Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-10T15:22:50.179Z Has data issue: false hasContentIssue false
  • English
  • Français

Rey's verbal learning test: Normative data for 1855 healthy participants aged 24–81 years and the influence of age, sex, education, and mode of presentation

Published online by Cambridge University Press:  04 May 2005

WIM VAN DER ELST ,
MARTIN P. J. VAN BOXTEL ,
GERARD J. P. VAN BREUKELEN  and
JELLE JOLLES
WIM VAN DER ELST
Affiliation:
Maastricht Brain and Behavior Institute, and European Graduate School of Neuroscience (EURON), Maastricht University
MARTIN P. J. VAN BOXTEL
Affiliation:
Maastricht Brain and Behavior Institute, and European Graduate School of Neuroscience (EURON), Maastricht University
GERARD J. P. VAN BREUKELEN
Affiliation:
Department of Methodology and Statistics, Maastricht University
JELLE JOLLES
Affiliation:
Maastricht Brain and Behavior Institute, and European Graduate School of Neuroscience (EURON), Maastricht University
Get access Rights & Permissions [Opens in a new window]

Abstract

The Verbal Learning Test (VLT; Rey, 1958) evaluates the declarative memory. Despite its extensive use, it has been difficult to establish normative data because test administration has not been uniform. The purpose of the present study was to gather normative data for the VLT for a large number (N = 1855) of healthy participants aged 24–81 years, using a procedure in which the words to be learned were presented either verbally or visually. The results showed that VLT performance decreased in an age-dependent manner from an early age. The learning capacity of younger versus older adults differed quantitatively rather than qualitatively. Females and higher educated participants outperformed males and lower educated participants over the entire age range tested. Presentation mode affected VLT performance differently: auditory presentation resulted in a better recall on Trial 1 (a short-term or working memory measure), whereas visual presentation yielded a better performance on Trial 3, Trial 4, and Delta (a learning measure). (JINS, 2005, 11, 290–302.)

Keywords

Verbal learning testNormative dataPresentation mode
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 11 , Issue 3 , May 2005 , pp. 290 - 302
Copyright
© 2005 The International Neuropsychological Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Aiken, L.S. & West, S.G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, California: Sage.
Belsley, D.A., Kuh, E., & Welsch, R.E. (1980). Regression diagnostics: Identifying influential data and sources of collinearity. New York: Wiley.
Bolla-Wilson, K. & Bleecker, M.L. (1986). Influence of verbal intelligence, sex, age, and education on the Rey auditory verbal learning test. Developmental Neuropsychology, 2, 203–211.Google Scholar
Bosma, H., Van Boxtel, M.P.J., Ponds, R.W.H.M., Houx, P.J., & Jolles, J. (2003). Mental work demands protect against cognitive impairment: MAAS prospective cohort study. Experimental Aging Research, 29, 33–45.Google Scholar
Brand, N. & Jolles, J. (1985). Learning and retrieval rate of words presented auditory and visually. Journal of General Psychology, 112, 201–210.Google Scholar
Buschke, H. (1973). Selective reminding analysis of memory and learning. Journal of Verbal Learning and Verbal Behaviour, 12, 543–550.Google Scholar
De Bie, S.E. (1987). Standaardvragen 1987: Voorstellen voor uniformering van vraagstellingen naar achtergrondkenmerken en interviews [Standard questions 1987: Proposal for uniformization of questions regarding background variables and interviews]. Leiden, The Netherlands: Leiden University Press.
Delis, D.C., Kramer, J.H., Kaplan, E., & Ober, B.A. (1987). California Verbal Learning Test Manual. San Antonia, Texas: The Psychological Corporation.
Folstein, M.F., Folstein, S.E., & McHugh, P.R. (1975). Mini-Mental State: a practical method for grading the cognitive state of patients for the clinician. Journal of Psychiatric Research, 12, 189–198.Google Scholar
Geffen, G., Moar, K.J., O'Hanlon, A.P., Clarck, C.R., & Geffen, L.N. (1990). Performance measures of 16- to 86-year-old males and females on the Auditory Verbal Learning Test. The Clinical Neuropsychologist, 4, 45–63.Google Scholar
Greene, R.G. (1992). Human memory. Hove, UK: Lawrence Erlbaum Associates Ltd.
Harris, M.E., Ivnik, R.J., & Smith, G.E. (2002). Mayo's Older Americans normative studies: Expanded AVLT recognition trial norms for ages 57 to 98. Journal of Clinical and Experimental Neuropsychology, 24, 214–220.Google Scholar
Herlitz, A. & Yonker, J.E. (2002). Sex differences in episodic memory: The influence of intelligence. Journal of Clinical and Experimental Neuropsychology, 24, 107–114.Google Scholar
Heubrock, D. (1994). Auditiv-verbales Lernen unter standardisierten Bedingungen: Erste deutsche Normen für 16- bis 26-jährige Männer und Frauen zum Auditiv-Verbalen Lerntest (AVLT) [Standardized auditory-verbal learning: Preliminary German Auditory-Verbal Learning Test (AVLT) norms for a male and female population aged 18 to 26]. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 65–76.Google Scholar
Hijman, R., Jolles, J., Verhoeven, W.M.A., Van Ree, J.M., Elderson, A., & De Wied, D. (1992). Desglycinamide-(Arg8)-vasopressin in five trials with memory-disturbed patients. Human Psychopharmacology: Clinical and Experimental, 7, 7–23.Google Scholar
Jolles, J., Houx, P.J., Van Boxtel, M.P.J., & Ponds, R.W.H.M. (1995). Maastricht aging study: Determinants of cognitive aging. Maastricht, The Netherlands: Neuropsych Publishers.
Lannoo, E. & Vingerhoets, G. (1997). Flemish normative data on common neuropsychological tests: Influence of age, education, and sex. Psychologica Belgica, 37, 141–155.Google Scholar
La Rue, A. (1992). Aging and neuropsychological assessment. New York: Plenum Press.
Lezak, M.D. (1995). Neuropsychological assessment (3rd ed.). New York: Oxford University Press.
Linschoten, J. (1963). De la Court frequentie tellingen van Nederlandse woorden (Report No. 6301). Rijks Universiteit Utrecht, Psychologisch Laboratorium.
Marquardt, D.W. (1980). You should standardize the predictor variables in your regression models. Journal of the American Statistical Association, 75, 87–91.Google Scholar
Metsemakers, J.F.M., Höppener, P., Knottnerus, J.A., Kocken, R.J.J., & Limonard, C.B.G. (1992). Computerized health information in the Netherlands: A registration network of family practices. British Journal of General Practice, 42, 102–106.Google Scholar
Møller, J.T., Cluitmans, P., Rasmussen, L.S., Houx, P.J., Rasmussen, H., Canet, J., Rabbitt, P., Jolles, J., Larsen, K., Hanning, C.D., Langeron, O., Johnson, T., Lauven, P.M., Kristensen, P.A., Biedler, A., van Beem, H., Fraidakis, O., Silverstein, J.H., Beneken, J.E.W., & Gravenstein, J.S. (1998). Long-term postoperative cognitive dysfunction in the elderly: ISPOCD1 study. The Lancet, 351, 857–861.Google Scholar
Neter, J., Wasserman, W., & Kutner, M.H. (1989). Applied linear regression models (2nd ed.). Homewood, Illinois: Irwin.
Penney, C.G. (1989). Modality effects and the structure of short-term verbal memory. Memory and Cognition, 17, 398–422.Google Scholar
Rey, A. (1958). L'examin clinique en psychologie. Paris, France: Presses Universitaires de France.
Rideout, B.E. & Winchester, L. (1990). Effects on verbal fluency associated with sex, practice, and stimulus letter. Perceptual and Motor Skills, 71, 656–658.Google Scholar
Savage, R.M. & Gouvier, W.D. (1992). Rey auditory-verbal learning test: The effects of age and gender, and norms for delayed recall and story recognition trials. Archives of Clinical Neuropsychology, 7, 407–414.Google Scholar
Schmidt, M. (1996). Rey Auditory Verbal Learning Test: A Handbook. Los Angeles, California: Western Psychological Services.
Squire, L.R. (1987). Memory and brain. London, UK: Oxford University Press.
Taub, H.A. (1972). A comparison of young adult and old groups on various digit span tasks. Developmental Neuropsychology, 6, 60–65.Google Scholar
Taub, H.A. (1973). Memory span, practice, and aging. Journal of Gerontology, 28, 335–338.Google Scholar
Uchiyama, C.L., D'Elia, L.F., Dellinger, A.M., Becker, J.T., Selnes, O.A., Welsch, J.E., Chen, B.B., Satz, P., Van Gorp, W., & Miller, E.N. (1995). Alternate forms of the auditory-verbal learning test: Issues of test comparability, longitudinal reliability, and moderating demographic variables. Archives of Clinical Neuropsychology, 10, 133–145.Google Scholar
United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1976). International Standard Classification of Education (ISCED). Paris, France: UNESCO.
Van Boxtel, M.P.J., Buntinx, F., Houx, P.J., Metsemakers, J.F.M., Knottnerus, A., & Jolles, J. (1998). The relation between morbidity and cognitive performance in a normal aging population. Journals of Gerontology Series A: Biological Sciences and Medical Sciences, 53A, M147–M154.Google Scholar
Van Boxtel, M.P.J., van Beijsterveldt, C.E.M., Houx, P.J., Anteunis, L.J.C., Metsemakers, J.F.M., & Jolles, J. (2000). Mild hearing impairment can reduce verbal memory performance in a healthy adult population. Journal of Clinical and Experimental Neuropsychology, 22, 147–154.Google Scholar
Van den Burg, W. & Kingma, A. (1999). Performance of 225 Dutch school children on Rey's Auditory Verbal Learning Test (AVLT): Parallel test–retest reliabilities with an interval of 3 months and normative data. Archives of Clinical Neuropsychology, 14, 545–559.Google Scholar
Woodruff-Pak, D.S. (1997). The neuropsychology of aging. Malden: Blackwell Publishers.
Yonker, J.E., Eriksson, E., Nilsson, L., & Herlitz A. (2003). Sex differences in episodic memory: Minimal influence of estradiol. Brain and Cognition, 52, 231–238.Google Scholar