Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Verbal Learning”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMedDate not supplied

Differential effects of left and right anterior temporal lobectomy on verbal learning and memory performance.

The California Verbal Learning Test (CVLT) was utilized to identify the quantitative and qualitative alterations in verbal learning and memory performance that discriminated between patients following partial resection of the left (dominant) (n = 26) or right (nondominant) (n = 31) temporal lobe. Patients were administered the CVLT preoperatively and 6 months postoperatively, and the differential effects of laterality of resection on verbal learning and memory performance were determined. Following left temporal resection, patients showed significantly more serial clustering, a lower proportion of words recalled from the middle of the list, and more intrusion errors in free recall. Patients who underwent right temporal resection showed significantly greater recall of words from the middle and fewer words from the end of the list, more semantic clustering, and greater ability to recall verbal material after a short delay. These findings suggest that anterior temporal lobectomy (ATL) results in changes in the way verbal material is acquired, and affects the rate of forgetting. Patients who undergo left ATL become more dependent on less effective and efficient learning strategies, and forget the material that they have acquired at a faster rate. The opposite tendencies characterize patients who undergo right ATL.

Adult↗
PubMed1992

Verbal learning and memory in language impaired children.

The present study investigated patterns of verbal learning and memory in Language Impaired (LI) and normal children, using the California Verbal Learning Test--Children's Version. The LI children showed a normal immediate memory span; however, they were impaired in the total number of correct responses that they generated across repeated trials. They reported significantly more perseverations, but not intrusions, relative to the controls. The LI children were not impaired on a delayed free recall task, but they were significantly impaired relative to the controls on semantically cued recall. The implications of these findings for future research and for remediation are discussed.

Child↗
PubMed1978

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↗
PubMed1991

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↗
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↗
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↗
PubMedDate not supplied

Rey Auditory Verbal Learning Test performance of a Federal corrections sample with acquired immunodeficiency syndrome.

The Rey Auditory-Verbal Learning Test (AVLT) was administered to 30 inmates from three United States Federal corrections facilities. Fifteen were HIV seropositive and carried a diagnosis of AIDS; 15 were seronegative controls. The groups were comparable in age, education, sex, estimated premorbid IQ, and ethnic make-up. Both groups learned across trials, and produced similar acquisition curves. They also showed equivalent registration, but controls performed significantly better than subjects with AIDS on AVLT Trials II, IV, V, Recognition, and sum of I through V. AIDS subjects made significantly more intrusion errors than controls, suggesting that seropositive inmates performed more poorly, at least in part, because they experienced difficulty discriminating relevant from irrelevant responses during recall. Evaluation of serial position effects suggested that AIDS subjects experienced recall problems only with the middle segment of the word list. This finding may be unique to persons with AIDS and is consistent with the view that distinct clinical groups produce different recall patterns.

Acquired Immunodeficiency Syndrome↗
PubMedDate not supplied

Verbal learning and memory among heterozygous fragile X females.

In this paper we report the results of a brief examination of verbal learning and memory in 20 heterozygous fragile X [fra(X)] positive females and in 2 control groups of 20 subjects each. One control group was composed of fra(X)-negative mothers (obligate carriers) and sisters of male probands with fra(X) syndrome, while the other consisted of 14 head injured and 6 learning disabled females. Intellectual functioning was assessed by means of the Wechsler scales, and learning was assessed by several different clinical memory tests. Significant differences were found between groups on measures of short-term memory and learning efficiency. Groups did not differ on measures of cued recall or delayed recall. The findings are consistent with other data and suggest the possibility that central information processing and/or specific encoding processes are defective in persons with fra(X).

Adolescent↗