Brief Description

The Rey Verbal Learning Test is a well-established and widely used assessment tool for evaluating verbal memory and learning. It consists of the presentation of two word lists aimed at assessing an individual’s ability to encode, consolidate, and recall verbal information. List A contains 15 nouns, which are presented five times. This is followed by the presentation of a second list (List B) as an interference task, after which two recall trials of List A are conducted: one immediately and one after a delay of 20 to 45 minutes. Finally, a recognition task is administered, in which the participant must identify the words from List A among unrelated distractors. The words are selected based on phonological and semantic criteria.

Purpose

The test evaluates an individual’s ability to learn, retain, and recall verbal information. It is suitable for diagnosing or monitoring memory disorders, as well as for the differential diagnosis of neurological or psychiatric conditions affecting memory function.

Scoring Method

The number of correctly recalled words in each trial is recorded separately. The performances in the five initial trials of List A are summed to yield a total learning score (Trial T). Trials 1 and 5 may also be evaluated independently. Additional scores include performance on the interference trial (List B), delayed recall, and recognition tasks.

Validity

The validity of the test was examined by comparing the performance of 40 cannabis users with that of healthy participants. The two groups did not differ significantly in education level, age, or gender. However, significant differences were observed in the cannabis users’ performance on repeated learning trials and delayed recall, confirming the test’s diagnostic sensitivity. The only trial in which no statistically significant difference was found between the groups was Trial B.

Reliability

Although specific reliability indices are not reported in this presentation, the Rey Verbal Learning Test is internationally recognized as a reliable instrument. Its internal consistency and test–retest stability have been confirmed through numerous studies.

Data Analysis and Use

Data are analyzed using descriptive statistics (means and standard deviations) and comparative analysis between groups (e.g., t-tests). The test is widely used to assess neurocognitive function and to detect early signs of neurodegenerative disorders. Its various components allow for the evaluation of different aspects of verbal learning, including immediate memory, learning ability, interference effects, delayed recall, and recognition.

References

Messinis, L., Tsakona, I., Malefaki, S., & Papathanasopoulos, P. (2007). Normative Data and Discriminant Validity of Rey’s Verbal Learning Test for the Greek Adult Population. Archives of Clinical Neuropsychology, 22, 739–752.
Rey, A. (1964). L’examen clinique en psychologie [Clinical tests in psychology]. Paris: Presses Universitaires de France.