Development of Auditory-Verbal Learning Test for Japanese School-aged Children（AVLT-JSC）and Preliminary Application to Typically Developing Elementary School Students

Abstract

Background：Children with memory impairment due to acquired brain injuries often have difficulty returning to school and learning. Therefore, support based on the characteristics of memory impairment is essential. In Japan, there are no standardized verbal memory tests for school-aged children. Methods：We developed two sets of Auditory-Verbal Learning Tests for Japanese School-aged Children (AVLT-JSC) and applied them preliminarily to 25 typically developed children (aged 6-8 years：n = 15, aged 9-12 years：n = 10). Results：The results showed no significant differences in the number of correctly recalled words between both sets, suggesting that they are equally difficult. The learning curve showed an effect for each age group with no ceiling or floor effects. The number of correctly recalled words was significantly higher in the older group (aged 9-12 years) than in the younger group (aged 6-8 years), excluding immediate recall in set 2. Memory strategies were used more frequently in the older group than in the younger group, suggesting that the development of brain function in the older group enabled the use of effective memory strategies. Conclusion：The AVLT-JSC is useful for the assessment of verbal memory in Japanese school-aged children.