Rey auditory-verbal learning test: The effects of age and gender, and norms for delayed recall and story recognition trials

1992 ◽  
Vol 7 (5) ◽  
pp. 407-414 ◽  
Author(s):  
R Savage
Keyword(s):  
Verbal Learning ◽  
Age And Gender ◽  
Delayed Recall ◽  
Auditory Verbal Learning Test ◽  
Auditory Verbal Learning ◽  
Learning Test ◽  
And Gender

scholarly journals Rieti’s elderly people project: Rey Auditory Verbal Learning Test Recognition norms

2009 ◽  
Author(s):  
Enrico Nicolò ◽  
Maria Carla Massimetti ◽  
Alessandro Stefanini ◽  
Pietro San Martini ◽  
Sabina Roncacci
Keyword(s):  
Recognition Performance ◽  
Verbal Learning ◽  
Delayed Recall ◽  
Auditory Verbal Learning Test ◽  
Immediate Recall ◽  
Auditory Verbal Learning ◽  
Explained Variance ◽  
Learning Test ◽  
And Gender ◽  
Level Of Significance

Normative data for recognition trial in the Italian RAVLT’s doesn’t exist. Our purpose is to define preliminary Italian norms of the Recognition Trial. Our data analysis is based on a sample of healthy italian subject (N = 397; Male = 166; Female = 231) aged between 52 and 86 (mean age = 69,12). The results show a significant effect of level of education, age, and gender on Rey AVLT Recognition performance. These predictors account respectively for 18.2%, 6.7% and 1.6% of the explained variance. Due to the low size of the increment (1.6%) due to the predictor gender, considering the level of significance associated with it (Sig. F Change = 0.002), we decided to give separate norms for males and females. We also included descriptive statistics concerning the Immediate Recall and Delayed Recall trial of the Rey Word test.

scholarly journals The Brain Metabolic Correlates of the Main Indices of Neuropsychological Assessment in Alzheimer’s Disease

2020 ◽  
Vol 10 (2) ◽  
pp. 25 ◽  
Author(s):  
Agostino Chiaravalloti ◽  
Maria Ricci ◽  
Daniele Di Biagio ◽  
Luca Filippi ◽  
Alessandro Martorana ◽  
...  
Keyword(s):  
Neuropsychological Assessment ◽  
Verbal Learning ◽  
Delayed Recall ◽  
Auditory Verbal Learning Test ◽  
Fdg Uptake ◽  
Complex Figure ◽  
Auditory Verbal Learning ◽  
18F Fdg ◽  
Learning Test ◽  
Figure Test

Background: The study aimed to investigate the relationships between F-18 fluorodeoxyglucose (18F)FDG uptake and neuropsychological assessment in Alzheimer’s disease (AD). Methods: We evaluated 116 subjects with AD according to the NINCDS-ADRDA criteria. All the subjects underwent a brain PET/CT with (18F)FDG, cerebrospinal fluid (CSF) assay, mini-mental state examination (MMSE) and further neuropsychological tests: Rey auditory verbal learning test, immediate recall (RAVLT immediate); Rey auditory verbal learning test, delayed recall (RAVLT, delayed); Rey complex figure test, copy (RCFT, copy); Rey complex figure test, delayed recall (RCFT, delayed); Raven’s colored progressive matrices (RCPM); phonological word fluency test (PWF) and Stroop test. We performed the statistical analysis by using statistical parametric mapping (SPM12; Wellcome Department of Cognitive Neurology, London, UK). Results: A significant relationship has been reported between (18F)FDG uptake and RAVLT immediate test in Brodmann area (BA)37 and BA22 and with RCFT, copy in BA40, and BA7. We did not find any significant relationships with other tests. Conclusion: In the AD population, brain (18F)FDG uptake is moderately related to the neuropsychological assessment, suggesting a limited impact on statistical data analysis of glucose brain metabolism.

scholarly journals Performance of normal adults on Rey Auditory Learning Test: a pilot study

2009 ◽  
Vol 67 (2a) ◽  
pp. 224-228 ◽  
Author(s):  
Leila Cardoso Teruya ◽  
Karin Zazo Ortiz ◽  
Thaís Soares Cianciarullo Minett
Keyword(s):  
Pilot Study ◽  
Positive Relationship ◽  
Verbal Learning ◽  
Auditory Learning ◽  
Delayed Recall ◽  
Auditory Verbal Learning Test ◽  
Auditory Verbal Learning ◽  
Overall Performance ◽  
Learning Test ◽  
Normal Adults

The present study aimed to assess the performance of healthy Brazilian adults on the Rey Auditory Verbal Learning Test (RAVLT), a test devised for assessing memory, and to investigate the influence of the variables age, sex and education on the performance obtained, and finally to suggest scores which may be adopted for assessing memory with this instrument. The performance of 130 individuals, subdivided into groups according to age and education, was assessed. Overall performance decreased with age. Schooling presented a strong and positive relationship with scores on all subitems analyzed except learning, for which no influence was found. Mean scores of subitems analyzed did not differ significantly between men and women, except for the delayed recall subitem. This manuscript describes RAVLT scores according to age and education. In summary, this is a pilot study that presents a profile of Brazilian adults on A1, A7, recognition and LOT subitem.

Error Analysis in Neuropsychological Assessment of Verbal Memory and Learning

1995 ◽  
Vol 11 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Dietmar Heubrock
Keyword(s):  
Error Analysis ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Learning Disorders ◽  
Memory And Learning ◽  
Auditory Verbal Learning Test ◽  
Additional Information ◽  
Auditory Verbal Learning ◽  
Accurate Picture ◽  
Learning Test

Performance on a German version of the Rey Auditory-Verbal Learning Test (AVLT) was investigated for 64 juvenile patients who were subdivided in 6 clinical groups. In addition to standard evaluation of AVLT protocols which is usually confined to items recalled correctly, an error analysis was performed. Differentiating between total errors (TE), repetition errors (RE), and misnamings (ME), substantial differences between clinical groups could be demonstrated. It is argued that error analysis of verbal memory and learning enriches the understanding of neuropsychological syndromes, and provides additional information for diagnostic and clinical use. Thus, it is possible to gain a more accurate picture so that patients can be appropriately retrained, and research into the functional causes of memory and learning disorders can be intensified.

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