Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-17T16:25:47.448Z Has data issue: false hasContentIssue false
  • English
  • Français

RAVLT and Nonverbal Analog: French Forms and Clinical Findings

Published online by Cambridge University Press:  02 December 2014

Viviane Sziklas  and
Marilyn Jones-Gotman
Viviane Sziklas
Affiliation:
Montreal Neurological Institute, Department of Psychology, McGill University, Montreal, Quebec, Canada
Marilyn Jones-Gotman
Affiliation:
Montreal Neurological Institute, Department of Psychology, McGill University, Montreal, Quebec, Canada
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Background:

Objective clinical evaluation of memory frequently requires serial testing but the issue of whether multiformed tests are equivalent and can be used interchangeably is seldom examined. An added problem in bilingual Canadian settings is the extent to which it is appropriate to measure French speakers’ performance on translations of English tests. The present work used the Rey Auditory Verbal Learning Test (RAVLT) and a nonverbal analog, the Aggie Figures Learning Test (AFLT), to examine whether a) different forms of the same test are equivalent, b) performance on the two tests is comparable, c) two language groups perform similarly, and d) the RAVLT can detect dysfunction in patients with temporal lobe epilepsy (TLE).

Methods:

We compared three French versions of the RAVLT and three forms of the AFLT in 114 healthy francophone adults. We subsequently compared the performance of the same francophone subjects to a previously obtained sample of anglophones on both tests, and then administered the RAVLT to anglophone or francophone patients with TLE.

Results:

For both tasks the three forms were equivalent and performance on the RAVLT was comparable to that on the AFLT. Francophone subjects performed slightly worse on the RAVLT compared to anglophones but performance of the two language groups did not differ on the AFLT. Finally, left TLE patients were impaired compared to right on the RAVLT, but no performance differences were observed across the two language groups in the patient sample.

Conclusions:

The RAVLT and AFLT are useful tools for examination of learning and memory in French and English speaking populations. On the RAVLT, the lesion effect in patients is not affected by differences in performance between language groups.

Résumé:

RÉSUMÉ: <span class='bold'> <span class='italic'>Contexte:</span></span>

L'évaluation clinique objective de la mémoire requiert souvent des tests sériés. Cependant, on ne sait pas si les tests multiformes sont équivalents et peuvent ètre utilisés de fa9on interchangeable. De plus, on ne sait pas s’il est approprié de mesurer la performance d’un francophone au moyen de traductions de textes anglais, ce qui constitue un problème additionnel. Dans cette étude, nous avons utilisé le Rey Auditory Verbal Learning Test (RAVLT) et un analogue non verbal, le Aggie Figures Learning Test (AFLT), pour évaluer si : a) des formes différentes du mème test sont équivalentes; b) les résultats sont comparables lorsque deux tests sont administrés; c) les résultats sont les mèmes pour des groupes de langue différente; d) le RAVLT peut détecter une dysfonction chez les patients atteints d’épilepsie du lobe temporal (ÉLT).

<span class='bold'> <span class='italic'>Méthodes:</span></span>

Nous avons comparé trois versions fran9aises du RAVLT et trois formes du AFLT chez 114 adultes francophones en bonne santé. Nous avons ensuite comparé les résultats des mème sujets francophones à ceux d’un échantillon de sujets anglophones pour lequel ces données avaient déjà été obtenues. Nous avons ensuite administré le RAVLT à des patients anglophones ou francophones atteints d'ÉLT.

<span class='bold'> <span class='italic'>Résultats:</span></span>

Pour ces deux taches, les trois formes étaient équivalentes et les résultats du RAVLT étaient comparables à ceux de l’AFLT. Les sujets francophones avaient des résultats légèrement moins bons au RAVLT par rapport aux anglophones, mais les résultats dans les deux groupes linguistiques au AFLT n’étaient pas différents. Finalement, le RAVLT objectivait une atteinte chez les patients présentant une ÉLT gauche par rapport à ceux qui avaient une ÉLT droite. Cependant, aucune différence n’a été observée selon la langue chez les patients.

<span class='bold'> <span class='italic'>Conclusions:</span></span>

Le RAVLT et l’AFLT sont utiles pour l’examen de l’apprentissage et de la mémoire dans des populations de langue fran9aise et de langue anglaise. L’effet de la lésion chez les patients n’est pas influencé par une différence de résultats entre les groupes linguistiques.

Type
Original Articles
Information
Canadian Journal of Neurological Sciences , Volume 35 , Issue 3 , July 2008 , pp. 323 - 330
Copyright
Copyright © The Canadian Journal of Neurological 2008

References

1. Hawkins, KA, Dean, D, Pearlson, GD. Alternative forms of the Rey Auditory Verbal Learning Test: a review. Behav Neurol. 2004;15(3-4):99–107.CrossRefGoogle ScholarPubMed
2. Rieu, D, Bachoud-Levi, AC, Laurent, A, Jurion, E, Dalla Barba, G. French adaptation of the Hopkins Verbal Learning Test. Rev Neurol (Paris). 2006;162(6-7):721–8.CrossRefGoogle ScholarPubMed
3. Brand, N, Jolles, J. Learning and retrieval rate of words presented auditorily and visually. J Gen Psychol. 1985;112(2):201–10.CrossRefGoogle ScholarPubMed
4. Demers, P, Robillard, A, Lafleche, G, Nash, F, Heyman, A, Fillenbaum, G. Translation of clinical and neuropsychological instruments into French: The CERAD experience. Age Ageing. 1994;23(6):449–51.CrossRefGoogle ScholarPubMed
5. Miranda, JP, Valencia, RR. English and Spanish versions of a memory test: word-length effects versus spoken-duration effects. Hisp J Behav Sci. 1997;19(2):171–81.CrossRefGoogle Scholar
6. Bishop, J, Knights, RM, Stoddart, C. Rey Auditory-Verbal Learning Test: performance of English and French children aged 5 to 16. Clin Neuropsychol. 1990;4:133–40.CrossRefGoogle Scholar
7. Nolin, P. Analyses psychometriques de l’adaptation francaise du California Verbal Learning Test (CVLT). Rev Qué Psychol. 1999;20(1):39–55.Google Scholar
8. Grober, E, Buschke, H. Genuine memory deficits in dementia. Dev Neuropsychol. 1987;3:13–36.CrossRefGoogle Scholar
9. Rey, A. L’examen psychologique dans les cas d’encephalopathie tramatique (Les problemes). Arch Psychol. 1941;28:286–340.Google Scholar
10. Osterrieth, PA. Le test de copie d’un figure complex: contribution a l’etude de la perception et de la memoire. Arch Psychol. 1944;30:286–356.Google Scholar
11. Signoret, JL, Whitely, A. A memory battery scale. Int Neuropsychol Soc Bull. 1979:2–26.Google Scholar
12. Rey, A. L’examen clinique en psychologie. Paris: Presses Universitaires de France; 1964.Google Scholar
13. Jones-Gotman, M, Zatorre, RJ, Olivier, A, Andermann, F, Cendes, F, Staunton, H, et al. Learning and retention of words and designs following excision from medial or lateral temporal-lobe structures. Neuropsychologia. 1997;35(7):963–73.CrossRefGoogle ScholarPubMed
14. Majdan, A, Sziklas, V, Jones-Gotman, M. Performance of healthy subjects and patients with resection from the anterior temporal lobe on matched tests of verbal and visuoperceptual learning. J Clin Exp Neuropsychol. 1996;18(3):416–30.CrossRefGoogle ScholarPubMed
15. Lezak, M. Neuropsychological assessment. 2nd ed. New York: Oxford University Press; 1983.Google Scholar
16. Crawford, JR, Stewart, LE, Moore, JW. Demonstration of savings on the AVLT and development of a parallel form. J Clin Exp Neuropsychol. 1989;16:190–4.Google Scholar
17. Content, A, Mousty, P, Radeau, M. Brulex: Une base de données lexicales informatisée pour le français écrit et parlé. L’Année Psychologique. 1990;90:551–66.CrossRefGoogle Scholar
18. Kaplan, E, Goodglass, H, Weintraub, S. Boston Naming Test. Philadelphia: Lea & Febiger; 1983.Google Scholar
19. Hooper, HE. Hooper Visual Organization Test. Los Angeles: Western Psychological Service; 1983.Google Scholar
20. Corsi, P. Human memory and the medial temporal region of the brain. Montreal: Montreal Neurological Institute, McGill University; 1972.Google Scholar
21. Helmstaedter, C, Elger, CE, Hufnagel, A, Zentner, J, Schramm, J. Different effects of a left anterior temporal lobectomy, selective amygdalohippocampectomy, and temporal cortical lesionectomy on verbal learning, memory, and recognition. J Epilepsy. 1996;9:39–45.CrossRefGoogle Scholar
22. Cunje, A, Molloy, DW, Standish, TI, Lewis, DL. Alternate forms of logical memory and verbal fluency tasks for repeated testing in early cognitive changes. Int Psychogeriatr. 2007;19(1):65–75.CrossRefGoogle ScholarPubMed
23. Kennepohl, S, Jones-Gotman, M, McMackin, D, Cendes, F. Equivalence of three alternate forms of list-learning tasks and indications of task sensitivity to preoperative mesial temporallobe atrophy. Cerebral Bases of Behaviour: A Symposium in Honour of Brenda Milner; 1993; Montreal, Canada; 1993.Google Scholar
24. Senior, G, Tehan, G. Comparability of performances on the Rey Auditory Verbal and Visual Design Learning Tests. Annual Conference of the Australian Psychological Society; 1993 September 29 - October 2, 1993; Gold Coast, Australia; 1993.Google Scholar
25. Wilhelm, PW. Reliability and validity of the Rey Visual Design Learning Test in primary school children. J Clin Exp Neuropsychol. 2004;26(7):981–94.CrossRefGoogle ScholarPubMed
26. Colombo-Thuillard, F, Assal, G. Boston Naming Test: French-language adaptation and short forms. Revue européene de Psychologie Appliquée. 1992;42(1):72–3.Google Scholar
27. Wilkie, FL. HUMANS: an English and Spanish neuropsychological test battery for assessing HIV-1-infected individuals - initial report. App Neuropsychol. 2004;11(3):121–33.CrossRefGoogle ScholarPubMed
28. Ellis, NC, Hennelly, RA. A bilingual word-length effect: implications for intelligence testing and the relative ease of mental calculation in Welsh and English. Br J Psychol. 1980;71(pt 1):43–51.CrossRefGoogle Scholar
29. Valencia, RR, Rankin, RJ. Evidence of content bias on the McCarthy Scales with Mexican American children: implications for test translation and nonbiased assessment. J Ed Psychol. 1985;77(2):197–207.CrossRefGoogle Scholar
30. Jefferson, A, Wong, S, Bolen, E, Ozonoff, A, Green, RC, Stern, RA. Cognitive correlates of HVOT performance differ between individuals with mild cognitive impairment and normal controls. Arch Clin Neuropsychol. 2006;21, 405–12.CrossRefGoogle ScholarPubMed
31. Merten, T. Factor structure of the Hooper Visual Organization Test: a cross-cultural replication and extension. Arch Clin Neuropsychol. 2005;20(1):123–8.CrossRefGoogle ScholarPubMed
32. Djordjevic, J, Sziklas, V, Piper, D, Pénicaud, S, Jones-Gotman, M. Auditory Naming Test: a 60-item version in English and French. Annual Meeting of the American Epilepsy Society; Washington, D.C.; 2005.Google Scholar
33. Gonzalez, T, Balsa, A, Sainz de Murieta, J, Zamorano, E, Gonzalez, I, Martin-Mola, E. Spanish version of the Northwick Park Neck Pain Questionnaire: reliability and validity. Clin Exp Rheumatol. 2001;19(1):41–6.Google ScholarPubMed
34. Rouget-Weber, B. Screening for bipolar disorders using a French version of the Mood Disorder Questionnaire (MDQ). J Affect Disord. 2005;88(1):103–8.CrossRefGoogle Scholar
35. Frisk, V, Milner, B. The role of the left hippocampal region in the acquisition and retention of story content. Neuropsychologia. 1990;28(4):349–59.CrossRefGoogle ScholarPubMed
36. Helmstaedter, C, Grunwald, T, Lehnertz, K, Gleissner, U, Elger, CE. Differential involvement of left temporolateral and temporomesial structures in verbal declarative learning and memory: evidence from temporal lobe epilepsy. Brain Cogn. 1997;35:110–31.CrossRefGoogle ScholarPubMed