California Verbal Learning Test
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ScribdTranslationsCALIFORNIA VERBAL LEARNING TEST 1
How to develop the California verbal learning test.
Maria Fernanda Bonilla Zapata.
Merly Constanza Correa Tamayo
Sandra Jimena Pedreros Leguizamo.
Leidy Constanza López Peña
NRC 9193
April 2018.
Minuto de Dios University Corporation
Department of Huila
Faculty of Human Sciences
Psychology Program
Neuropsychology.
CALIFORNIA VERBAL LEARNING TEST 2
DEFINITION
The California Verbal Learning Test is a test that evaluates various aspects of
verbal learning and auditory verbal memory.
OBJECTIVE
It is to identify the strategies and processes that the subject uses, and the mistakes they make, in
a verbal learning task.
USEFULNESS
Test that allows diagnosing memory deficits secondary to disorders
neurological, psychiatric and learning problems. It is administered to adolescents or adults
of any age. Starting from the fact that a patient with memory disorders
behaves differentially in relation to each of the factors that this test analyzes, the
CVLT provides different scores according to the strategies used by the subject in the
learning and memory. It measures multiple aspects of how the learning process occurs
verbal, in addition to the amount of the material the ignition. Specifically analyzes factors such as:
Total levels of recall and recognition across all trials
2. Semantic and Serial Learning Strategies
3. Serial position effects
4. Learning volume through essays
5. Consistency of item recall across trials
CALIFORNIA VERBAL LEARNING TEST 3
6. Degree of vulnerability to interference
7. Short-term and long-term information retention
8. Improvement in recall when evoked by categories or by recognition
9. Recognition indices
10. Perseverations and intrusions in memory
11. False positives in recognition
How to take the California verbal learning test:
For the test, we are presented with two lists, A and B, with 16 words.
in each one.
We start with list (A) which we can tell the person we are going to perform the
test what the Monday shopping list is and what she has to buy, we proceed to
tell her the list, indicating that once you finish pointing out the things, she will say the most important one.
amount of words that she remembers, regardless of the order in which she says them. It is noted what she
go saying in essay 1, then we will repeat the list for essay 2, indicating that you should say
what is agreed upon and do not forget to include what was already mentioned in essay 1, and so on
we will do up to essay 5.
Next, we will inform the person we are giving the test to that we are going to
to make known the list (B) which we will call Tuesday's market list and he or she will
He will indicate that he remembers this list (B) and we will note it down when he says no.
remember more, we will ask him now what he remembers from the list (A) and we will note what he tells us
say.
CALIFORNIA VERBAL LEARNING TEST 4
Then to fill in the following table, we will ask you to classify the words.
those listed in (A), which are condiments, tools, fruits, and clothing items,
We will note each of your answers.
It can be said that up to this point we would be working with short-term memory, then
we continue giving a break to the person we tested for 20 minutes in the
We will evaluate your long-term memory after the 20 minutes in which you have rested.
talking about other things we will ask him what he remembers from the list (A) and we will note it down
what it tells us, then it classifies us or tells us what it remembers about clothing, fruits,
tools and condiments and everything they tell us we will write down.
After this, we will conclude with the recognition list, which is about us.
we are going to read the things that are found there and the one who presents the test answers us if that is
I found it in the list or we will not note their answers.
Once the process with the person we tested is completed, we
We will start the part of classifying whether they answered correctly or incorrectly in the following manner:
In table (1) what we do is look at the correct ones that are written with (C), the
perseverations with (P) which are the repeated ones, the intrusions with (I) which are the ones that are
incorrect ones that were not in the list, we count how many there are of each one and at the bottom
from the table we will place the result, then there is a box that says A.S this is the
semantic assignment involves classifying the list of phrases that the presenter told us
test and see if he said in groups for example if he said pears then grapes it would be one (A.S) or bag and
Often jacket is another (A.S) since it associates them in clothing, fruits, etc.
CALIFORNIA VERBAL LEARNING TEST 5
In the second box, we proceed to do the same by looking at the (C), (P), and (I).
we will place in the box indicated as T, similarly we will classify if there is (A.S). In the end
In the box, we write the values of each one.
For the third frame, we will no longer work with (A.S), only with (C), (I), and (P) we will count.
how many are there in each classification seasonings, tools, fruits and clothing.
In the fourth box in cell T, we will place whether they are (C), (P), and (I) as well.
we will classify the (A.S) and proceed to total them to write them at the end of that box, in the
part where clothing, tools, fruits, and spices also appear
we write C, P or I.
In the fifth box, which is the recognition list, we will write and total how many
had correct ones.
CALIFORNIA VERBAL LEARNING TEST 6
Bibliography.
California Verbal Learning Test
California manual test.Retrieved from: https://es.scribd.com/document/252931844/test-of-
california-manual
