminant function to a clinical sample, Study 3 compared the RAVLT performance of 20 simulating participants to that of 40 motor vehicle accident (MVA) patients. The discriminant function from Study 1 incorrectly classified 60% of the MVA patients and yielded an overall correct classification rate of 48%. The limitations associated with generalizing from analog research and the implications of varying base rates on classification accuracy are discussed.

Adult↗
PubMed2002

Stimulus modality and verbal learning performance in normal aging.

The present study investigated the effects of modality presentation on the verbal learning performance of 26 older adults and 26 younger cohorts. A multitrial free-recall paradigm was implemented incorporating three modalities: Auditory, Visual, and simultaneous Auditory plus Visual. Older subjects learned fewer words than younger subjects but their rate of learning was similar to that of the younger group. The visual presentation of objects (with or without the simultaneous auditory presentation of names) resulted in better learning, recall, and retrieval of information than the auditory presentation alone.

Adult↗
PubMed1996

Pictorial superiority during verbal learning tasks in moderate to severe closed head injury: additional evidence.

Evidence for picture superiority in verbal learning following moderate to severe closed head injury (CHI) was found in a study involving 31 participants with CHI and 31 noninjured participants. A multitrial free-recall paradigm was implemented incorporating three modalities: Auditory, visual, and simultaneous auditory plus visual. Participants with moderate to severe CHI learned fewer words and at a slower rate than the noninjured participants. The visual presentation of objects (with or without the simultaneous auditory presentation of names) resulted in better learning than the auditory presentation alone.

Adolescent↗
PubMed1977

Verbal learning dysfunction with combined centre median and amygdala lesions.

Stereotaxic lesions in either or both amygdala did not impair verbal learning ability (presented by ear as a paired-associates test). Centre median lesions alone did not impair this form of learning; however, when combined with a left amygdala lesion a significant decrease in scores occurred which persisted for up to two years after operation. The data support a hypothesis that medial thalamic structures have alerting functions in learning mechanisms.

Amygdala↗
PubMed1999

Normative study of the Korean-California Verbal Learning Test (K-CVLT).

As a normative study of the Korean version of the California Verbal Learning Test (K-CVLT), the present study examined the K-CVLT performances of 357 neurologically intact Koreans (181 males and 176 females) who were selected by stratified sampling reflecting the recent Korean census data. The factor analysis of the K-CVLT showed that the K-CVLT was a valid and useful tool for qualitatively assessing a number of theoretically meaningful processes and strategies underlying verbal memory. Norms were developed on the 22 memory indices separately for gender and age groups. Implications for the K-CVLT's factor analytic results are discussed, and the K-CVLT's normative data is compared with that of the CVLT.

Adult↗
PubMed2000

Use of the California Verbal Learning Test to detect proactive interference in the traumatically brain injured.

Recent studies using the California Verbal Learning Test (CVLT) to investigate the learning and memory capacities of traumatically-brain injured (TBI) individuals have suggested that this population does not show the expected buildup of proactive interference (PI). The purpose of this study was to investigate whether PI could be detected on the CVLT, in a TBI sample, if PI were calculated using alternative methods. CVLT data from 25 TBI individuals with varying degrees of brain injury and 21 healthy controls were compared. Results from the various analyses suggested that TBI individuals show buildup and release from PI when learning and attempting to recall competing forms of information if appropriate methods of analysis are used. Although the CVLT differs considerably from traditional PI paradigms (e.g., Wickens, 1970), our results suggest it can be used to detect PI in TBI individuals.

Adolescent↗