Measures and References: References: Long-term Memory

Return to References: Long-term Memory factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Children's Memory Scale (CMS): (Cohen, 1997): Assesses Long- and Short-term Memory in verbal, visual, and attention/concentration domains in students aged five to 16

Test of Memory and Learning (TOMAL): (Reynolds & Voress, 2007): Measures verbal, nonverbal, and composite memory in people aged five to 59.

References

Baddeley, A. D., & Logie, R. H. (1999). Working memory: The multiple-component model.

Baddeley, A. D. (1998). The central executive: A concept and some misconceptions. Journal of the International Neuropsychological Society, 4(5), 523-526.

Bick, J., & Nelson, C. A. (2016). Early adverse experiences and the developing brain. Neuropsychopharmacology, 41(1), 177-196.

Cohen, M. J. (1997). Examiner's manual: Children's memory scale. San Antonio, TX: Harcourt Brace & Company.

Cowan, N. (2008). What are the differences between long-term, short-term, and working memory?. Progress in Brain Research, 169, 323-338.

Darby, K. P., Castro, L., Wasserman, E. A., & Sloutsky, V. M. (2018). Cognitive flexibility and memory in pigeons, human children, and adults. Cognition, 177, 30-40.

Etnier, J. L., Sprick, P. M., Labban, J. D., Shih, C. H., Glass, S. M., & Vance, J. C. (2020). Effects of an aerobic fitness test on short-and long-term memory in elementary-aged children. Journal of Sports Sciences, 38(19), 2264-2272.

Fandakova, Y., & Bunge, S. A. (2016). What connections can we draw between research on long-term memory and student learning?. Mind, Brain, and Education, 10(3), 135-141.

Fandakova, Y., & Gruber, M. J. (2021). States of curiosity and interest enhance memory differently in adolescents and in children. Developmental Science, 24(1), e13005.

Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4-15.

Gerver, C. R., Griffin, J. W., Dennis, N. A., & Beaty, R. E. (2023). Memory and creativity: A meta-analytic examination of the relationship between memory systems and creative cognition. Psychonomic Bulletin & Review, 1-39.

Ghetti, S., & Bunge, S. A. (2012). Neural changes underlying the development of episodic memory during middle childhood. Developmental Cognitive Neuroscience, 2(4), 381-395.

Jirout, J. J., & Evans, N. (2023). Exploring to learn: Curiosity, breadth and depth of exploration, and recall in young children. Proceedings of the Annual Meeting of the Cognitive Science Society, 45 (45).

Kormi-Nouri, R., Shojaei, R. S., Moniri, S., Gholami, A. R., Moradi, A. R., Akbari-Zardkhaneh, S., & Nilsson, L. G. (2008). The effect of childhood bilingualism on episodic and semantic memory tasks. Scandinavian Journal of Psychology, 49(2), 93–109.

Menghini, D., Carlesimo, G. A., Marotta, L., Finzi, A., & Vicari, S. (2010). Developmental dyslexia and explicit long-term memory. Dyslexia, 16(3), 213.

Morra, S., & Camba, R. (2009). Vocabulary learning in primary school children: Working memory and long-term memory components. Journal of Experimental Child Psychology, 104(2), 156-178

Posner, M. I., & Rothbart, M. K. (2014). Attention to learning of school subjects. Trends in Neuroscience and Education, 3(1), 14-17.

Ortega, R., López, V., Carrasco, X., Escobar, M. J., García, A. M., Parra, M. A., & Aboitiz, F. (2020). Neurocognitive mechanisms underlying working memory encoding and retrieval in Attention-Deficit/Hyperactivity Disorder. Scientific Reports, 10(1), 7771.

Quas, J. A., Rush, E. B., Yim, I. S., Edelstein, R. S., Otgaar, H., & Smeets, T. (2016). Stress and emotional valence effects on children's versus adolescents' true and false memory. Memory, 24(5), 696-707.

Reynolds, C. R., & Voress, J. K. (2007). Test of memory and learning (TOMAL 2). Austin, TX: Pro-ed.

Teicher, M. H., Anderson, C. M., & Polcari, A. (2012). Childhood maltreatment is associated with reduced volume in the hippocampal subfields CA3, dentate gyrus, and subiculum. Proceedings of the National Academy of Sciences, 109(9), E563-E572.

Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688.

Van Bergen, P., Wall, J., & Salmon, K. (2015). The good, the bad, and the neutral: The influence of emotional valence on young children's recall. Journal of Applied Research in Memory and Cognition, 4(1), 29-35.

Walin, H., O'Grady, S., & Xu, F. (2016). Curiosity and its influence on children's memory. Proceedings of the 38th Annual Conference of the Cognitive Science Society.

Was, C. A., & Woltz, D. J. (2007). Reexamining the relationship between working memory and comprehension: The role of available long-term memory. Journal of Memory and Language, 56(1), 86-102.

Wilhelm, I., Prehn-Kristensen, A., & Born, J. (2012). Sleep-dependent memory consolidation–what can be learnt from children?. Neuroscience & Biobehavioral Reviews, 36(7), 1718-1728.

Wilhelm, I., Rose, M., Imhof, K. I., Rasch, B., Büchel, C., & Born, J. (2013). The sleeping child outplays the adult's capacity to convert implicit into explicit knowledge. Nature Neuroscience, 16(4), 391-393.