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RAVLT and Nonverbal Analog: French Forms and Clinical Findings

Published online by Cambridge University Press:  02 December 2014

Viviane Sziklas  and
Marilyn Jones-Gotman
Viviane Sziklas
Affiliation:
Montreal Neurological Institute, Department of Psychology, McGill University, Montreal, Quebec, Canada
Marilyn Jones-Gotman
Affiliation:
Montreal Neurological Institute, Department of Psychology, McGill University, Montreal, Quebec, Canada
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Abstract

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Background:

Objective clinical evaluation of memory frequently requires serial testing but the issue of whether multiformed tests are equivalent and can be used interchangeably is seldom examined. An added problem in bilingual Canadian settings is the extent to which it is appropriate to measure French speakers’ performance on translations of English tests. The present work used the Rey Auditory Verbal Learning Test (RAVLT) and a nonverbal analog, the Aggie Figures Learning Test (AFLT), to examine whether a) different forms of the same test are equivalent, b) performance on the two tests is comparable, c) two language groups perform similarly, and d) the RAVLT can detect dysfunction in patients with temporal lobe epilepsy (TLE).

Methods:

We compared three French versions of the RAVLT and three forms of the AFLT in 114 healthy francophone adults. We subsequently compared the performance of the same francophone subjects to a previously obtained sample of anglophones on both tests, and then administered the RAVLT to anglophone or francophone patients with TLE.

Results:

For both tasks the three forms were equivalent and performance on the RAVLT was comparable to that on the AFLT. Francophone subjects performed slightly worse on the RAVLT compared to anglophones but performance of the two language groups did not differ on the AFLT. Finally, left TLE patients were impaired compared to right on the RAVLT, but no performance differences were observed across the two language groups in the patient sample.

Conclusions:

The RAVLT and AFLT are useful tools for examination of learning and memory in French and English speaking populations. On the RAVLT, the lesion effect in patients is not affected by differences in performance between language groups.

Résumé:

RÉSUMÉ: <span class='bold'> <span class='italic'>Contexte:</span></span>

L'évaluation clinique objective de la mémoire requiert souvent des tests sériés. Cependant, on ne sait pas si les tests multiformes sont équivalents et peuvent ètre utilisés de fa9on interchangeable. De plus, on ne sait pas s’il est approprié de mesurer la performance d’un francophone au moyen de traductions de textes anglais, ce qui constitue un problème additionnel. Dans cette étude, nous avons utilisé le Rey Auditory Verbal Learning Test (RAVLT) et un analogue non verbal, le Aggie Figures Learning Test (AFLT), pour évaluer si : a) des formes différentes du mème test sont équivalentes; b) les résultats sont comparables lorsque deux tests sont administrés; c) les résultats sont les mèmes pour des groupes de langue différente; d) le RAVLT peut détecter une dysfonction chez les patients atteints d’épilepsie du lobe temporal (ÉLT).

<span class='bold'> <span class='italic'>Méthodes:</span></span>

Nous avons comparé trois versions fran9aises du RAVLT et trois formes du AFLT chez 114 adultes francophones en bonne santé. Nous avons ensuite comparé les résultats des mème sujets francophones à ceux d’un échantillon de sujets anglophones pour lequel ces données avaient déjà été obtenues. Nous avons ensuite administré le RAVLT à des patients anglophones ou francophones atteints d'ÉLT.

<span class='bold'> <span class='italic'>Résultats:</span></span>

Pour ces deux taches, les trois formes étaient équivalentes et les résultats du RAVLT étaient comparables à ceux de l’AFLT. Les sujets francophones avaient des résultats légèrement moins bons au RAVLT par rapport aux anglophones, mais les résultats dans les deux groupes linguistiques au AFLT n’étaient pas différents. Finalement, le RAVLT objectivait une atteinte chez les patients présentant une ÉLT gauche par rapport à ceux qui avaient une ÉLT droite. Cependant, aucune différence n’a été observée selon la langue chez les patients.

<span class='bold'> <span class='italic'>Conclusions:</span></span>

Le RAVLT et l’AFLT sont utiles pour l’examen de l’apprentissage et de la mémoire dans des populations de langue fran9aise et de langue anglaise. L’effet de la lésion chez les patients n’est pas influencé par une différence de résultats entre les groupes linguistiques.

Type
Original Articles
Information
Canadian Journal of Neurological Sciences , Volume 35 , Issue 3 , July 2008 , pp. 323 - 330
Copyright
Copyright © The Canadian Journal of Neurological 2008

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