俄罗斯雷伊听觉语言学习测验(RAVLT): 5-18岁儿童版本比较及规范数据。

IF 1.9 3区 心理学 Q3 CLINICAL NEUROLOGY
Olga Buivolova, Svetlana Malyutina, Alexandra Morozova, Makar Fedorov, Militina Gomozova, Vladislava Loshchinina, Olga Dragoy
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引用次数: 0

摘要

雷伊听觉言语学习测试(RAVLT)是一种广泛使用的神经心理学工具,用于评估言语记忆的各个方面。我们为讲俄语的儿童提供了一个RAVLT版本,以两套材料的数字形式开发。目前的研究旨在调查两种版本的俄罗斯RAVLT在心理语言特征方面是否相同,以及参与者在它们上的表现是否相当。其次,我们使用基于多元回归的方法计算了基于5-18岁俄语儿童(n = 239)的大型队列的规范。结果表明,这两个测试版本可以互换用于儿童记忆评估。此外,我们确定了9个原始试验分数和5个综合分数(总学习、学习率、回溯干扰、保留和检索效率分数)的表现的截止分数。只有年龄,而不是性别或测试版本,调节测试性能。新的俄语儿童RAVLT可以被临床医生和研究人员用来检测讲俄语的儿科人群的记忆障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Russian Rey Auditory Verbal Learning Test (RAVLT): version comparison and normative data for children aged 5-18 years.

The Rey Auditory Verbal Learning Test (RAVLT) is a widely used neuropsychological tool developed for assessing various aspects of verbal memory. We present a RAVLT version for Russian-speaking children, developed in digital form with two sets of materials. The current study aimed to investigate whether the two versions of the Russian RAVLT are equivalent in terms of psycholinguistic characteristics and whether participants perform comparably on them. Second, we computed the norms based on a large cohort of Russian-speaking children (n = 239) aged 5-18 years using a multivariate regression-based approach. Results demonstrated that the two test versions can be used interchangeably for memory assessment in children. Moreover, we determined the cutoff scores for performance on the nine raw trial scores and five composite scores (total learning, learning rate, retroactive interference, retention, and retrieval efficiency scores). Only age, but not sex or test version, modulated test performance. The new Russian RAVLT for children can be used by clinicians and researchers to detect memory impairments in the Russian-speaking pediatric population.

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来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
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