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 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
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.
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