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Essentials of the California Verbal Learning Test

by Thomas J. Farrer and Lisa Whipple Drozdick

Edited by

Thomas J. Farrer

Lisa Whipple Drozdick

This edition first published 2020

© 2020 John Wiley & Sons Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.

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Library of Congress Cataloging-in-Publication Data

Names: Farrer, Thomas J. (Thomas Jeffrey), 1983- editor. | Drozdick, Lisa Whipple, editor. | John Wiley & Sons.

Title: Essentials of the California Verbal Learning Test : CVLT-C, CVLT-2, & CVLT3 / edited by Thomas J Farrer & Lisa Drozdick. Other titles: Essentials of psychological assessment series.

Description: First Edition. | Hoboken : Wiley, 2020. | Series: Essentials of psychological assessment | Includes index.

Identifiers: LCCN 2019051999 (print) | LCCN 2019052000 (ebook) | ISBN 9781119578567 (Paperback) | ISBN 9781119578604 (Adobe PDF) | ISBN 9781119578451 (ePub)

Subjects: LCSH: Verbal learning—Testing—Handbooks, manuals, etc. | Memory—Testing—Handbooks, manuals, etc. | Neuropsychological tests—Handbooks, manuals, etc.

Classification: LCC LB1060 .E86 2020 (print) | LCC LB1060 (ebook) | DDC 370.15/23—dc23

LC record available at https://lccn.loc.gov/2019051999

LC ebook record available at https://lccn.loc.gov/2019052000

Cover Design: Wiley

Cover Image: © Greg Kuchik/Getty Images

During development in childhood, verbal learning and memory are key to success in school and language acquisition and development. A large portion of time is spent in activities requiring retention of verbal information, such as conversations with parents and peers, reading, and interacting with digital devices. The ability to encode and retain verbal information remains elemental throughout the lifespan as much learning and social interaction requires adequate verbal learning and memory ability. Therefore, the assessment of verbal memory is an essential component of clinical and neuropsychological evaluations. This is particularly relevant for evaluations of individuals with known or suspected cognitive or language impairments. Many developmental, neurological, and psychiatric disorders involve disruption or impairment of memory processes (e.g., attention-deficit hyperactivity disorder, dementia, traumatic brain injury). Although some areas of memory decline normally with age (Salthouse, 1996; Tromp, Dufour, Lithfous, Pebayle, & Després, 2015), the prevalence of memory disorders increases with age and memory complaints are a frequent concern cited by older adults. Evaluation of memory processes can assist in differentiating normative development and decline across the lifespan from memory deficits related to insidious origins.