Unique and shared validity of the “Wechsler logical memory test”, the “California verbal learning test”, and the “verbal learning and memory test” in patients with epilepsy

2009 ◽  
Vol 87 (2-3) ◽  
pp. 203-212 ◽  
Author(s):  
Christoph Helmstaedter ◽  
Jennifer Wietzke ◽  
Martin T. Lutz
Keyword(s):  
Learning And Memory ◽  
Verbal Learning ◽  
Memory Test ◽  
California Verbal Learning Test ◽  
Logical Memory ◽  
Learning Test ◽  
Patients With Epilepsy

Quantitative and qualitative differences in the verbal learning performance of elderly depressives and healthy controls

1998 ◽  
Vol 4 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Deborah A. King ◽  
Christopher Cox ◽  
Jeffrey M. Lyness ◽  
Yeates Conwell ◽  
and Eric D. Caine
Keyword(s):  
Learning And Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Learning Performance ◽  
California Verbal Learning Test ◽  
Late Life Depression ◽  
Learning Functions ◽  
Delayed Recognition ◽  
Learning Test ◽  
Unipolar Major Depression

We compared the verbal learning and memory performance of 57 inpatients with unipolar major depression and 30 nondepressed control participants using the California Verbal Learning Test. The effect of age within this elderly sample was also examined, controlling for sex, educational attainment, and estimated level of intelligence. Except for verbal retention, the depressives had deficits in most aspects of performance, including cued and uncued recall and delayed recognition memory. As well, there were interactions between depression effects and age effects on some measures such that depressives' performance declined more rapidly with age than did the performance of controls. The results are discussed in the context of recent contradictory reports about the integrity of learning and memory functions in late-life depression. We conclude that there is consistent evidence, from this and other studies, that elderly depressed inpatients have significant deficits in a range of explicit verbal learning functions. (JINS, 1998, 4, 115–126.)

Equivalence of Wechsler Memory Test IV Verbal Paired Associate and California Verbal Learning Test II Scores

2011 ◽  
Author(s):  
Jacques Arrieux ◽  
Robert L. Stegman ◽  
Wesley R. Cole ◽  
Leila Rodriguez ◽  
Mary A. Dale ◽  
...  
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Memory Test ◽  
California Verbal Learning Test ◽  
Learning Test

Verbal learning and memory in alcohol abusers and polysubstance abusers with concurrent alcohol abuse

1998 ◽  
Vol 4 (4) ◽  
pp. 319-328 ◽  
Author(s):  
MARK W. BONDI ◽  
ANGELA I. DRAKE ◽  
IGOR GRANT
Keyword(s):  
Alcohol Abuse ◽  
Recognition Memory ◽  
Learning And Memory ◽  
Learning Strategies ◽  
Verbal Learning ◽  
Learning Task ◽  
California Verbal Learning Test ◽  
Alcohol Abusers ◽  
List Learning ◽  
Learning Test

To define the combined effects of drug and alcohol abuse on verbal learning and memory, 70 alcoholic and 80 polysubstance abuse (PSA) individuals with concurrent alcohol abuse were compared on a list learning task, the California Verbal Learning Test (CVLT). Despite demonstrating similar learning strategies, response styles, and error patterns, the PSA group nonetheless exhibited significantly greater recall deficits than the alcoholic group on the CVLT. These deficits were particularly evident in those who were heaviest abusers of cocaine. PSA participants did not, however, evidence greater recognition memory deficits. This pattern of greater deficits on recall than on recognition memory, as well as poor consolidation, is consistent with the initiation–retrieval difficulties of patient groups with subcortical dysfunction. It is concluded that the combined use of alcohol and drugs, cocaine in particular, may compound memory difficulties beyond what is typically observed in alcoholic individuals. (JINS, 1998, 4, 319–328.)

Assessment of Alcohol-related Memory Deficits: A Comparison between the Rivermead Behavioural Memory Test and the California Verbal Learning Test

2014 ◽  
Vol 15 (1) ◽  
pp. 18-27 ◽  
Author(s):  
Arie J. Wester ◽  
Renée L. Roelofs ◽  
Jos I.M. Egger ◽  
Roy P.C. Kessels
Keyword(s):  
Cognitive Impairment ◽  
Memory Performance ◽  
Verbal Learning ◽  
Cognitive Disorders ◽  
Memory Test ◽  
Cued Recall ◽  
California Verbal Learning Test ◽  
Everyday Memory ◽  
Rivermead Behavioural Memory Test ◽  
Learning Test

Objectives: Neuropsychological assessment of memory disorders is an important prerequisite in the treatment of patients with alcohol-related cognitive disorders. Although many memory tests are available in clinical practice, a question remains regarding which test is most appropriate for this purpose. Our study's goal was to evaluate the discriminative power of indices of a standard memory test (the California Verbal Learning Test; CVLT) versus the subtests of an ecologically valid everyday memory test (the Rivermead Behavioural Memory Test; RBMT) in patients with alcohol-use disorder.Method: The patients included 136 with Korsakoff's syndrome (KS), 73 alcoholics with cognitive impairment (CI) not fulfilling the criteria for KS, and 24 cognitively unimpaired alcoholics (ALC).Results: KS patients performed significantly lower on all RBMT and CVLT variables than CI patients. ALC patients performed significantly better than CI patients on only one RBMT subtest, and had a significantly lower rate of forgetting and higher scores on free recall on CVLT. A combination of RBMT subtests and CVLT indices was able to discriminate KS patients from CI and ALC patients. The RBMT subtests could not significantly distinguish ALC from CI patients. Both rate of forgetting and a comparison between free and cued recall testing on the CVLT showed the largest between-group differences.Conclusion: Although the RBMT provides information about everyday memory performance, the CVLT indices are better able to distinguish between uncomplicated alcoholics and those with cognitive impairment or KS.

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