Open AccessValidation of the mobile verbal learning test: Illustration of its use for age and disease‐related cognitive deficits
Author(s) -
Moore Raeanne C.,
Paolillo Emily W.,
Sundermann Erin E.,
Campbell Laura M.,
Delgadillo Jeremy,
Heaton Anne,
Swendsen Joel,
Depp Colin A.
Publication year - 2021
Publication title -
international journal of methods in psychiatric research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.275
H-Index - 73
eISSN - 1557-0657
pISSN - 1049-8931
DOI - 10.1002/mpr.1859
Subject(s) - verbal learning , equating , test (biology) , cognition , recall , psychology , verbal memory , cognitive test , california verbal learning test , human immunodeficiency virus (hiv) , clinical psychology , medicine , developmental psychology , psychiatry , cognitive psychology , family medicine , paleontology , rasch model , biology
Objective We developed a mobile cognitive test of verbal learning and memory, the mobile verbal learning test (mVLT), to allow for brief, repeated and portable delivery of a 12‐item list learning test through a smartphone. This study examined the psychometric properties of the mVLT among older persons with and without human immunodeficiency virus (HIV). Methods Sixty‐eight persons with HIV and 36 HIV‐negative individuals (aged 50–74) completed three trials of the mVLT on a smartphone once daily for 14 days. A different word list was administered each day. Results Participants completed 80% of the 14 mVLT administrations, equating to 1166 valid and complete mVLTs. Neither adherence nor mean mVLT total score (number correct in 3 recall trials) differed by HIV status. No practice effects from repeated mVLT administration were observed, and there were moderately strong correlations of mVLT performance with performance on the in‐lab version of the task and with traditional cognitive assessments of cognitive processes contributing to memory. We found evidence of within‐person learning across mVLT trials, with persons with HIV demonstrating less learning from trials 1 to 3 compared to HIV‐negative participants. Conclusions The mVLT is a valid method to assess learning in the real world in older adults with and without HIV.