The California Verbal Learning Test- II: Normative Data for Two Italian Alternative Forms

Argento, Ornella; Pisani, Valerio; Incerti, Chiara Concetta; Magistrale, Giuseppe; Caltagirone, Carlo; Nocentini, Ugo

doi:10.1080/13854046.2014.978381

Cited by 10 publications

(12 citation statements)

References 23 publications

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“…Not surprisingly, subjects with greater education show better VLT performance (Paolo et al, 1997; Benedict et al, 1998; Hester et al, 2004; Magalhães and Hamdan, 2010; Argento et al, 2015). There are also reliable sex differences: Women generally outperform men (Bolla-Wilson and Bleecker, 1986; Bleecker et al, 1988; Geffen et al, 1990; Wiens et al, 1994; Vanderploeg et al, 2000; Hayat et al, 2014; Lundervold et al, 2014; Argento et al, 2015).…”

Section: Introduction: Experimentsmentioning

confidence: 99%

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The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Woods

Wyma

Herron

et al. 2017

Front. Hum. Neurosci.

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Verbal learning tests (VLTs) are widely used to evaluate memory deficits in neuropsychiatric and developmental disorders. However, their validity has been called into question by studies showing significant differences in VLT scores obtained by different examiners. Here we describe the computerized Bay Area Verbal Learning Test (BAVLT), which minimizes inter-examiner differences by incorporating digital list presentation and automated scoring. In the 10-min BAVLT, a 12-word list is presented on three acquisition trials, followed by a distractor list, immediate recall of the first list, and, after a 30-min delay, delayed recall and recognition. In Experiment 1, we analyzed the performance of 195 participants ranging in age from 18 to 82 years. Acquisition trials showed strong primacy and recency effects, with scores improving over repetitions, particularly for mid-list words. Inter-word intervals (IWIs) increased with successive words recalled. Omnibus scores (summed over all trials except recognition) were influenced by age, education, and sex (women outperformed men). In Experiment 2, we examined BAVLT test-retest reliability in 29 participants tested with different word lists at weekly intervals. High intraclass correlation coefficients were seen for omnibus and acquisition scores, IWIs, and a categorization index reflecting semantic reorganization. Experiment 3 examined the performance of Experiment 2 participants when feigning symptoms of traumatic brain injury. Although 37% of simulated malingerers showed abnormal (p < 0.05) omnibus z-scores, z-score cutoffs were ineffective in discriminating abnormal malingerers from control participants with abnormal scores. In contrast, four malingering indices (recognition scores, primacy/recency effects, learning rate across acquisition trials, and IWIs) discriminated the two groups with 80% sensitivity and 80% specificity. Experiment 4 examined the performance of a small group of patients with mild or severe TBI. Overall, both patient groups performed within the normal range, although significant performance deficits were seen in some patients. The BAVLT improves the speed and replicability of verbal learning assessments while providing comprehensive measures of retrieval timing, semantic organization, and primacy/recency effects that clarify the nature of performance.

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Section: Introduction: Experimentsmentioning

confidence: 99%

“…There are also reliable sex differences: Women generally outperform men (Bolla-Wilson and Bleecker, 1986; Bleecker et al, 1988; Geffen et al, 1990; Wiens et al, 1994; Vanderploeg et al, 2000; Hayat et al, 2014; Lundervold et al, 2014; Argento et al, 2015). …”

Section: Introduction: Experimentsmentioning

confidence: 99%

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Woods

Wyma

Herron

et al. 2017

Front. Hum. Neurosci.

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“…A total of 100 consecutive RRMS patients were evaluated at the Neurology Units of San Giovanni Calibita ‘Fatebenefratelli’ Hospital (Rome), Policlinico ‘Tor Vergata’ (Rome) and Policlinico Campus Bio-Medico (Rome), from January to December 2015. In all, 24 of them had no cognitive impairment, based on normative published data for each considered test, 23–29 and were recruited for this study. In all, 25 HC matched by age, sex and education, selected from hospital employees and their relatives, were also enrolled.…”

Section: Methodsmentioning

confidence: 99%

Executive functioning in relapsing-remitting multiple sclerosis patients without cognitive impairment: A task-switching protocol

et al. 2017

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“…One relevant cognitive characteristic of university students is their educational level. Educational level is known to affect different cognitive functions in a healthy population, for example, verbal memory (Argento et al, 2015 ), visual memory (Rosselli & Ardila, 2003 ), working memory (Zarantonello et al, 2020 ), or sensory tasks (Stratta et al, 2001 ). Along these lines, Murre et al ( 2013 ) found in a sample of 28,000 Dutch participants that people with only primary studies performed worse in both verbal and visual memory tasks than people with secondary or higher education.…”

Section: Introductionmentioning

confidence: 99%

Monitoring and control processes in mock witnesses in under-represented non-WEIRD samples with high or low educational level

2022

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A popular model proposes that metamemory is based on two processes, monitoring and control. The first examines memories and evaluates their quality and the second uses that information to decide on the most appropriate course of action. Monitoring and control processes have been studied mostly with university students, which raises the question of how well do they work in groups of people from under-represented samples such as people with a low educational level. In this research, we tested the monitoring and control processes of three groups of participants from a non-WEIRD (Western, Educated, Industrialized, Rich and Democratic) country (Colombia). Two groups of adults (aged 30–55 years) living in urban or rural areas and with a low educational level and a group of Colombian university students watched a bank robbery video and answered cued recall questions. To measure monitoring ability, participants rated their confidence that they had produced the correct answer, and to measure control they indicated whether they preferred to report or withhold the response were they in a trial. Results showed that the three groups had a functional ability to monitor their memories and control their behaviour, and that university students had better memory and metamemory than the two low education groups. The results support the concept that the basic metamemory processes of monitoring and control are functional in different groups of individuals, but the differences between groups highlight the need to test the generalizability of cognitive processes and phenomena across individuals.

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The California Verbal Learning Test- II: Normative Data for Two Italian Alternative Forms

Cited by 10 publications

References 23 publications

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

Executive functioning in relapsing-remitting multiple sclerosis patients without cognitive impairment: A task-switching protocol

Monitoring and control processes in mock witnesses in under-represented non-WEIRD samples with high or low educational level

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