Learning Test-Children's Version Research Articles

Gender differences on the California verbal learning test-children's version in children with traumatic head injury : Hoffman, N. M., Donders, J., & Thompson, E.

Gender differences on the California verbal learning test-children's version in children with traumatic head injury : Hoffman, N. M., Donders, J., & Thompson, E.

Gender differences on the California verbal learning test-children's version in children with traumatic head injury

Gender differences on the California verbal learning test-children's version in children with traumatic head injury

Performance discrepancies between the Children's Category Test (CCT) and the California Verbal Learning Test–Children's (CVLT–C) Version in the standardization sample

Standardization data for the Children's Category Test (CCT) and California Verbal Learning Test-Children's Version (CVLT-C) were used to evaluate covariances and statistically significant discrepancies between the T scores of those instruments, as well as the base rate of specific discrepancies. The results indicate that the CCT and CVLT-C share only a limited amount of common variance and that statistically significant discrepancies between the respective T scores are actually quite common. It is suggested that evaluation of the potential clinical significance of a discrepancy between the obtained results of these two instruments in individual cases should include consideration of the presented base rates.

Verbal learning and memory in children with fetal alcohol syndrome.

Children with fetal alcohol syndrome (FAS) were administered the California Verbal Learning Test-Children's Version, a word list learning task that assesses immediate and delayed recall and recognition memory. When compared with matched control children, the children with FAS had difficulty learning and recalling the words after a delay period and tended to make an increased number of intrusion and perseverative errors. In addition, they had difficulty discriminating target words from distracter words and made more false-positive errors on recognition testing. Some of these deficits persisted even when mental age was controlled. The results suggest that children with FAS have profound verbal learning and memory deficits, and that some of these deficits cannot be accounted for even when mental age is considered. Furthermore, the results are consistent with deficits in encoding verbal information and impairment in response inhibition capabilities.

Verbal learning and memory in language impaired children

The present study investigated patterns of verbal learning and memory in Language Impaired (LI) and normal children, using the California Verbal Learning Test—Children's Version. The LI children showed a normal immediate memory span; however, they were impaired in the total number of correct responses that they generated across repeated trials. They reported significantly more perseverations, but not intrusions, relative to the controls. The LI children were not impaired on a delayed free recall task, but they were significantly impaired relative to the controls on semantically cued recall. The implications of these findings for future research and for remediation are discussed.