ABSTRACT
New versions of three verbal learning tests (paragraph learning, list learning, and word-pair learning) were normed on 420 subjects, aged 20 to 79. These tasks used multiple acquisition trials, employed a delayed retention trial, incorporated the Buschke Selective Reminding procedure and utilized a continuum of free-recall, cued-recall, and recognition tasks. Norms are presented for six, 10-year age groups equated for intellectual level and gender. Normative groups also were screened for depression, dementia, and psychiatric illness. Results showed that all three tasks were highly reliable, demonstrated promising construct validity, and appeared to be measuring the same underlying cognitive function. Basic interpretative stategies for use with clinical data are proposed.
