Rey Auditory Verbal Learning Test of University Students

Margaretha Sih Setija Utami, Augustina Sulastri, Haryo Guritno


This research aimed to study the relationship between age and sex with each subtest of the RAVLT- Rey 1964 version. There were 108 students participated in this research. Their ages ranged from 18-38 year old. There were 40 male and 68 female participants. The results of the research showed that there were significant negative correlations between age and short term retention (r= -0.215 p< 0.05), and long term memory (r = -0.283, p<0.01). But there was no significant correlation between age and verbal learning over trial (r= -0,126, p>0.05). There was no significant differences between male and female participants on the three results of the RAVLT. However, we found that there were signifantly differences between male and female students on trial A4 score tM-F= -2,746, p<.05, on the differences score between A3 and A44 (tM-F= -2,164, p < .05,) and on the differences between A4 and A5 (tM-F= 2,494), p< .05.


RAVLT, age, sex, university students

Full Text:



Akgun, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology, 23 (3), 287 – 294.

Bezdicek, O., Stepankova, H., Moták, L., Axelrod, B.N., Woodard, J. L., Preiss, M., Nikolai, T., Ružicka, E., & Poreh, A. (2014). Czech version of Rey Auditory Verbal Learning Test: Normative data. Aging, Neuropsychology, and Cognition, 21 (6), 693 – 721.

Carbia, C. , Cadaveira, F., Caamano-Isorna, F., Rodriguez-Holguin, S., & Corral, M. (2017). Binge Drinking during Adolescence and Young Adulthood with associated with deficits in verbal episodic memory. Plos One, 12(2), 1-17. DOI:10.1371/journal.pone.0171393

Colom. R., Escorial, S., Shih, P.C., & Privado, J. (2007). Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents. Personality and Individual Differences, 42, 1503 – 1514.

Correia, A.F. & Osorio, I.C. (2013). The Rey Auditory-Verbal Learning Test: Normative Data Developed for the Venezuelan Population, Archives of Clinician Psychology, 29, 206-215

Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and Educational Attainment. Intelligence, 35, 13 – 21.

Denhart, S. (2018). A Comparison of the Rey Auditory-Verbal Learning Test and the Wechsler Scales. (A Specialty Study). Murray State University, Murray.

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. DOI: 10.1177/1529100612453266

Fichman, H.C.,Dias, L.B.T., Fernandes, C.S., Lourenço, R., Caramelli, P., & Nitrini, R. (2010). Normative data and construct validity of the Rey Auditory Verbal Learning Test in a Brazilian elderly population. Psychology & Neuroscience, 3(1), 79-84. DOI: 10.3922/j.psns.2010.1.010

Hair, N.L., Hanson, J.L., Wolfe, B.L., & Pollak, S.D. (2015). Association of Child Poverty, Brain Development, and Academic Achievement. JAMA Pediatrics, 169 (9), 822 – 829.

Ishak, I., Jufri, N.F., Lubis, L.H., Saat, N.M., Omar, B., Arlin, R.,.& Mohamed, N. (2011). The Study of Working Memory And Academic Performance of Faculty Health Science Student, Universiti Kebangsaan Malaysia. Prosiding Kongres Pengajaran & Pembelajaran UKM201, 17 – 20 Desember 2011, di Universiti Kebangsaan Malaysia.

Kessel, R. P.C., & Hendriks, M. P.H. (2016). Neuropsychological Assessment. In Howard S. Friedman (Editor in Chief), Encyclopedia of Mental Health, 2nd Edition, Vol. 3 (pp. 197 – 201). Waltham, MA: Academic Press.

Khosrafi_Fard, E., Kellor, J.L., Bagheban, A.A., & Keith, R.W (2016). Comparison of the Rey Auditory Verbal Learning Test (RAVLT) and Digit Test among Typically Achieving and Gifted Students. Iran Journal of Child Neurology, 10(2):26-37.

Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42, 441 – 451.

Lavoie, M., Bherer, L., Joubert, S., Gagnon, J-F., Blanchet, S., Rouleau, I., Macoir, J., & Hudon, C. (2018). Normative data for the Rey Auditory Learning Test in the older French-Quebec population. The Clinical Psychologist, 1 – 14.

Magalhaes, S.S. & Hamdan, A.C. (2010). The Rey Auditory Verbal Learning Test: normative data for the Brazilian population and analysis of the influence of demographic variables. Psychology & Neuroscience, 3(1), 85 – 91. DOI: 10.3922/j.psns.2010.1.011

Manna,S., Pal, A., & Dhara, P.C. (2016). Variation of cognitive skill on age and sex of primary school children of West Bengal. J.Bio.Innov 5(6), 939-951

Moradi, E., Hallikanen, I., Hänninen, T., Tohka, J., & Alzheimer’s Disease Neuroimaging Initiative. (2017). Rey’s Auditory Verbal Learning Test Scores can be predicted from whole brain MRI in Alzheimer’s disease. NeuroImage: Clinical, 3, 415 – 477.

Munjir, N., Othman, Z., Zakaria, R., Shafin, N., Hussain, N. A., Desa, A. M., & Ahmad, A. H. (2015). Equivalence and practice effect of alternate the forms for Malay version of Auditory Verbal Learning Test (MAVLT). EXCLI Journal, 14, 801 – 808.

Neblina, C. (2012). Construct and Criterion Validity of The Rey Auditory-Verbal Learning Test-Spanish Version in Adults with Traumatic Brain Injury. (Thesis). University of Nevada, Las Vegas.

Ormrod, J.E., Saklofske, D.H., Schwean, V.L., Harrison, G.L., & Andrews, J.J. (2006). Principles of Educational Psychology (Canadian Edition). Toronto, Canada: Pearson Education, Inc.

Paštrnák, M., Šulcová, K., Dorazilová, A., & Rodriguez, M. (2018). Alternative forms parallel to the Czech versions of Rey Auditory Verbal Learning Test, Complex Figure Test and Verbal Fluency. Cesk Slov Neurol N, 81/ 114(1): 73– 80. doi: 10.14735/amcsnn201873.

Pinel, P.J., & Barnes, S.J. (2019). Biopsikologi Edisi Kesepuluh (Alihbahasa: Helly Prajitno Soetjipto & Sri Mulyani Soetjipto). Yogyakarta: Pustaka Pelajar.

Rusk, N., & Rothbaum, F. (2010). From stress to learning: Attachment Theory meets Goal Orientation Theory. Review of General Psychology, 14 (1), 31 – 43.

Ruth, B., Becker, N., Romeyke, S., Schafer, S., Dominick, F., & Spinath, F. M. (2015). Intelligence and School-grades: A Meta-analysis. Intelligence, 53, 118 – 137.

Stetkiewicz-Lewandowicz, A., & Borkowska, A. (2013). Neuropsychological tests in a group of patients with ischemic heart disease. Psychiatria Polska, 47(1), 5-14.

Teruya, L.C., Ortiz, K.Z., & Minett, TSC. (2009). Performance of normal adults on Rey auditory Learning Test. A pilot study. Arq Neuropsiquiatr;67(2-A):224-228.

Vakil, E., Greenstein, Y., & Blachstein, H. (2010). Normative data for composite scores for children and adults derived from the Rey Auditory Verbal Learning Test. The Clinical Neuropsychologist, 24: 662–677. DOI: 10.1080


Print ISSN : 1411-6073 | online ISSN : 2579-6321 View My Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.