Display options
Cite
van den Burg W, Kingma A. Performance of 225 Dutch school children on Rey's Auditory Verbal Learning Test (AVLT): parallel test-retest reliabilities with an interval of 3 months and normative data. Arch Clin Neuropsychol. 1999;14(6):545-59doi: 10.1016/s0887-6177(98)00042-0.
van den Burg, W., & Kingma, A. (1999). Performance of 225 Dutch school children on Rey's Auditory Verbal Learning Test (AVLT): parallel test-retest reliabilities with an interval of 3 months and normative data. Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists, 14(6), 545-59. https://doi.org/10.1016/s0887-6177(98)00042-0
van den Burg, W, and Kingma, A. "Performance of 225 Dutch school children on Rey's Auditory Verbal Learning Test (AVLT): parallel test-retest reliabilities with an interval of 3 months and normative data." Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists vol. 14,6 (1999): 545-59. doi: https://doi.org/10.1016/s0887-6177(98)00042-0
van den Burg W, Kingma A. Performance of 225 Dutch school children on Rey's Auditory Verbal Learning Test (AVLT): parallel test-retest reliabilities with an interval of 3 months and normative data. Arch Clin Neuropsychol. 1999 Aug;14(6):545-59. doi: 10.1016/s0887-6177(98)00042-0. PMID: 14590582.
Copy Download .nbib Format: NLM
Share it on

Arch Clin Neuropsychol. 1999 Aug;14(6):545-59. doi: 10.1016/s0887-6177(98)00042-0.

Performance of 225 Dutch school children on Rey's Auditory Verbal Learning Test (AVLT): parallel test-retest reliabilities with an interval of 3 months and normative data.

Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists

W van den Burg, A Kingma

Affiliations

  1. Department of Neuropsychology, Groningen University, The Netherlands.

PMID: 14590582 DOI: 10.1016/s0887-6177(98)00042-0

Abstract

Performance on Dutch adaptations of Rey's AVLT was examined in a sample of 225 6- to 12-year-old Dutch school children, selected to be representative of the general population. With an interval of 3 months, they were tested twice, using two out of three test forms which proved to be parallel. No test-retest practice effects were apparent. Age had a considerable impact on test performance. Measured imperfectly, socioeconomic background and intellectual level had some additional influence, as did the examiner who administered the tests. Boys made more errors than girls. Normative data corresponded well with those collected in a smaller Australian sample, suggesting usefulness outside The Netherlands. With a parallel test-retest reliability of.70, which was reduced to.59 when the influence of age was taken into account, the most reliable AVLT measure was the total number of words correctly recalled over the five learning trials. On the basis of reliability data, implications for the clinical use of the AVLT are discussed.

Publication Types