scholarly journals Applicability of the Rey Auditory-Verbal Learning Test to an adult sample in Brazil

2011 ◽  
Vol 33 (3) ◽  
pp. 234-237 ◽  
Author(s):  
João Vinícius Salgado ◽  
Leandro Fernandes Malloy-Diniz ◽  
Suzana Silva Costa Abrantes ◽  
Lafaiete Moreira ◽  
Carlos Guilherme Schlottfeldt ◽  
...  
Keyword(s):  
Verbal Learning ◽  
Age Groups ◽  
Test Method ◽  
Elderly Subjects ◽  
Test Results ◽  
Auditory Verbal Learning Test ◽  
Capacity Evaluation ◽  
Auditory Verbal Learning ◽  
Learning Test ◽  
Better Than

OBJECTIVE: The Rey Auditory-Verbal Learning Test, which is used to evaluate learning and memory, is a widely recognized tool in the general literature on neuropsychology. This paper aims at presenting the performance of Brazilian adult subjects on the Rey Auditory-Verbal Learning Test, and was written after we published a previous study on the performance of Brazilian elderly subjects on this same test. METHOD: A version of the test, featuring a list of high-frequency one-syllable and two-syllable concrete Portuguese substantives, was developed. Two hundred and forty-three (243) subjects from both genders were allocated to 6 different age groups (20-24; 25-29; 30-34; 35-44; 45-54 and 55-60 years old). They were then tested using the Rey Auditory-Verbal Learning Test. RESULTS: Performance on the Rey Auditory-Verbal Learning Test showed a positive correlation with educational level and a negative correlation with age. Women performed significantly better than men. When applied across similar age ranges, our results were similar to those recorded for the English version of the Rey Auditory-Verbal Learning Test. CONCLUSION: Our results suggest that the adaptation of the Rey Auditory-Verbal Learning Test to Brazilian Portuguese is appropriate and that it is applicable to Brazilian subjects for memory capacity evaluation purposes and across similar age groups and educational levels.

scholarly journals The Rey Auditory-Verbal Learning Test: applicability for the Brazilian elderly population

2007 ◽  
Vol 29 (4) ◽  
pp. 324-329 ◽  
Author(s):  
Leandro Fernandes Malloy-Diniz ◽  
Viviani Antunes Parreira Lasmar ◽  
Lenice de Sena Rabelo Gazinelli ◽  
Daniel Fuentes ◽  
João Vinícius Salgado
Keyword(s):  
Elderly Population ◽  
Verbal Learning ◽  
Age Groups ◽  
Test Method ◽  
Test Results ◽  
Test Adaptation ◽  
Auditory Verbal Learning Test ◽  
Auditory Verbal Learning ◽  
Learning Test ◽  
Better Than

OBJECTIVE: The Rey Auditory-Verbal Learning Test is a widely recognized test in neuropsychological literature to evaluate learning and memory. This paper presents the performance of six age groups of Brazilian elderly on the Rey Auditory-Verbal Learning Test. METHOD: A version of the test was developed with a list of high-frequency one-syllable and two-syllable concrete Portuguese substantives. Two hundred and twenty-three subjects of both genders were allocated to 6 age groups (60-64, 65-69; 70-74; 75-79; 80-84 and 85-89 years old) and tested with the Rey Auditory-Verbal Learning Test. RESULTS: Educational level and age had a positive and a negative correlation, respectively, with performance on the Rey Auditory-Verbal Learning Test. Women performed significantly better than men. Our results were similar to those found for the Rey Auditory-Verbal Learning Test English version, across similar age ranges. CONCLUSION: Our results suggest that the Brazilian Portuguese Rey Auditory-Verbal Learning Test adaptation was adequate and applicable for evaluating the memory capacity of Brazilian subjects, across similar age and educational levels.

Metabolic Correlates of Rey Auditory Verbal Learning Test in Elderly Subjects with Memory Complaints

2014 ◽  
Vol 39 (1) ◽  
pp. 103-113 ◽  
Author(s):  
Andrea Brugnolo ◽  
Silvia Morbelli ◽  
Dario Arnaldi ◽  
Fabrizio De Carli ◽  
Jennifer Accardo ◽  
...  
Keyword(s):  
Verbal Learning ◽  
Elderly Subjects ◽  
Auditory Verbal Learning Test ◽  
Memory Complaints ◽  
Auditory Verbal Learning ◽  
Learning Test ◽  
With Memory

Normative Data for a Spanish Version of the Rey Auditory-Verbal Learning Test in Older People

2013 ◽  
Vol 16 ◽  
Author(s):  
Nuria Ortiz Marqués ◽  
Imanol Amayra Caro ◽  
Juan M. Uterga Valiente ◽  
Silvia Martínez Rodríguez
Keyword(s):  
Normative Data ◽  
Elderly Population ◽  
Demographic Data ◽  
Verbal Learning ◽  
Age Groups ◽  
Clinical Neuropsychology ◽  
Auditory Verbal Learning Test ◽  
The Third ◽  
Auditory Verbal Learning ◽  
Learning Test

AbstractThe Rey Auditory-Verbal Learning Test is an easy to administer test that assesses many memory domains and is, therefore, widely used in the area of clinical neuropsychology. The purpose of this study was to provide normative data for an elderly population living in Spain. The sample of this study was comprised of 156 volunteers over 60 years of age, which were grouped into six different age groups. These groups comprised of 10 participants between the ages of 61and 65 in the first group, 23 participants (66–70) in the second, 28 participants (71–75) in the third, 35 participants (76–80) in the fourth, 32 participants (81–85)in the fifth and 28 participants (86–95) in the sixth group. Demographic data were collected and means, deviations, and ranges of all the measures were evaluated. Normative data were calculated from the percentiles, and then converted into age-corrected scaled scores with a mean of 10 and a standard deviation of 3.

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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