Measures and References: Long-term Memory

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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

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.

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.

Geary, D. C., & Brown, S. C.,& Samaranayake, V.A. (1991). Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children. Developmental Psychology, 27(5), 787-797.

Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104(1), 206-223.

Keeler, M. L., & Swanson, H. L. (2001). Does strategy knowledge influence working memory in children with mathematical disabilities? Journal of Learning Disabilities, 34(5), 418-434.

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.

Qin, S., Cho, S., Chen, T., Rosenberg-Lee, M., Geary, D. C., & Menon, V. (2015). Hippocampal-neocortical functional reorganization underlies children's cognitive development. Nature Neuroscience, 17(9), 1263-1269.

Reynolds, C., & Voress, J. K. (2007). Test of memory and learning: Second edition. 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.

Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79(3), 294-321.

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.

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.