Performance on the Rey‐Auditory Verbal Learning (R‐AVL) and Rey‐Osterrieth Complex Figure Design (R‐O CFD) tests was examined in patients (N = 94) with dementia of the Alzheimer's type (DAT) and closed head injury (CHI). On the R‐AVL, DAT patients demonstrated considerably greater impairment than CHI patients, along with a flat learning/retention curve that showed negligible improvement with repeated trials, recency effects only, and an excessive number of word intrusions (confabulation) on the recognition trial. CHI patients demonstrated both a recency and primacy effect along with improvement over repeated trials (positive slope learning curve). Both groups demonstrated impairment R‐O CFD recall; the DAT group again displayed substantially greater copying and recall deficits. Clinical guidelines are given for the use of the R‐AVL and R‐O CFD for these two patient populations.

The current study was carried out to examine the possible relationships among personality/behavioral characteristics and anterior/posterior (A/P) functional cerebral asymmetry in children referred for learning problems. Two hundred nineteen children between 7 and 12 years of age were administered a battery of neuropsychological measures, and their parents completed the Child Behavior Checklist (CBC) and the Personality Inventory for Children-Revised (PIC). Anterior and posterior composite scores were obtained for each subject using scores on the neuropsychological measures. Out of this subject pool, 33 children had sufficient anterior/posterior (A/P) score differences (i.e., greater than one standard deviation difference) to permit their categorization into either an A (n = 19) or P (n = 14) group. The MANOVA results showed that the A group scored significantly higher than the P group on the CBC scales of social withdrawal, aggressiveness, hyperactivity and externalizing, while the P group scored higher, though not significantly, on the (PIC) scale of anxiety. Thus, it appeared that, by using neuropsychological measures along the A/P dimension to classify children with learning problems, significant differences could also be identified on personality/ behavioral variables for some children. In addition, in the current study, children with A type functional cerebral asymmetry exhibited a relatively greater number of behavioral problems.

The current study was carried out to examine the possible relationships among personality/behavioral characteristics and anterior/posterior (A/P) functional cerebral asymmetry in children referred for learning problems. Two hundred nineteen children between 7 and 12 years of age were administered a battery of neuropsychological measures, and their parents completed the Child Behavior Checklist (CBC) and the Personality Inventory for Children-Revised (PIC). Anterior and posterior composite scores were obtained for each subject using scores on the neuropsychological measures. Out of this subject pool, 33 children had sufficient anterior/posterior (A/P) score differences (i.e., greater than one standard deviation difference) to permit their categorization into either an A (n = 19) or P (n = 14) group. The MANOVA results showed that the A group scored significantly higher than the P group on the CBC scales of social withdrawal, aggressiveness, hyperactivity and externalizing, while the P group scored higher, though not significantly, on the (PIC) scale of anxiety. Thus, it appeared that, by using neuropsychological measures along the A/P dimension to classify children with learning problems, significant differences could also be identified on personality/ behavioral variables for some children. In addition, in the current study, children with A type functional cerebral asymmetry exhibited a relatively greater number of behavioral problems.