Rey Auditory Verbal Learning Test (RAVLT)
The Rey Auditory Verbal Learning Test (RAVLT) evaluates a wide diversity of functions: short-term auditory-verbal memory, rate of learning, learning strategies, retroactive, and proactive interference, presence of confabulation of confusion in memory processes, retention of information, and differences between learning and retrieval.
Participants are given a list of 15 unrelated words repeated over five different trials and are asked to repeat. Another list of 15 unrelated words are given and the client must again repeat the original list of 15 words and then again after 30 minutes. Approximately 10 to 15 minutes is required for the procedure (not including 30 min. interval).
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Authors
Rey (1964) Schmidt (1996), Spreen & Strauss (1998).
Reliability and Validity
Reported reliability for the Rey Auditory Verbal Learning Test was varied; 0.70 for List A and 0.38 for recall of List B (Snow, 1988). Test-retest reliability for a one-year interval between test administration was reported moderate, 0.55 (Snow, Tierney, Zorzitto, Fisher, & Reid, 1988). The RAVT is closely correlated with the California Test of Verbal Learning-Childrens Version. Correlations ratings of 0.50 to 0.65 with other factor grouping and other learning tools (MacCartney-Filgnate & Vriezen, 1988) supports RAVLT validity. Such functions as acquisition, storage, and retrieval were indicated as measures for the test by factor analytic studies.
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Administration, Analysis and Reporting
Statistics Solutions consists of a team of professional methodologists and statisticians that can assist the student or professional researcher in administering the survey instrument, collecting the data, conducting the analyses and explaining the results.
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Dissertations Using the Rey Auditory Verbal Learning Test
Below is a list of dissertations that use the RAVLT. The full version of these dissertations can be found on ProQuest.
Hedges, C. (2004). Sleep, mood, memory and verbal learning in off-pump coronary artery bypass patients. Rutgers The State University of New Jersey – Newark).
Sparacino, P. S. A. (2006). Relationships between elements of verbal memory in older people with heart failure. University of California, San Francisco).
Lovely, M. P. (1996). Changes in cognitive status, mood state, quality of life, functional status, and tumor area in patients with glioblastoma multiformae between time of diagnosis and after radiation therapy. University of California, San Francisco).
References
Basso, M. M., Harringtion, K., Matson, M., & Lowery, N. (2000). Sex differences on the WMS-III: Findings concerning verbal paired associates and faces. Clinical Neuropsychologist, 14, 231-235.
Gough, H. G. (1969). A leadership index on the California Psychological Inventory, Journal of Counseling Psychology, 16, 285-289.
King, J.H., Gfeller, J.D., & Davis, H. P. (1998). Detecting stimulated memory impairment with the Rey Auditory Verbal Learning Test: Implications of base rates and study generalizeability. Journal Clinical and Experimental Neuropsychology, 20, 603, 612.
Journals
Rosenberg, Samuel J., Ryan, Joseph J., Prifitera, Aurelio (2009). Rey auditory-verbal learning test performance of patients with and without memory impairment. Journal of Clinical Psychology, 40 (3), 785-787.
Tierney, Mary C. (1994). Use of the Rey Auditory Verbal Learning Test in Differentiating Normal Aging from Alzheimer Parkinson’s Dementia. Psychological Assessment, 6 (2), p129-34.
Britt, Dana M, Serrrhel, Adams G., Godding, Phillip R., Grothues, Carol A., Varnado, Paula (1995). Clinical differentiation of the Rey Auditory-Verbal Learning Test. American Journal of Alzheimer’s Disease and Other Demntia, 10 (6), 7-18 (1995).