Rey Auditory Verbal Learning Task¶
HED Task ID: hedtsk_rey_auditory_verbal_learning
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¶
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¶
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 engages the following cognitive processes:
Key references¶
{‘authors’: ‘Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D.’, ‘year’: 2012, ‘title’: ‘Mindmore’, ‘venue’: ‘PsycTESTS Dataset’, ‘venue_type’: ‘other’, ‘journal’: None, ‘volume’: None, ‘issue’: None, ‘pages’: None, ‘doi’: ‘10.1037/t84485-000’, ‘openalex_id’: None, ‘pmid’: None, ‘citation_string’: ‘Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment (5th ed.). Oxford University Press.’, ‘url’: ‘https://doi.org/10.1037/t84485-000’, ‘source’: ‘crossref’, ‘confidence’: ‘high’, ‘verified_on’: ‘2026-04-20’}
Recent references¶
{‘authors’: ‘SCHOENBERG, M., DAWSON, K., DUFF, K., PATTON, D., SCOTT, J., & ADAMS, R.’, ‘year’: 2006, ‘title’: ‘Test performance and classification statistics for the Rey Auditory Verbal Learning Test in selected clinical samples’, ‘venue’: ‘Archives of Clinical Neuropsychology’, ‘venue_type’: ‘journal’, ‘journal’: ‘Archives of Clinical Neuropsychology’, ‘volume’: ‘21’, ‘issue’: ‘7’, ‘pages’: ‘693-703’, ‘doi’: ‘10.1016/j.acn.2006.06.010’, ‘openalex_id’: None, ‘pmid’: None, ‘citation_string’: ‘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.’, ‘url’: ‘https://doi.org/10.1016/j.acn.2006.06.010’, ‘source’: ‘crossref’, ‘confidence’: ‘high’, ‘verified_on’: ‘2026-04-20’}
{‘authors’: ‘Moradi, A. R., Doost, H. T. N., Taghavi, M. R., Yule, W., & Dalgleish, T.’, ‘year’: 1999, ‘title’: ‘Everyday Memory Deficits in Children and Adolescents with PTSD: Performance on the Rivermead Behavioural Memory Test’, ‘venue’: ‘Journal of Child Psychology and Psychiatry’, ‘venue_type’: ‘journal’, ‘journal’: ‘Journal of Child Psychology and Psychiatry’, ‘volume’: ‘40’, ‘issue’: ‘3’, ‘pages’: ‘357-361’, ‘doi’: ‘10.1111/1469-7610.00453’, ‘openalex_id’: None, ‘pmid’: None, ‘citation_string’: ‘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.’, ‘url’: ‘https://doi.org/10.1111/1469-7610.00453’, ‘source’: ‘crossref’, ‘confidence’: ‘high’, ‘verified_on’: ‘2026-04-20’}
{‘authors’: ‘Tierney, M. C., Nores, A., Snow, W. G., Fisher, R. H., Zorzitto, M. L., & Reid, D. W.’, ‘year’: 1994, ‘title’: “Use of the Rey Auditory Verbal Learning Test in differentiating normal aging from Alzheimer’s and Parkinson’s dementia.”, ‘venue’: ‘Psychological Assessment’, ‘venue_type’: ‘journal’, ‘journal’: ‘Psychological Assessment’, ‘volume’: ‘6’, ‘issue’: ‘2’, ‘pages’: ‘129-134’, ‘doi’: ‘10.1037/1040-3590.6.2.129’, ‘openalex_id’: None, ‘pmid’: None, ‘citation_string’: “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.”, ‘url’: ‘https://doi.org/10.1037/1040-3590.6.2.129’, ‘source’: ‘crossref’, ‘confidence’: ‘high’, ‘verified_on’: ‘2026-04-20’}