The relationship between CVLT-C process scores and measures of executive functioning: Lack of support among community-dwelling adolescents

In an effort to characterize how a child goes about learning and recalling information, the developers of the California Verbal Learning Test fur Children (CVLT-C) provided normative data related to both learning outcome and learning process. The present study examined the assertion that CVLT-C process indices relate to executive functioning in a sample of community-dwelling adolescents. Contrary to predictions, measures of executive functioning typically correlated poorly with measures of learning process, despite displaying significant correlations with measures of learning outcome. Although further research is recommended, these findings do not support the clinical interpretation of CVLT-C process indices as reflections of executive functioning.