Date of Award

7-25-2005

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Committee Chair

Michael Daniel, Ph.D.

Second Advisor

Benson Schaeffer, Ph.D.

Third Advisor

Michel Hersen, PhD, ABPP

Rights

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Abstract

Education has been shown to affect neurocognitive test scores generally and memory in particular for normal subjects, and verbal ability is associated with performance on verbal neuropsychological tests. Results of studies investigating education effects for the first version of the California Verbal Learning Test were equivocal, and full-scale IQ and verbal IQ effects were found for some test scores. This study examined the effects of education and general verbal ability for scores on the second version of the test for 60 subjects divided into Low Education and High Education groups. Using t-tests, education effects were found to be significant only for Short Delay Free Recall. Significant differences were not found when subjects were divided into Average Vocabulary and High Vocabulary groups. However, bivariate correlations revealed significant relationships between vocabulary scores and 5 test variables, accounting for a small amount of score variance. The clinical implications of normative data incorporating education and general verbal ability are discussed.

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