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ALI[]ITORY VtrRBA,L AND VISEIt\.t. il,HltdtrGN [-,EA.RI{ING TES'IS
iiy

flr. Craemr: anrI Llr. (,lr:l'rr' 'll'ehan

Sleruir,:'
f)epartment of Ils'.cholofl''. i-inir'*rsi{r,'rr{: !i61165"1rn Queenslantl

Poster Presenteci at thr: ,l8tli r\ ilrrual Clcrrll:reuce ol the

Australian Fsychologiral liociety
Gold Coast, 4tustralia _! .\
Sept,rI 11b,)ii 29' - 0,:i :bet, i;,i9:93

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While most verbal memory tasks generate a wealth of measuru's,, the visual memory tasks available
to most clinicians tend to suffer from a pauoity i:1'v:r'i;ri.rles. For example, verbal memory tasks such
as the Rey Auditory Verbal Lear-ning re:;t (tiA\1,.'!-) gr:.ie:ratr: r:uliiple measures that include
acquisition functionsi, proactive and retroactive irrterfei':nce, delayed recall, and recognition.. These
variables permit a more fine-tuned analysis of nremori/ pathology ln contrast, visual memory tasks
such as the Benton Visual Retention Test, tend ti> qen'emte little more than total correct and total error
scores. The Rey Visual Design Learning Test (R\/DL.'T) has proved useful in comparing patients'
verbal and visual memory performanr;e-s due to !1s: tise of the: same administration procedures as the
RAVLT. The current study presents some preLrninanT r:ormative data for acquisition, delayed recall,
and recognition trials on the RVDLT sp6l illy6rsliijierf)s the relatit>nship between performances on the
two tasks.

INTRCT}[J(]TIOhI

Verbal memory tasks commonly assess free- or r;rred-recall acrc,ss multiple learning trials, delayed
recall, and recognition. ln contrast, vis;ua! rnerirorv task.s such ;.,s the Benton Visual Retention Test,
Rey-Osterrieth Complex Figure, and \/isrjal Repr,;1$uq1i.n qen€:trte single scores reflecting the
number of correctly reproduced features or a composite error score.'While many include a delayed
recall format, performances on thr:s;e taskls are still not ciirectly comparable with performances on the
verbal memory tasks in terms of derived 1)ArEn'einrs assosrim?nt procedures, and stimulus
complexity.
With the recent re-emergence (Spreen & Strauss, 1091 ) of thar Rey \/isual Design Learning Test
($,)/DLT) (Rey, 1964), this problem may be partialiv re,solrrerJ. ffi"e RVDLT and its yerbal counterpart,
the Rey Auditory Verbal Learning Test (iLA\rL.-Il slarEr a nrr,'nber of common features including free
recatl"foiiowing presenta[ion bf 16 stinruli over fir,'e li-,errrring tri;:ls. and a 30-item recognition foim. The
current study sought to examine lhe relationr;liipr:' l)e,i,'a,ee n 1)errorrrrances on these two tasks.

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The RAVLT and RVDLT were adrninisjt,3rsd as p:-:-t of ,a larqer battery of standardrsed and
experimental cognitive tasks to fif:y-six *ci:rrjenr \r.rlr-tnieers enr,lle d in undergraduate courses at the
University of Southern Queenslantl. The @gg3**f ihe sirrrple was-LULyeaF (S.9!=rQ;3,l) with an
average education of 13.93 years '@'l l',-.) t-i-',e ,.1',/Dl.i-a,rsi ldsniriidtfficcoiOing to the
procedures described irr Spreen &. Strar:ss (19-crij,nrith the arddition of a 20-minute delayed recall trial.
The RAVLT was administered accorclinq tt the c,rr-,cedures otrtlined by l-bzak (1982)with the addition
of a modified recognitiorr task. ln contrast to rn:rrry vr?i'-.;ions of 'his tilsk, the recognition form utilised in
this study is a verbally administered 3O-iterrr list r:ont,irrrrii,q 1tl lai"oets and 15 foils and is more
consistent with the presentation fornrat of the iasi<

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Analysis of variance of the learnir q. clela,,, :'rnti recc-,qriii'cn i''iati rlemcnsirated a significant (F(1 ,55)
=31.43, p<.001 )differerrce fcr;rll tiials vr,tit fi,,\\11. i'p,,rr:d:,r,-;irr1: r;ri,i'e i'ercalled items than RVDLT. The
absence of a task by trials interactir:n irrrl,:-;te:: f ir,,l tli,, ile1.,)r'e€,:i':earning across acquisition trials,
the loss following a 20-rninute cieiair, arrd the rir-r:r':l)r.rr- cl iler-,1 iq..:(Jgnised are equivalent for the visual

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and verbal tasks. -i ;rble l show:; !i'r.l ri'relt:::,:rt,l:'..: ,j,,:r.i, , ,1 ,,..r,.i'.,: i'(il a(:ciLiisition, delayed recall,
and recognition trials on the R,q!L-l- Ernd F.\/i.)i 1 ,riitii",, l:,r, :,r;(iir:,;ition arrd tielaVed recall effects are
depicted in Figure 'l

Table 1. Means ano Standard Lteviatir:rs; r;i r.:.':v{}r'iii:y Sitrd,:rtis tN=.56}on the RAVLT and RVDLT
t:,:.il v;-ll ;,tiries
Test

Trial 1 4 5

Mean 7.48 13.09 13.66

SD 246 1.Eg 174

Trial CR
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L _-,,9_ 14.82

I 2.O7 0.54

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Trial Il
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11.38 12.O2

SD 2.36 |
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Normal subjects:

o cdorecall appioxi?natelytwo,l1.89)rncrre\.,orcsiilianrlesignsoneachlearningtrial.
o show the same degree of learning across the :'iri,:; irials r:n each task (RAVLT: 6.18 vs. RVDLT:
6.40)
o r€call about one (1 .12) more uvrf,rd iha.rr r-i(:,:;;irl'i'cllr:wino;r 20 ntinute delay.
. recognise approximately r-rne (0 Ag: r!'r.',(-r i;,rii1'll ;t'nC r*ir:ri one (.Bg) more foil word than design
during recognition tasks.

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Over the last ten years an extensive literature ha:; emerged c,lncerning the utitity of the RAVLT. ln
addition, to an ever-increasing database of norrnietive material, a definite plus is the existence of
Australian norms for seven-year-olds through io elghty-year-olds; (Geffen, et al., 1990; Forrester &
Geffen, 1991). .The test has been evaiuated in a wide \/ariety cf clinical settings and has shown some
promise in the detection'bf malingering through the anallrsis of serial position effects (Bernard, 1991).
-[es;t
With the introduction of the Rey Visual Design Lea';ning ciinicians can now directly compare
visual and verbal memory performance on tasks ,;lilisitig equivalent procedures and parameters.
While several alternate forms exist for tlre RAVL.'i' (L.ezak, 't9U2; Crawford, Stewart, & Moore, 19Bg)
enhancing its utility in multiple tes;tir;g situations. tl:ere is a need fcr the development of equivalent
forms for the visual task. We are curr€rntly dr,rrralrpir:c ,iliornaler forms for the RVDLT and including
proactive and retroactive interference trials, anrJ ?tcper to furihei'extend the utility of this task.

RL-,FT:TIEI.JCTiS

Bernard, L. C. (1991). The detection of faked deficiis on the Rey Auditory Verbal Learning Test: The
effect of serial position. Archiv_es rd CiirirlAl_Nql'_et'!1,LQhpl_qgy 6, 81-88.

CraMord, J. R., Stewart, L.E., &. lllr;or,l, ,i.\,tt (1rj,il'.1). i)errrr:i't:,;tr'ation of savings on the AVLT and
developmentofaparalielform.Jcur.r:a[-ef].]'iiiitia|-aiyj-Exgeri]l:teilal-@(6)'975-
981.

Forrester, G., & Geffen, G. (1991). Pei+,orrnani.:er ;Tii:,irriijies,:'f i'tc 1S-yearr-cld children on the Auditory
Verba l Learni ng Test. Th e Cliniita l N-et,l1-gr.i]itt|irt ltl1ir:i, 5(,4), 345- 359.

1..8. (1990). Performance measures of

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16- to 86-year-old males and fernales rJri tne A.ur:ittir'1',,/*,t;t:.ti..'::;rinirrgl fest. L[g_CliniqA!
Neurqpsyahg!9grs!, 4(l ), 45-63.

Lezak, M.D. (1982) NefUqpSyeLr-elgtg.lr;q!,A.ssf,:,:1;i',.'Leiri,?l:f:1.,:cl. Ne'vir York: Oxbrd Univ€isity Press.

Rey, A. (1964). L'Examen Clinique- sl-fsy-cXqiil,g,9- Paris: Freg.ses Univeriiitaire de France.

Spreen, O., & Strauss, E. (1991i. 4 Qimlliinqiiri,l q1r hlqgrc_pO"l:lr:r$:iqa.taal-IqslS. Administration.

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Friday, l4 April 2000

C 2000 by Craerne Serrior, Ph.D.
Senior Lecturer
Department of Psychology
Univetsity of Southem Queensland
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Toowoomba, QLD 4350
Hi Australia
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http://wwrv.usq.edu.au/rrsels./st.,ir!+t'if),-r.;1.,,'tr1/rl', ! i1;i''; 2U04t2CI09