Similarities and Differences among Commonly Used Verbal List Learning Tasks

Simple item page
dc.contributor.advisorHiscock, Merrill
dc.contributor.committeeMemberCirino, Paul T.
dc.contributor.committeeMemberMassman, Paul J.
dc.contributor.committeeMemberCole-Davis, Lynne
dc.creatorJohnson, Chad 1982-
dc.date.accessioned2016-01-16T01:04:18Z
dc.date.available2016-01-16T01:04:18Z
dc.date.createdAugust 2012
dc.date.issued2012-08
dc.date.updated2016-01-16T01:04:19Z
dc.description.abstractThe current study identifies intra-individual performance differences on three commonly used verbal list learning tests, and it discusses implications of these differences for both clinical and research applications. The measures of interest are the California Verbal List Learning Test – Second Edition, the Hopkins Verbal List Learning Test – Revised, and The Rey Auditory Verbal List Learning Test. While each measure is classified as a verbal list learning test, differences in test structure and administration may result in variable performance within individuals. This variability has potential implications for clinical test selection under various circumstances and for utilization of the tests in research. To address questions about the similarity of these measures and comparability of scores, the author obtained scores on all three tests from a sample of 92 normal college students. In addition, learning curve characteristics, serial position effects, and semantic clustering effects were compared and contrasted across measures. Correlations for similar measures within tasks were significant, but lower than would be acceptable for alternate forms use. Differences in tasks were identified in learning curve characteristics and serial position effects. Additionally, factor structures of tasks varied significantly. Discussion of results includes exploratory explanations for some sources of variance among tests. The current study reinforces the need for neuropsychologists to carefully consider their specific task selections within the testing paradigm of verbal learning, noting the population of interest, the purpose of the evaluation, and the conceptualized construct of verbal learning from which the neuropsychologist is operating.
dc.description.departmentPsychology, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657/1154
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectVerbal list learning
dc.subjectPsychometrics
dc.subjectVerbal memory
dc.subjectTest validity
dc.subjectCVLT-II
dc.subjectRAVLT
dc.subjectHVLT-R
dc.subjectNeurosciences
dc.subjectNeuropsychology
dc.subjectTest selection
dc.titleSimilarities and Differences among Commonly Used Verbal List Learning Tasks
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Liberal Arts and Social Sciences
thesis.degree.departmentPsychology, Department of
thesis.degree.disciplinePsychology, Clinical
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Files

Original bundle

Now showing 1 - 2 of 2
Thumbnail Image
Name:
Final Dissertation Copy - Chad P. Johnson - 08-19-12.pdf
Size:
957.07 KB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
Signature Page - Chad P. Johnson.rtf
Size:
39.61 KB
Format:
Rich Text Format
Download

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.12 KB
Format:
Plain Text
Description:
Download

Collections

Published ETD Collection