Auditory verbal learning test components as measures of the severity of closed-head injury

Brain Injury ◽  
1994 ◽  
Vol 8 (5) ◽  
pp. 405-411 ◽  
Author(s):  
G. M. Geffen ◽  
P. Butterworth ◽  
G. M. Forrester ◽  
L. B. Geffen
Keyword(s):  
Head Injury ◽  
Verbal Learning ◽  
Closed Head Injury ◽  
Auditory Verbal Learning Test ◽  
Auditory Verbal Learning ◽  
Closed Head ◽  
Learning Test

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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