Rey Auditory Verbal Learning Task¶
HED task ID: hedtsk_rey_auditory_verbal_learning
Family: Recall and recognition memory tests
Also known as: Rey Auditory Verbal Learning Test, RAVLT, Rey Verbal Learning
Repeated presentation of a 15-word list with immediate free recall over five trials, an interference list, and delayed recall; indexes verbal learning and forgetting.
Description¶
The RAVLT is a comprehensive measure of verbal episodic memory. A list of 15 unrelated words (List A) is read aloud five times, with free recall tested after each presentation, yielding a learning curve. After the fifth trial, an interference list (List B) is presented once and recalled, followed by immediate recall of List A without re-presentation (retroactive interference). After a 20–30 minute delay, delayed recall and recognition of List A are tested. The RAVLT provides a rich profile of memory processes including acquisition rate, learning plateau, susceptibility to interference, retention over delay, and recognition discrimination.
Inclusion test¶
An experiment is an instance of this task when its procedure matches, it manipulates at least one of the listed variables, and it records at least one of the listed measures.
Procedure |
A 15-word list (List A) is read aloud five times with free recall after each. A single interference list (List B) is then read once and recalled. Immediate and delayed recall of List A follow, plus a recognition test. |
Manipulation |
Number of learning trials; interference list; delay before delayed recall; recognition list composition. |
Measurement |
Total learning (sum of trials 1–5); retroactive interference (trial 5 − post-interference recall); delayed recall; recognition hits and false alarms. |
Variations¶
Named versions that change what the participant experiences or does. The identifier
of a variation is hedvar_<task>__<variation>.
Variation |
Description |
Justification |
|---|---|---|
Standard RAVLT (List A × 5 + List B + Recall + Delayed Recall)
|
Full protocol as described above. |
Canonical multi-trial verbal learning with interference and delayed recall |
Recognition Trial
|
Yes/no recognition of List A words among distractors after delayed recall. |
Target list embedded in foil words for recognition test; different retrieval task |
Shortened RAVLT
|
Fewer learning trials or shorter lists for clinical populations with limited endurance. |
Fewer study trials; recognized abbreviated protocol |
Proactive Interference Paradigm
|
Present List B first; measure its effect on subsequent List A learning. |
List B interference on List A recall; tests proactive interference effects |
Cued Recall Addition
|
Category cues provided during recall to separate retrieval failure from storage failure. |
Category cues added to recall phase; tests cueing benefit on verbal learning |
Cognitive processes¶
This task is designed to engage the following processes:
Key references¶
Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment (5th ed.). Oxford University Press.
Further references¶
Schoenberg, M. R., Dawson, K. A., Duff, K., Patton, D., Scott, J. G., & Adams, R. L. (2006). Test performance and classification statistics for the Rey Auditory Verbal Learning Test in selected clinical samples. Archives of Clinical Neuropsychology, 21(7), 693–703. (DOI, PubMed)
Moradi, A. R., Doost, H. T. N., Taghavi, M. R., Yule, W., & Dalgleish, T. (1999). Everyday memory deficits in children and adolescents with PTSD: Performance on the Rivermead Behavioural Memory Test. Journal of Child Psychology and Psychiatry, 40(3), 357–361. (DOI, PubMed)
Tierney, M. C., Nores, A., Snow, W. G., Fisher, R. H., Zorzitto, M. L., & Reid, D. W. (1994). Use of the Rey Auditory Verbal Learning Test in differentiating normal aging from Alzheimer’s and Parkinson’s dementia. Psychological Assessment, 6(2), 129–134. (DOI)
External links¶
Cognitive Atlas: Rey Auditory Verbal Learning Task