Rey Visual Design Learning Test
Background
The Rey Visual Design Learning Test (RVDLT) is a neuropsychological assessment tool for non-verbal learning and memory. Specifically, the RVDLT assesses immediate memory span, new learning, and recognition memory for geometric shapes.
The test was designed by Otfried Spreen and Esther Helen Strauss (1991) as the non-verbal analog to André Rey's 'Rey Auditory Verbal Learning Test' (RAVLT) that he published in 1964. While André Rey did not design the RVDLT himself, the nonverbal analog became nonetheless known under his name.
Like the RAVLT, the RVDLT consists of three phases:
Learning phase with immediate free recall (usually repeated three times): Presents a sequence of 15 geometric shapes at a steady pace. Immediately after the shape sequence, participants are asked to reproduce as many of these shapes as they can, usually in whatever order.
Delayed free recall phase: After a delay (e.g. 20 minutes), participants are again asked to reproduce as many of these shapes as they can, usually in whatever order.
Recognition test phase: Participants are presented with several shapes and have to decide whether the shape was part of the learning sequence or not. Usually half the shapes are learning shapes, the other half are distractor items.
While effective as an assessment tool for non-verbal memory, the RVDLT is less widespread because its abstract figures are difficult to score objectively. Evaluating a patient’s handwritten, imperfect sketch of a complex geometric design across several trials requires a strict, time-consuming protocol. Consequently, many researchers and clinicians rely on standard geometric recognition tests instead.
The Millisecond implementation of the RVDLT is based on the publication by P. Wilhelm from 2004 who provided initial validation data for the test in elementary school children. The Millisecond RVDLT collects screencaptures of the reproduced shapes during the recall trials but relies on manual scoring for the output. Recognition memory is scored automatically.
Task Procedure
Participants are presented with a fixed sequence of 15 shapes, one at a time, each presented for 2 seconds. Once the sequence has finished, participants are asked to reproduce ('recall') as many of the shapes as they can by drawing the shapes on the Screen using the mouse, fingers or stylus pens. A screenshot of each submitted shape is saved for later analyses.
The recall phase concludes once 15 shapes have been submitted. The learning/immediate recall sequence is repeated 2 more times before a 1 minute (editable timing parameter) break, after which participants work through a delayed recall and recognition task. The recognition task consists of the presentation of 30 shapes presented all at once. The location of the shapes is randomly determined for each participant. Participants are asked to select all the shapes they remember from the learning phase. Once they select a shape, the shape is removed from the screen. After 15 items have been selected, the test ends.
What it Measures
The Rey Visual Design Learning Test (RVDLT) are cognitive-behavioral assessments of non-verbal learning and episodic memory.
Psychological domains
- Short-term Memory: Temporary storage of information (limited)
- Long-term Memory: Long-term storage of information
- Episodic Memory: Type of declarative long-term memory that involves the recollection of specific event instances or episodes
- Acquisition: The ability to absorb new information over repeated exposures
- Encoding: Ability to organize and store information in long-term memory
- Retrieval: Ability to retrieve information from long-term memory
- Retention: Ability to hold on information in long-term memory
Main Performance Metrics
- Recognition Hit Rate: Proportion of correctly selected sequence shapes
- Recognition Commission Rate: Proportion of incorrectly selected distractor shapes
- Recognition Score: Difference in the number of correctly and incorrectly identified shapes
Psychiatric Conditions
The RVDLT has been used with the following patient groups
- **Mild Cognitive Impairment (MCI) **
- Traumatic Brain Injury (TBI)
- Attention Deficit Hyperactivity Disorder (ADHD)
A computerized version of the Rey Visual Design Learning Test described in Wilhelm (2004) in which particpants are presented 15 simple figures followed by recall (drawing) and recognition tests.
References
Search Google Scholar for peer-reviewed, published research using the Inquisit Rey Visual Design Learning Test.
Begré, S., Kiefer, C., Von Känel, R., Frommer, A., & Federspiel, A. (2009). Rey Visual Design Learning Test performance correlates with white matter structure. Acta Neuropsychiatrica, 21(2), 67-74.
P. Wilhelm (2004). Reliability and Validity of the Rey Visual Design Learning Test in Primary School Children, Journal of Clinical and Experimental Neuropsychology, 26:7, 981-994.
Foster, Paul S., Drago, Valeria, & Harrison, David W. (2009). Assessment of nonverbal learning and memory using the Design Learning Test. The Journal of Psychology, 143(3), 245.
Wilhelm, P., Maathuis, I., & Matzner, M. (2011). Effect of Verbal Encoding and Motor Memory on Test Performance in the Rey Visual Design Learning Test. Applied Neuropsychology, 18(1), 54-60.