Abstract and Keywords
Over the last 50 years, results of free-recall experiments using categorized word lists have provided detailed information about how subjects encode, store, and retrieve words from memory and how they control their attentional resources and develop organizational strategies to optimize verbal learning and memory. The basic experimental methodology is now well understood and has been used to develop several clinical instruments that are routinely used by neuropsychologists to assess verbal learning and memory disorders in a range of clinical populations. This chapter summarizes three new studies that used the California Verbal Learning Test (CVLT) with deaf children and adults who received cochlear implants. In addition to the “primary measures” of immediate free and cued recall, the CVLT also provides several “process measures,” such as repetition learning, primacy and recency effects, proactive (PI) and retroactive interference (RI), semantic, serial and subjective clustering, short- and long-delayed free and cued recall, response intrusions, and recognition memory. The study of verbal learning and memory represents a new approach to understanding variability in speech recognition and spoken-language outcomes following implantation and provides new knowledge about the elementary cognitive processes that form the core building blocks of word recognition, lexical access, and spoken-language understanding.
Keywords: cochlear implants, California Verbal Learning Test, free recall, repetition learning, primacy effects, recency effects, proactive interference, retroactive interference, semantic clustering, serial clustering
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