Effects of retroactive and proactive interference on word list recall in schizophrenia

2001 ◽  
Vol 7 (4) ◽  
pp. 481-490 ◽  
Author(s):  
IVAN J. TORRES ◽  
LAURA A. FLASHMAN ◽  
DANIEL S. O'LEARY ◽  
NANCY C. ANDREASEN
Keyword(s):  
Executive Functioning ◽  
Proactive Interference ◽  
Retroactive Interference ◽  
Verbal Learning ◽  
Word List ◽  
Auditory Verbal Learning Test ◽  
Auditory Verbal Learning ◽  
Schizophrenia Spectrum ◽  
Learning Test ◽  
Increased Susceptibility

Schizophrenia spectrum patients (N = 143) and healthy controls (N = 160) were administered the Rey Auditory Verbal Learning Test (RAVLT) and tests of executive functioning to directly investigate the effects of proactive interference (PI) and retroactive interference (RI) on word list recall. It was hypothesized that by virtue of the predicted preferential association between executive functioning and RI (relative to PI), patients would demonstrate increased susceptibility to RI in their ability to recall word lists. Results indicated that patients show increased susceptibility to RI relative to PI. Furthermore, this difference appeared to be related to the frontally-mediated central executive functions that were preferentially associated with RI but not PI susceptibility. (JINS, 2001, 7, 481–490.)

scholarly journals Differences in Discriminability and Response Bias on Rey Auditory Verbal Learning Test Delayed Recognition in Behavioral Variant Frontotemporal Dementia and Alzheimer’s Disease

2020 ◽  
Vol 26 (9) ◽  
pp. 918-926
Author(s):  
E. van den Berg ◽  
J.M. Poos ◽  
L.C. Jiskoot ◽  
L.M. Heijnen ◽  
S. Franzen ◽  
...  
Keyword(s):  
Recognition Memory ◽  
Executive Functioning ◽  
Frontotemporal Dementia ◽  
Response Bias ◽  
Verbal Learning ◽  
Discriminative Ability ◽  
Behavioral Variant Frontotemporal Dementia ◽  
Auditory Verbal Learning Test ◽  
Auditory Verbal Learning ◽  
Learning Test

AbstractObjective:Episodic memory is impaired in Alzheimer’s disease (AD) dementia but thought to be relatively spared in behavioral variant frontotemporal dementia (bvFTD). This view is challenged by evidence of memory impairment in bvFTD. This study investigated differences in recognition memory performance between bvFTD and AD.Method:We performed a retrospective analysis on the recognition trial of the Rey Auditory Verbal Learning Test in patients with bvFTD (n = 85), AD (n = 55), and control participants (n = 59). Age- and education-adjusted between-group analysis was performed on the total score and indices of discriminative ability and response bias. Correlations between recognition and measures of memory, language, executive functioning, and construction were examined.Results:Patients with AD had a significantly lower total recognition score than patients with bvFTD (control 28.8 ± 1.5; bvFTD 24.8 ± 4.5; AD 23.4 ± 3.6, p < .01). Both bvFTD and AD had worse discriminative ability than controls (A’ control 0.96 ± 0.03; bvFTD 0.87 ± 0.03; AD 0.84 ± 0.10, p < .01), but there was no difference in response bias (B” control 0.9 ± 0.2; bvFTD 1.6 ± 1.47; AD 1.4± 1.4, p < .01). AD had worse discriminability than bvFTD (p < .05). Discriminability was associated with memory for both patient groups (median correlation coefficient r = .34) and additionally associated with language (r = .31), but not executive functioning (r = −.03) in bvFTD. Response bias was unrelated to other cognitive functions (r = −.02).Conclusions:Discriminability, but not response bias, differentiated patients with bvFTD from AD. The presence of an impaired discrimination index suggests a “pure” (recognition) memory deficit in bvFTD.

scholarly journals Mayo Normative Studies: Regression-Based Normative Data for the Auditory Verbal Learning Test for Ages 30–91 Years and the Importance of Adjusting for Sex

2020 ◽  
pp. 1-16
Author(s):  
Nikki H. Stricker ◽  
Teresa J. Christianson ◽  
Emily S. Lundt ◽  
Eva C. Alden ◽  
Mary M. Machulda ◽  
...  
Keyword(s):  
Verbal Memory ◽  
Normative Data ◽  
Recall Performance ◽  
Memory Performance ◽  
Verbal Learning ◽  
Word List ◽  
Auditory Verbal Learning Test ◽  
Auditory Verbal Learning ◽  
Learning Test ◽  
Age And Sex

Abstract Objective: Rey’s Auditory Verbal Learning Test (AVLT) is a widely used word list memory test. We update normative data to include adjustment for verbal memory performance differences between men and women and illustrate the effect of this sex adjustment and the importance of excluding participants with mild cognitive impairment (MCI) from normative samples. Method: This study advances the Mayo’s Older Americans Normative Studies (MOANS) by using a new population-based sample through the Mayo Clinic Study of Aging, which randomly samples residents of Olmsted County, Minnesota, from age- and sex-stratified groups. Regression-based normative T-score formulas were derived from 4428 cognitively unimpaired adults aged 30–91 years. Fully adjusted T-scores correct for age, sex, and education. We also derived T-scores that correct for (1) age or (2) age and sex. Test-retest reliability data are provided. Results: From raw score analyses, sex explained a significant amount of variance in performance above and beyond age (8–10%). Applying original age-adjusted MOANS norms to the current sample resulted in significantly fewer-than-expected participants with low delayed recall performance, particularly in women. After application of new T-scores adjusted only for age, even in normative data derived from this sample, these age-adjusted T-scores showed scores <40 T occurred more frequently among men and less frequently among women relative to T-scores that also adjusted for sex. Conclusions: Our findings highlight the importance of using normative data that adjust for sex with measures of verbal memory and provide new normative data that allow for this adjustment for the AVLT.

scholarly journals The relationship between severity of apraxia of speech and working memory

2010 ◽  
Vol 4 (1) ◽  
pp. 63-68 ◽  
Author(s):  
Karin Zazo Ortiz ◽  
Fernanda Chapchap Martins
Keyword(s):  
Working Memory ◽  
Digit Span ◽  
Verbal Learning ◽  
Word List ◽  
Apraxia Of Speech ◽  
Auditory Verbal Learning Test ◽  
Episodic Buffer ◽  
Auditory Verbal Learning ◽  
Learning Test ◽  
The Relationship

Abstract Based on previously observed relationships between working memory (WM) and speech, the current study investigated the relationship between degree of oral apraxia (AOS) and WM capacity. Methods: This study involved assessment and classification of degree of apraxia of speech in 22 apraxic participants and evaluation of WM capacity using digit span and word-list repetition tests. Both tests were able to assess the phonoarticulatory loop, while the Rey Auditory Verbal Learning Test investigated the phonoarticulatory loop and the episodic buffer. Results: Independently from the degree of apraxia of speech, all of participants presented compromise in WM. Conclusions: The data presented might suggest that individuals with AOS typically have WM impairment, but it is still not clear if the severity of AOS is related to WM capacity. Future studies could verify the relationship between the severity of apraxia and the severity of WM deficits.

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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