CVLT-C Sample Report
CVLT-C Sample Report
CVLT-C Sample Report
I VERBAL
I I • LEARNING
TEST®
CHILDREN'S VERSION
PsychCore
A brand of Harcourt Assessment, Inc.
CAL.IFORNlA
VERBAL
LEARNIXG
TEST®
SCORING ASSISTANr@withREPORT WHITER
CHILDREN'S VERSION
Learning Characteristics:
The words that make up List A are fruits, clothing, or toys. The words are mixed up so that no two
words from the same category are presented consecutively. Two learning strategy scores are
calculated from List A. Semantic clustering, where words from the same category are remembered
together (e.g., "peaches, grapes"), is usually more effective than serial clustering, where words are
remembered in the order in which they were presented. Kayden's use of semantic clustering, the
more effective learning strategy, was below average for his age. Kayden tended not to use this
active strategy for learning verbal information. Additionally, he tended to use serial clustering, a
less effective strategy, more than others his age did.
Active learners tend to recall words from the more difficult regions of the list, that is, the beginning
and middle, while passive learners are more likely to recall words from the end of the list.
Kayden's recall of words was low average from the beginning of the list, average from the middle
of the list, and within the expected range from the end of the list. These findings reflect a
somewhat atypical pattern of recall from different regions of the list.
Consistency is a measure of how well the same words are remembered on consecutive trials. The
higher the consistency index, the more likely the student used some type of organizational strategy
in his or her approach to learning. Kayden's consistency index was high average. Learning slope
refers to the average number of new words learned on each trial after the first. Kayden recalled an
average of 1.5 new words each time the list was presented on Trials 2 through 5. His learning slope
was average. Kayden's performance reflected a normal increase in the number of new words
recalled from trial to trial.
On the Short Delay Free Recall trial, no help or cues are given to assist in remembering the List A
words. After this trial, category cues, such as, "Tell me all the things from List A that are fruits" are
given for each of the three categories. When provided with these cues, Kayden recalled 10 of the
15 words, which was average for those in his age group.
Compared with free recall, Kayden did not benefit from the category cues relative to others his age.
Kayden actually recalled fewer words when provided with the category cues than when recalling
words on his own. This suggests that he has difficulty using semantic strategies to remember verbal
information.
Compared with free recall, Kayden benefited from the category cues about the same as others his
age. Kayden again recalled fewer words when provided with the category cues than when he
recalled words on his own. This suggests that he has difficulty using semantic strategies to
remember verbal information.
Response bias refers to the tendency to favor "yes" or "no" answers on recognition tasks. Kayden's
response bias index was 0.00, indicating that he did not exhibit a strong "yes" or "no" bias on the
recognition test.
Recognition Discriminability is the single best recognition memory measure because it assesses the
ability of a child to identify correct words (hits) relative to the ability to reject wrong words (false
positives). This score can range from 100%, when the child says "yes" to all hits and "no" to all
false positives, to a chance performance of around 50%. Kayden's recognition discriminability of
97.78% was high average.
Taken together, the findings suggest that Kayden exhibited adequate encoding and retrieval skills
in learning verbal information.
Kayden's recall of words was low average from the beginning of the list, average from the middle
of the list, and within the expected range from the end of the list; these findings reflect a
somewhat
Kayden's learning slope reflected a normal increase in the number of new words recalled from trial
to trial. When presented with a second interference list, Kayden's recall was average. He exhibited
an unusually high degree of vulnerability to proactive interference from the first list.
After a short delay, Kayden's recall of the first list was high average. Category cueing failed to help
Kayden as much as others his age. Kayden actually recalled fewer words when provided with the
category cues than when recalling words on his own. This suggests that he has difficulty using
semantic strategies to remember verbal information.
Following a delay of about 20 minutes, Kayden's recall of the first list was high average for his
age. Category cueing after the long delay helped him about the same as others his age. Kayden
again recalled fewer words when provided with the category cues than when recalling words on his
own. This suggests that he has difficulty using semantic strategies to remember verbal information.
In terms of learning errors, Kayden's tendency to report intrusions was within the expected range
for his age on the free-recall trials and within the expected range for his age on the cued-recall
trials. His total intrusion rate was within the expected range for his age.
In addition, his perseveration rate was mildly elevated, indicating a slight tendency to repeat some
of the words. On a delayed recognition test for the List A words, Kayden's ability to discriminate
between words that were on List A and those that were not was high average for his age. His hit
rate was high average, and his false positive rate was within the expected range for his age group.
He did not exhibit a strong "yes" or "no" bias on the recognition test.
Kayden's ability to recognize information was about the same as his ability to recall it. Taken
together, these findings suggest that Kayden exhibited adequate encoding and retrieval skills in
learning verbal information.
Recommendations
The recommendations offered in this computer-generated report are provided as a Kayden of
possible memory exercises that may help the student develop more effective learning strategies.
The need for these or other memory exercises should be based not on a computer-generated report
per se, but rather on clinical findings from multiple sources, including additions or changes to
interpretations made regarding the student's CVLT-C findings, other test results, behavioral
observations, and input from teachers and parents.
In learning lists of words, Kayden tended not to use semantic clustering as a strategy for recalling
them. That is, when compared with others his age, he seldom spontaneously grouped the words
into meaningful categories in order to remember them. Kayden would likely benefit from learning
more effective strategies for remembering verbal information. Specifically, he should be taught to
think about the meaning of words when trying to remember them, and to recall words together that
are close in meaning. Provide memory training drills to Kayden that will enhance his use of
CVLT-C Scoring Assistant with Report Writer Version
2.0 Portions of this report are protected by copyright.
Copyright© 1998 by Harcourt Assessment, Inc.
semantic
After learning verbal material, Kayden tends to forget information over time more than the average
student his age does. Kayden may benefit from having lessons repeated to him on different days,
perhaps in condensed form, in order to ensure that this information is well-encoded into his
memory. Kayden should be encouraged to associate new material with previously learned material
and to elaborate new concepts. For example, rather than merely repeating spelling words over and
over, Kayden should be encouraged to use such techniques as imagery. For example, the letters in
the word "car" could be formed in such as way as to resemble a car.
Kayden has a tendency to repeat himself when recalling information. Provide memory drills that
will encourage monitoring ofrecall. For instance, read a list of words and tape record his recall of
the list. Next, play back the recording and instruct him to indicate whether he repeated a word.