BACKGROUND The learning ratio (LR) is a novel learning slope score that was developed to identify learning more accurately by considering the proportion of information learned after the first trial of a multi-trial learning task. Specifically, LR is the number of items learned after trial one divided by the number of items yet to be learned. Although research on LR has been promising, convergent validation, clinical characterization, and demographic norming of this LR metric are warranted to understand its clinical utility when derived from the Rey Auditory Verbal Learning Test (RAVLT). METHOD Data from 674 robustly cognitively intact older participants from the Alzheimer's Disease Neuroimaging Initiative (aged 54- 89) were used to calculate the LR metric. Comparison of LR's relationship with standard memory measures was undertaken relative to other traditional learning slope metrics. In addition, retest reliability at 6, 12, and 24 months was examined, and demographically adjusted normative comparisons were developed. RESULTS Lower LR scores were associated with poorer performances on memory measures, and LR scores outperformed traditional learning slope calculations across all analyses. Retest reliability exceeded acceptability thresholds across time, and demographically adjusted normative equations suggested better performance for cognitively intact participants than those with mild cognitive impairment. CONCLUSIONS These results suggest that this LR score possesses sound retest reliability and can better reflect learning capacity than traditional learning slope calculations. With the added development and validation of regression-based normative comparisons, these findings support the use of the RAVLT LR as a clinical tool to inform clinical decision-making and treatment.

中文翻译：

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从 RAVLT 得出的学习比率的验证和人口统计学调整的规范数据在稳健完整的老年人中。

背景技术学习率（LR）是一种新的学习斜率分数，其开发是为了通过考虑在多次尝试学习任务的第一次尝试后学习到的信息的比例来更准确地识别学习。具体来说，LR 是 trial one 后学习的项目数除以尚未学习的项目数。尽管对 LR 的研究一直很有希望，但从 Rey 听觉语言学习测试 (RAVLT) 得出时，有必要对该 LR 指标进行收敛验证、临床特征和人口统计规范，以了解其临床效用。方法 来自阿尔茨海默氏病神经影像学倡议的 674 名认知能力强且完好无损的老年参与者（54-89 岁）的数据用于计算 LR 指标。LR'的比较 s 与标准记忆测量的关系是相对于其他传统学习斜率指标进行的。此外，还检查了 6、12 和 24 个月时的重新测试可靠性，并开发了人口统计学调整的规范比较。结果 较低的 LR 分数与较差的记忆测量表现相关，并且 LR 分数在所有分析中优于传统的学习斜率计算。随着时间的推移，重新测试的可靠性超过了可接受的阈值，并且人口统计学调整的规范方程表明认知完整的参与者比有轻度认知障碍的参与者表现更好。结论 这些结果表明，该 LR 分数具有良好的重测可靠性，并且比传统的学习斜率计算更能反映学习能力。