Brief Description

The test requires the participant to learn 16 everyday objects, which are presented repeatedly and grouped into four semantic categories. The objects are placed in a predetermined arrangement, and the participant is asked to recall them accurately, both immediately and after a delay. The procedure evaluates the ability to acquire and store new information long-term and is associated with recall, recognition, and the use of memory strategies.

Purpose

The aim of the test is to provide a valid assessment of memory and learning capacity, particularly in individuals who are illiterate or exhibit brain dysfunction. It is based on the hypothesis that illiterate individuals may process information differently from literate individuals, which may affect their performance on traditional neuropsychological assessments.

Scoring Method

The test evaluates the learning curve, recall and recognition accuracy, the number of perseverative responses and intrusions, as well as the use of conceptual strategies. Performance is assessed both quantitatively and qualitatively, based on improvement across trials and the correctness of responses.

Validity

The test’s validity is supported by research literature emphasizing the need for differentiated memory assessment approaches in populations with low educational backgrounds. The selection of objects and the method of presentation ensure the tool’s appropriateness for individuals without reading skills.

Reliability

Although specific reliability data is not included in this summary, the repetitive nature of the test, the clear presentation procedure, and the measurement of multiple parameters (recall, interference, strategy use) enhance the expected reliability of the tool.

Data Analysis and Use

Data analysis focuses on the participant’s ability to learn and retain new information, especially in individuals who are illiterate or have brain damage. The tool can be used for research purposes as well as in clinical settings to diagnose cognitive deficits and monitor rehabilitation progress.

References

Folia, V., & Kosmidis, M. H. (2003). Assessment of memory skills in illiterates: Strategy differences or test artifacts? The Clinical Neuropsychologist, 17, 143–152.