Verbal learning across the lifespan: an analysis of the components of the learning curve.

Previous studies on the acquisition process of verbal material, conducted separately on child and adult populations, reveal that the lifespan is characterized by an inverted-U performance curve with similar achievements at its two poles. To clarify the acquisition mechanism across the entire lifespan, the learning curve for the Rey Auditory Verbal Learning Test was reproduced for participants aged 8-91. The study utilized typical trial summary scores and a more refined analysis of trial-by-trial single-word recalls, including omissions (missed words that were previously recalled), additions (recalled words previously missed), and touched words (a count for the first recall time only, for each word during the five learning trial).

Aging and temporal order memory: a comparison of direct and indirect measures.

The purpose of the present study is to compare the effect of aging on direct and indirect measures of temporal order memory, derived from the Rey Auditory Verbal Learning Test (AVLT). The spontaneous order in which the list was recalled in Trial 5 served as the indirect measure, and the explicit reordering of the words into their original order of presentation (i.e.

Verbal learning and memory as measured by the Rey-Auditory Verbal Learning Test: ADHD with and without learning disabilities.

The primary purpose of the present study is to examine the effects of attention deficits, learning disability, and the combined effects of both on the learning and memory processes, as measured by the Rey Auditory Verbal Learning Test (AVLT). Thirty children (age range 12-17) diagnosed with attention deficit/hyperactivity disorder (ADHD), 18 children (age range 11-17) diagnosed with learning disabilities (LD), and 64 children (age range 12-17) diagnosed with ADHD as well as with LD, and 28, 18, and 62 matched controls, respectively, participated in this study. It was found that the children diagnosed with ADHD did not differ in any of the verbal learning and memory measures derived from the Rey AVLT.

Normative data for composite scores for children and adults derived from the Rey Auditory Verbal Learning Test.

Norms on seven composite scores derived from the Rey Auditory Verbal Learning Test (AVLT) are reported here. These scores reflect a variety of verbal memory processes: learning, interference, retention over time, and retrieval efficiency. The norms are based on 943 children ranging in age from 8 to 17 years, divided into 10 age cohorts, and 528 adults, ranging in age from 21 to 91 years, divided into 6 age cohorts.

Interrelations between attention and verbal memory as affected by developmental age.

We analyzed the relationship between several measures of attention (e.g., sustained and divided attention) and measures of verbal memory (e.

Developmental changes in attention tests norms: implications for the structure of attention.

Assessment of attention is a key issue in the study of neuropsychological development. In this study we collected Hebrew norms for four frequently used attention tests (Trail Making, Digit-Symbol, Digit Span, and Digit Cancellation), analyzed the developmental sensitivity of each test and traced changes in attention across ages. The tests were administered to 809 boys and girls ranging in age from 8 to 17, divided into 10 age cohorts.

Characterization of memory impairment following closed-head injury in children using the Rey Auditory Verbal Learning Test (AVLT).

Memory impairment following closed-head injury (CHI) in children is well documented. Characterization of the memory deficits of children with CHI could contribute to the prediction of academic performance and rehabilitation of these children. Twenty-five children who sustained closed-head injury and 25 matched controls were administered the Rey Auditory Verbal Learning Test (AVLT).

Differential effect of right and left basal ganglionic infarctions on procedural learning.

Objective: To assess the effect of ischemic infarctions affecting the basal ganglia (BG) region on a series of procedural learning tasks.

Background: The basal ganglia hypothesis of procedural learning is a matter of debate. As most of the relevant research so far is based on examination of patients suffering from Parkinson disease, this inconsistency might reflect either lesion heterogeneity existing in this pathologic group or the heterogeneity of the procedural learning tasks.