Examining Validity of the Standardized Verbal Paired Associates Learning Test

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  • Adachi Kohei
    Department of Comprehensive Community Care Service, Faculty of Humanities, Nagasaki Junshin Catholic University.
  • Ijuin Mutsuo
    Department of Communication Sciences and Disorders, Faculty of Health and Welfare, Prefectural University of Hiroshima
  • Otsuki Mika
    Graduate School of Health Sciences, Hokkaido University
  • Koike Atsushi
    Faculty of Nursing, Mie Prefectural College of Nursing
  • Ishiai Sumio
    Department of Rehabilitation Medicine, Sapporo Medical University School of Medicine

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  • 標準言語性対連合学習検査 (S-PA) の妥当性に関する検討

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<p>  Based on data collected for standardization of the newly developed verbal paired associates learning test (S-PA) , this study analyzed associations between the number of correct answers on the S-PA and results of other neuropsychological tests in order to further understand the S-PAʼs concurrent validity profile. This study used the data from 758 normal control and 48 patients with brain damage that were collected at the time the S-PA was being developed. To examine the associations between the S-PA and other neuropsychological tests, the Word Fluency Test (WFT) and two sub-tests of the Wechsler Adult Intelligence Test-III (WAIS-III; Digit Span and Similarities) were used to analyze data from the healthy persons; for the patients with brain damage, the WFT, WAIS-III sub-tests, and three sub-tests of the Wechsler Memory Scale-R (WMS-R; Verbal Memory Index, Verbal Paired Associates, Logical Memory) were used. High correlations were found between the number of correct answers on the S-PA and performance on the WMS-R Verbal Memory Index and Verbal Paired Associates sub-tests, which is evidence of high concurrent validity of the S-PA as a verbal memory test. However, correlations were low between the S-PA and the WMS-Rʼs Logical Memory sub-test, suggesting that the S-PA is a test that measures a construct different from memorizing stories. In addition, the results of this study indicate that S-PA performance may also be associated with extensiveness of vocabulary, ability to find similarities among words, and speed of handling and processing visual images.</p>

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