Intelligence has effect on better score of memory and gifted subjects had better scores in memory tests, although the intelligence effect in learning was quantitative rather than qualitative. There was a high correlation between FDS and the first stage of RAVLT as well as high correlation between BDS and seventh stage of RAVLT. With statistical controls for age and IQ, regression analyses indicated no significant relationships between the RAVLT and longest forward span, longest backward span and total digit span raw score. The 14 yr old students in both groups had the highest score. Scores on the Rey Auditory Verbal Learning Test (RAVLT) were compared to WISC-R digit span results in a sample of 153 learning disabled students. Gifted students obtained higher scores than typical students in both Forward Digit Span (FDS) and Backward Digit Span (BDS) and all 9 stages of RAVLT comparing with typical students (P 0.05).
Scores on RAVLT were compared with WISC- R digit span results in a sample of 148 male students aged 12-14 yr old divided into two groups including 75 students in typical school (IQ ranging between 90 and 110) and 73 gifted students (IQs ranging between 110 and 130). This study was conducted in Tehran City, Iran in 2013. Finally, we determined if working memory interfered with scores in different Rey stages or not. In this study, different kinds of memory were evaluated using Rey Auditory Verbal Learning (RAVLT) test and were compared between two groups of typical and gifted students using Digit Span test. This study examined performance in the forward and backward digit span task of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in a large group of children with specific learning disorder (SLD) as compared with a group of typically developing children matched for age and sex.
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