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Loretta Iterson - One of the best experts on this subject based on the ideXlab platform.
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Story Learning Test: Decelerated Learning and Accelerated Forgetting in Children with Epilepsy
Journal of Pediatric Neuropsychology, 2019Co-Authors: Loretta ItersonAbstract:Introduction Increasing interest is seen for early and late memory consolidation and accelerated forgetting, but little is known about these phenomena in children with epilepsy. The present study analysed the trajectory of Learning and retention in typically developing children and children with epilepsy on a story Learning Test. Methods 285 children, 126 typically developing children and 159 children with epilepsy, in ages between 4 and 10 years and Full-Scale IQs ≥ 75, were given a specifically designed story Learning Test (iter- sein ). The Learning phase included Initial reading and a Free Recall trial with 10 Questions, and up to three repetition trials with Questions. Trials of Delayed Free Recall and Questions followed after half an hour, the next day and 1 week later. With several repeated measures analyses of variance, level of performance and gains or losses over time were analysed. Results Age-dependent Learning was seen after repetitions. On the Questions, typically developing children outperformed children with epilepsy increasingly, due to smaller gains after the second trial. Learned information was similarly preserved. Free Recall showed similar performance for both groups up to day 2. A week later, a conspicuous loss of information was observed in the children with epilepsy, whilst typically developing children retained the information. On index scores, reliable cognitive loss of information was seen in epilepsy in 24.5% of the children. Semantic neuropsychological tasks and severity measures of epilepsy were associated with level of performance. Discussion The results provided evidence for early decelerated Learning and late accelerated forgetting in children with epilepsy.
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Story Learning Test: Decelerated Learning and Accelerated Forgetting in Children with Epilepsy
Journal of Pediatric Neuropsychology, 2019Co-Authors: Loretta ItersonAbstract:Increasing interest is seen for early and late memory consolidation and accelerated forgetting, but little is known about these phenomena in children with epilepsy. The present study analysed the trajectory of Learning and retention in typically developing children and children with epilepsy on a story Learning Test. 285 children, 126 typically developing children and 159 children with epilepsy, in ages between 4 and 10 years and Full-Scale IQs ≥ 75, were given a specifically designed story Learning Test (iter-sein). The Learning phase included Initial reading and a Free Recall trial with 10 Questions, and up to three repetition trials with Questions. Trials of Delayed Free Recall and Questions followed after half an hour, the next day and 1 week later. With several repeated measures analyses of variance, level of performance and gains or losses over time were analysed. Age-dependent Learning was seen after repetitions. On the Questions, typically developing children outperformed children with epilepsy increasingly, due to smaller gains after the second trial. Learned information was similarly preserved. Free Recall showed similar performance for both groups up to day 2. A week later, a conspicuous loss of information was observed in the children with epilepsy, whilst typically developing children retained the information. On index scores, reliable cognitive loss of information was seen in epilepsy in 24.5% of the children. Semantic neuropsychological tasks and severity measures of epilepsy were associated with level of performance. The results provided evidence for early decelerated Learning and late accelerated forgetting in children with epilepsy.
Glenn J Larrabee - One of the best experts on this subject based on the ideXlab platform.
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false positive error rates for reliable digit span and auditory verbal Learning Test performance validity measures in amnestic mild cognitive impairment and early alzheimer disease
Archives of Clinical Neuropsychology, 2016Co-Authors: David W Loring, Felicia C Goldstein, Chuqing Chen, Daniel L Drane, Liping Zhao, Glenn J LarrabeeAbstract:Objective: The objective is to examine failure on three embedded performance validity Tests [Reliable Digit Span (RDS), Auditory Verbal Learning Test (AVLT) logistic regression, and AVLT recognition memory] in early Alzheimer disease (AD; n = 178), amnestic mild cognitive impairment (MCI; n = 365), and cognitively intact age-matched controls (n = 206). Method: Neuropsychological Tests scores were obtained from subjects participating in the Alzheimer's Disease Neuroimaging Initiative (ADNI). Results: RDS failure using a ≤7 RDS threshold was 60/178 (34%) for early AD, 52/365 (14%) for MCI, and 17/206 (8%) for controls. A ≤6 RDS criterion reduced this rate to 24/178 (13%) for early AD, 15/365 (4%) for MCI, and 7/206 (3%) for controls. AVLT logistic regression probability of ≥.76 yielded unacceptably high false-positive rates in both clinical groups [early AD = 149/178 (79%); MCI = 159/365 (44%)] but not cognitively intact controls (13/206, 6%). AVLT recognition criterion of ≤9/15 classified 125/178 (70%) of early AD, 155/365 (42%) of MCI, and 18/206 (9%) of control scores as invalid, which decreased to 66/178 (37%) for early AD, 46/365 (13%) for MCI, and 10/206 (5%) for controls when applying a ≤5/15 criterion. Despite high false-positive rates across individual measures and thresholds, combining RDS ≤ 6 and AVLT recognition ≤9/15 classified only 9/178 (5%) of early AD and 4/365 (1%) of MCI patients as invalid performers. Conclusions: Embedded validity cutoffs derived from mixed clinical groups produce unacceptably high false-positive rates in MCI and early AD. Combining embedded PVT indicators lowers the false-positive rate.
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effort indicators within the california verbal Learning Test ii cvlt ii
Clinical Neuropsychologist, 2010Co-Authors: Penny Wolfe, Scott R Millis, Robin A Hanks, Norman L Fichtenberg, Glenn J Larrabee, Jerry J SweetAbstract:This study determined whether performance patterns on the California Verbal Learning Test-II (CVLT-II) could differentiate participants with traumatic brain injury (TBI) showing adequate effort from those with mild TBI exhibiting poor effort using a case-control design. The TBI group consisted of 124 persons with moderate to severe traumatic brain injury (TBI). The poor effort group consisted of 77 persons with mild head injury who were involved in litigation (LG) and failed at least one stand-alone symptom validity measure (SVT) and also either a second SVT or an effort indicator embedded within a standard clinical Test. A total of 18 CVLT-II variables were investigated using Bayesian model averaging (BMA) for logistic regression to determine which variables best differentiated the groups. The CVLT-II variables having the most support were Long-Delay Free Recall, Total Recognition Discriminability (d′), and Total Recall Discriminability.
Robert K Heaton - One of the best experts on this subject based on the ideXlab platform.
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demographically corrected norms for the brief visuospatial memory Test revised and hopkins verbal Learning Test revised in monolingual spanish speakers from the u s mexico border region
Archives of Clinical Neuropsychology, 2007Co-Authors: Mariana Cherner, Paola Suarez, Deborah Lazzaretto, Artiola L I Fortuny, Monica Rivera Mindt, Sharron E Dawes, Thomas D Marcotte, Igor Grant, Robert K HeatonAbstract:The large number of primary Spanish speakers both in the United States and the world makes it imperative that appropriate neuropsychological assessment instruments be available to serve the needs of these populations. In this article we describe the norming process for Spanish speakers from the U.S.–Mexico border region on the Brief Visuospatial Memory Test-revised and the Hopkins Verbal Learning Test-revised. We computed the rates of impairment that would be obtained by applying the original published norms for these Tests to raw scores from the normative sample, and found substantial overestimates compared to expected rates. As expected, these overestimates were most salient at the lowest levels of education, given the under-representation of poorly educated subjects in the original normative samples. Results suggest that demographically corrected norms derived from healthy Spanish-speaking adults with a broad range of education, are less likely to result in diagnostic errors. At minimum, demographic corrections for the Tests in question should include the influence of literacy or education, in addition to the traditional adjustments for age. Because the age range of our sample was limited, the norms presented should not be applied to elderly populations.
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demographically corrected norms for the california verbal Learning Test
Journal of Clinical and Experimental Neuropsychology, 2000Co-Authors: Marc A Norman, Jovier D Evans, Walden S Miller, Robert K HeatonAbstract:The California Verbal Learning Test (CVLT) is designed to quantify components of verbal Learning, retention and retrieval. The present study used multiple regression analyses to correct for demographic characteristics on CVLT performance measures. There were 906 subjects, of whom 549 were Caucasians (61%) and 357 were African Americans (39%). Age, education, ethnicity, and gender were found to be significant predictors of performance on several CVLT indices, including Total Words Recalled, Trial 1, Trial 5, List B, Short Delay Free Recall (SDFR), and Long Delay Free Recall (LDFR). Demographically corrected T-scores were calculated for a base sample of 672 subjects and cross-validated on 234 separate subjects. Tables and regression equations are offered to convert raw scores into T-scores corrected for age, gender, education, and ethnicity. Demographically corrected Recognition Discriminability cutoff scores were calculated for age and education levels. In order to provide some indices of important memory ...
Jason Brandt - One of the best experts on this subject based on the ideXlab platform.
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Stability of performance on the Hopkins Verbal Learning Test.
Archives of Clinical Neuropsychology, 1999Co-Authors: D. Xeno Rasmusson, Frederick W. Bylsma, Jason BrandtAbstract:Stability of performance on the Hopkins Verbal Learning Test (HVLT) was assessed in 45 healthy elderly subjects over a 9-month period. Stability coefficients were moderate but statistically significant for total recall (r = 0.50), true-positive recognitions (r = 0.66), and false-positive errors (r = 0.42). These correlations are comparable to Test-reTest correlations reported for other clinical Tests of verbal memory (e.g., Logical Memory subTest of the Wechsler Memory Scale-Revised, California Verbal Learning Test) and are sufficient for its clinical use.
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construct and concurrent validity of the hopkins verbal Learning Test revised
Clinical Neuropsychologist, 1999Co-Authors: Anne M Shapiro, Ralph H B Benedict, David J Schretlen, Jason BrandtAbstract:The present investigation examined the validity of the revised Hopkins Verbal Learning Test (HVLT-R). In a principal components analysis with varimax rotation, measures of new Learning and delayed ...
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hopkins verbal Learning Test revised normative data and analysis of inter form and Test reTest reliability
Clinical Neuropsychologist, 1998Co-Authors: Ralph H B Benedict, David J Schretlen, Lowell D Groninger, Jason BrandtAbstract:The Hopkins Verbal Learning Test (HVLT) is a brief verbal Learning and memory Test with six alternate forms. The HVLT is ideal in situations calling for repeated neuropsychological examinations, but it lacks a delayed recall trial which is essential for the assessment of abnormal forgetting. We present a revised version of the HVLT which includes a delayed recall trial, and therefore delays the yes/no recognition trial. The equivalence of Test forms was examined in two separate studies using between-groups and within-subjects research designs. In both studies, the six forms of the revised HVLT (HVLT-R) were found to be equivalent with respect to the recall trials, but there were some modest differences in recognition. Recommendations for the use of the HVLT-R in serial neuropsychological examinations are provided, as well as normative data tables from a sample of 541 subjects, spanning ages 17 to 88 years.
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the hopkins verbal Learning Test development of a new memory Test with six equivalent forms
Clinical Neuropsychologist, 1991Co-Authors: Jason BrandtAbstract:Abstract A new Test of verbal Learning and memory, the Hopkins Verbal Learning Test, was developed. The Test consists of three trials of free-recall of a 12-item, semantically categorized list, followed by yes/no recognition. Six parallel forms yielded equivalent results in normals. The performance of patients with Alzheimer's disease and chronic amnesia is described. The Test is likely to be useful in patients too impaired for more comprehensive memory assessments and where repeated Testing is necessary.
Ralph H B Benedict - One of the best experts on this subject based on the ideXlab platform.
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Validity of the California Verbal Learning Test-II in multiple sclerosis.
Clinical Neuropsychologist, 2009Co-Authors: Shane Stegen, Igor I. Stepanov, Diane L. Cookfair, Eben S. Schwartz, David Hojnacki, Bianca Weinstock-guttman, Ralph H B BenedictAbstract:Multiple sclerosis (MS) is a disease of the central nervous system where roughly 50% of patients exhibit cognitive impairment. Episodic memory defects are particularly common in MS and the California Verbal Learning Test: 2nd Edition (CVLT-II) was recommended for assessment in MS in a recently published consensus position paper. We investigated the validity of the CVLT-II in 351 MS patients and 69 demographically matched normal controls. MS patients performed significantly more poorly on 18 of the 23 measures examined. In addition to a general memory factor, factor analysis revealed five distinct factors conforming to measures of consolidation, primary/recency effect, proactive interference, and Learning asymptote. The external validity of the CVLT-II was also supported by logistic regression analysis, which separated employed from work-disabled MS patients. We conclude that the CVLT-II is a valid Test in MS and provides a rich constellation of verbal memory measures.
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construct and concurrent validity of the hopkins verbal Learning Test revised
Clinical Neuropsychologist, 1999Co-Authors: Anne M Shapiro, Ralph H B Benedict, David J Schretlen, Jason BrandtAbstract:The present investigation examined the validity of the revised Hopkins Verbal Learning Test (HVLT-R). In a principal components analysis with varimax rotation, measures of new Learning and delayed ...
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hopkins verbal Learning Test revised normative data and analysis of inter form and Test reTest reliability
Clinical Neuropsychologist, 1998Co-Authors: Ralph H B Benedict, David J Schretlen, Lowell D Groninger, Jason BrandtAbstract:The Hopkins Verbal Learning Test (HVLT) is a brief verbal Learning and memory Test with six alternate forms. The HVLT is ideal in situations calling for repeated neuropsychological examinations, but it lacks a delayed recall trial which is essential for the assessment of abnormal forgetting. We present a revised version of the HVLT which includes a delayed recall trial, and therefore delays the yes/no recognition trial. The equivalence of Test forms was examined in two separate studies using between-groups and within-subjects research designs. In both studies, the six forms of the revised HVLT (HVLT-R) were found to be equivalent with respect to the recall trials, but there were some modest differences in recognition. Recommendations for the use of the HVLT-R in serial neuropsychological examinations are provided, as well as normative data tables from a sample of 541 subjects, spanning ages 17 to 88 years.