Purpose of the Questionnaire (Scale)

The Rey Verbal Learning Test (RVLT) aims to assess an individual’s ability to encode, consolidate, retain, and retrieve verbal information. It is intended for clinical psychologists, neuropsychologists, and researchers studying cognitive functions, primarily in cases of neurological or psychiatric disorders. It constitutes a tool for measuring verbal learning and memory and is widely used both in the international and the Greek scientific context.

Questionnaire (Scale) Analysis

The test was developed by A. Rey and adapted for the Greek population by L. Messinis, I. Tsakona, S. Malefaki, and P. Papathanassopoulos. It includes five successive presentations of List A (15 words), one interference trial with List B (15 words), immediate recall of List A, two delayed recall trials (30 and 45 minutes), and one recognition trial. The subscales evaluated are related to verbal learning, consolidation, and recall.

Scoring of Items

Each correctly recalled word corresponds to one point. The total score (T) results from the sum of points across the five trials of List A and ranges from 0 to 75. Immediate recall is assessed by the points obtained immediately after the presentation of List A (0–15), while delayed recall is evaluated based on performance in the two later recall trials (0–15). Finally, the recognition trial also provides a maximum score of 15 points.

Statistical Analysis

The individual indices of the test fall within predetermined ranges: the total score from 0 to 75, immediate and delayed recall from 0 to 15, and recognition also from 0 to 15. A high score indicates good verbal learning and recall ability, whereas low performance may be associated with cognitive difficulties or neurological impairment.

Validity of the Questionnaire (Scale)

The validity of the RVLT has been confirmed using parametric tests, such as the t-test, which revealed statistically significant differences between healthy individuals and those with neurological conditions such as Alzheimer’s disease or HIV. The test has proven effective in discriminating between different population groups.

Reliability of the Questionnaire (Scale)

The RVLT demonstrates high reliability, with an internal consistency coefficient (Cronbach’s α) above 0.80, while also showing stability of results in repeated measurements (test–retest reliability), confirming its scientific validity as an assessment tool.

References

Greek 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.
Foreign References
Rey, A. (1964). L’examen clinique en psychologie. Paris: Presses Universitaires de France.
Lezak, M. D., Howieson, D. B., & Loring, D. W. (2012). Neuropsychological Assessment (5th ed.). Oxford University Press.

Keywords

Memory test, verbal learning, neuropsychological assessment, Rey, validity, reliability, Greek sample.