Return to References: Short-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
Baddeley, A. (2000). The episodic buffer: a new component of working memory?. Trends in Cognitive Sciences, 4(11), 417-423.
Berg, D. H. (2008). Working memory and arithmetic calculation in children: The contributory roles of processing speed, short-term memory, and reading. Journal of Experimental Child Psychology, 99(4), 288–308.
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.
Dulaney, A., Vasilyeva, M., & O'Dwyer, L. (2015). Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention. Learning and Individual Differences, 37, 55–63.
Farah, M. J., Shera, D. M., Savage, J. H., Betancourt, L., Giannetta, J. M., Brodsky, N., … E.K., Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research, 1110, 166-174.
Holmes, J., Adams, J. W., Hamilton, C. J. (2008). The relationship between visuospatial sketchpad capacity and children's mathematical skills. European Journal Of Cognitive Psychology, 20(2), 272–289.
Kail, R., & Hall, L. K. (2001). Distinguishing short-term memory from working memory. Memory & Cognition, 29(1), 1–9.
Kane, M. J., Tuholski, S. W., Hambrick, D. Z., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217.
Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2013). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105(1), 162.
Pickering, S. J., Gathercole, S. E., Hall, M., & Lloyd, S. A. (2001). Development of memory for pattern and path: Further evidence for the fractionation of visuo-spatial memory. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 54(2), 397–420.
Reynolds, C. R., & Voress, J. K. (2007). Test of Memory and Learning (2nd ed.). Austin, TX: Pro-Ed.
Sarver, D. E., Rapport, M. D., Ko, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A., & Bolden, J. (2012). Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement. Learning and Individual Differences, 22, 8–19.
Swanson, H. L., Howard, C. B., & Saez, L. (2006). Do different components of working memory underlie different subgroups of reading disabilities? Journal of Learning Disabilities, 39(3), 252-269.
Swanson, L., & Kim, K. (2007). Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence, 35, 151–168.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of cognitive abilities. Itaska, IL: Riverside Publishing.