Objective. The aim of this study was to develop and establish norms for the Rey Auditory Verbal Learning Test (RAVLT) for Xhosa speaking adults with a grade 11 or 12 qualification obtained from a previously disadvantaged educational background in the Eastern Cape. Method. The sampleconsisted of a non-clinical group of South African Eastern Cape Xhosa speaking adults (N = 40), aged 19-40, with Grade 11 or 12 level of education received in former Department of Education and Training (DET) schools. Independent t-test analyses were used to compare test performance ofmale and female research subjects; to compare young adults versus older adult age categories and to compare performance between rural and urban research subjects. In addition, differences between the SA RAVLT norms imitative from this study compared to the Australian standardisation on the young adult category was measured. Results. The findings revealed no statistical significant influence of age; sex or rural and urban schooling among the disadvantaged population of the Eastern Cape on RAVLT performance. Additionally, differences on test performance between research-subjects from South Africa compared to Australian research subjects was evident with Australian research subjects performing better on all the sub-components of the RAVLT measure. Conclusions. It is concluded that clinicians will be able to use the RAVLT with more confidence with this educationally disadvantaged Xhosa speaking population. These RAVLT normative data should not be generalised to other languages; other race groups, or other age categories of individuals other than the ones represented in this study.

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This study was an examination of the Hawthorne Effect in a verbal learning situation in an educational setting. The Hawthorne Effect was defined as the facilitating effect(s) produced in experimental situations when the subjects of the experiment expect that they are the objects of special attention. The purpose of the study was to determine if contamination by the Hawthorne Effect existed in an educational setting. Comparisons were made between "experimentally inexperienced" subjects and "experimentally experienced" subjects at both undergraduate and graduate levels. The task was to learn a list of paired associate terms, and to show learning retention by immediate replication of those terms. The focus of the study was upon the expected differences in performance of the control and experimental groups produced as a result of an effort to persuade experimental subjects that they had "unique" characteristics which would cause them to be exceptionally proficient. The control groups were given the task by the course instructor in a usual classroom setting,as an example of a curriculum objective. Recommendations for further research were as follows: (1) the personality variables of the researcher and those of the subjects being tested should be thoroughly delineated; (2) sex differences in performance should be scrutinized further, since there were indications that females did react differently from males in the experimental situation; (3) other academic disciplines should be examined with respect to susceptibility to the Hawthorne Effect; and (4) other social settings should be examined with respect to the Hawthorne Effect contamination.