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INTRODUCTION
Episodic memory deficits are considered to be an early sign of Alzheimer's disease (AD) and are characterized by ineffective storage of new information, rapid forgetting, and inability to benefit from external cues (Dubois et al., 2007). Neuropsychological tests have been designed to evaluate memory registration, learning ability, recall, and recognition in patients with AD and other disorders (Dorrego et al., 1999; Mohs, 1996; Soininen & Scheltens, 1998). For example, the California Verbal Learning Test (CVLT-2) (Delis, Kramer, Kaplan, & Ober, 1987) is a widely used instrument for evaluating episodic memory that uses a list learning paradigm (Defer, Daniel, & Marie, 2006; Woodard, Goldstein, Roberts, & McGuire, 1999). The CVLT-2 measures multiple aspects of memory, including learning over multiple trials, retention over delays, free recall, cued recall and recognition, serial position effects, semantic organization, intrusions, and interference (Elwood, 1995).
In addition to the 16-item version designed for less impaired populations, there is a 9-item version that is suited for patients with more severely impaired memory (Delis et al. 1987; Woodard et al., 1999). This short version (CVLT-SF) consists of three words from three different semantic categories. It has good sensitivity and specificity in detecting deficits in dementia patients (Woodard et al., 1999) and has been used to predict dementia conversion (Lekeu et al., 2009). However, current research has been based entirely on English-speaking participants, which may not be valid when applied to individuals from other ethnic groups (Ponton et al., 1996).
Asian neuropsychologists have been adapting Western-based measures in clinical settings. Few studies have been conducted to evaluate the verbal learning test in Chinese speaking populations. Chiu et al. (Au et al., 2003) demonstrated episodic memory deficits in AD using a locally developed 16-word list-learning test (the Hong Kong List Learning Test). Another study with Chinese Rey auditory verbal learning test (Lee, Yuen, & Chan, 2002) used 15 word lists with 5 learning trials and recalls to assess the immediate memory span, learning, and recall ability. The long learning list may be beneficial in detecting subtle changes, but the longer testing time may not be suitable for older participants. Furthermore, most of the Chinese elderly are not highly educated, so a long learning list with abstract nouns can be...