Return to References: Long-term Memory factor page.
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 five to 16 years old
Test of Memory and Learning (TOMAL): (Reynolds & Voress, 2007): Measures verbal, nonverbal, and composite memory in people five to 59 years old
Anderson, M. C., Green, C., & Mcculloch, K. C. (2000). Similarity and inhibition in long-term memory: Evidence for a two-factor theory. Journal of Experimental Psychology: Learning Memory, and Cognition, 26(5), 1141–1159.
Andersson, U. (2008). Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. The British Journal of Educational Psychology, 78(2), 181–203.
Baddeley, A. D. (1998). The central executive: A concept and some misconceptions. Journal of the International Neuropsychological Society, 4(5), 523-526.
Bremner, J. D. (2003). Long-term effects of childhood abuse on brain and neurobiology. Child and Adolescent Psychiatric Clinics of North America, 12(2), 271-292.
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.
De Ribaupierre, A. (2002). Working memory and attentional processes across the lifespan. In P. Graf & N. Ohta (Eds.), Lifespan development of human memory (pp. 59–80). Cambridge, MA: The MIT Press.
De Smedt, B., Holloway, I. D., & Ansari, D. (2011). Effects of problem size and arithmetic operation on brain activation during calculation in children with varying levels of arithmetical fluency. NeuroImage, 57(3), 771–781.
Mussolin, C., & Noël, M.-P. (2008). Specific retrieval deficit from long-term memory in children with poor arithmetic facts abilities. The Open Psychology Journal, 1, 26–34.
Rapp, B., Purcell, J., Hillis, A. E., Capasso, R., & Miceli, G. (2015). Neural bases of orthographic long-term memory and working memory in dysgraphia. Brain, 139(2), 588-604.
Rasch, B., & Born, J. (2013). About sleep's role in memory. Physiological Reviews, 93(2), 681-766.
Reynolds, C. R., & Voress, J. K. (2007). Test of Memory and Learning (2nd ed.). Austin, TX: Pro-Ed.
Simmons, F. R., & Singleton, C. (2008). Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14(2), 77-94.
Stein, M. B., Koverola, C., Hanna, C., Torchia, M. G., & McClarty, B. (1997). Hippocampal volume in women victimized by childhood sexual abuse. Psychological Medicine, 27(04), 951-959.
Stenson, A. F., Leventon, J. S., & Bauer, P. J. (2019). Emotion effects on memory from childhood through adulthood: Consistent enhancement and adult gender differences. Journal of Experimental Child Psychology, 178, 121-136.
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