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The Rey Auditory Verbal Learning Test: normative data developed for the Venezuelan population
Aline Ferreira Correia1, Ilva Campagna Osorio
1Private Bag 3, University of the Witwatersrand, 2050, Gauteng, South Africa.
Summary
New norms for the Rey Auditory Verbal Learning Test (RAVLT) in Venezuela show age and education significantly impact memory and learning performance. Gender and socioeconomic status had less influence on test results.
Area of Science:
- Neuropsychology
- Cognitive Psychology
- Psychometrics
Background:
- The Rey Auditory Verbal Learning Test (RAVLT) is a key tool for assessing auditory-verbal memory and learning.
- Existing RAVLT norms vary across languages and demographic groups.
- Venezuelan population-specific norms are needed to accurately interpret test results.
Purpose of the Study:
- To establish normative data for the Spanish version of the RAVLT in Venezuela.
- To investigate the influence of age, education, gender, and socioeconomic status on RAVLT performance in this population.
Main Methods:
- A Spanish version of the RAVLT was administered to 629 healthy Venezuelan adults using a quota sampling method.
- Pearson's correlation analysis was employed to examine relationships between demographic variables and RAVLT scores.
- Statistical significance was set at p < .001.
Main Results:
- RAVLT performance showed significant negative correlations with age (r = -.401) and socioeconomic status (r = -.196).
- RAVLT performance demonstrated a significant positive correlation with education (r = .386).
- No significant correlation was found between RAVLT performance and gender (r = -.054).
Conclusions:
- Age and education are critical demographic factors influencing RAVLT performance in the Venezuelan population.
- Specific norms for the Venezuelan population, accounting for age and education, are essential for accurate neuropsychological assessment.
- Gender and socioeconomic status were deemed less critical for norm development in this study.
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