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
Baddeley, A. D., & Logie, R. H. (1999). Baddeley, A. D., & Logie, R. H. (1999). Working memory: The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28–61). Cambridge University Press.
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.
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.
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-228.
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.
Ehri, L.C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.
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.
Forsberg, A., Adams, E. J., & Cowan, N. (2021). The role of working memory in long-term learning: Implications for childhood development. In Psychology of Learning and Motivation (Vol. 74, pp. 1-45). Academic Press.
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.
Godwin, K., & Fisher, A. (2011). Allocation of attention in classroom environments: Consequences for learning. Proceedings of the Annual Meeting of the Cognitive Science Society, 33(33).
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).
Johnston, F. R. (2000). Word learning in predictable text. Journal of Educational Psychology, 92(2), 248.
Kibby, M. Y. (2009). There are multiple contributors to the verbal short-term memory deficit in children with developmental reading disabilities. Child Neuropsychology, 15(5), 485-506.
Kormi‐Nouri, R. E. Z. A., 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.
Leclercq, A.L., & Majerus, S. (2010). Serial-order short-term memory predicts vocabulary development: Evidence from a longitudinal study. Developmental Psychology, 46(2), 417–427.
McDougall, S., Hulme, C., Ellis, A., & Monk, A. (1994). Learning to read: The role of short-term memory and phonological skills. Journal of Experimental Child Psychology, 58(1), 112-133.
McDougall, S. J., & Donohoe, R. (2002). Reading ability and memory span: Long-term memory contributions to span for good and poor readers. Reading and Writing, 15(3-4), 359-387.
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.
Ordonez Magro, L., Majerus, S., Attout, L., Poncelet, M., Smalle, E. H., & Szmalec, A. (2020). The contribution of serial order short-term memory and long-term learning to reading acquisition: A longitudinal study. Developmental Psychology, 56(9), 1671.
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.
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 (TOMAL 2). Austin, TX: Pro-ed.
Ricker, T. J., & Cowan, N. (2014). Differences between presentation methods in working memory procedures: a matter of working memory consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 417.
Samplin, E., Ikuta, T., Malhotra, A. K., Szeszko, P. R., & DeRosse, P. (2013). Sex differences in resilience to childhood maltreatment: effects of trauma history on hippocampal volume, general cognition and subclinical psychosis in healthy adults. Journal of Psychiatric Research, 47(9), 1174-1179.
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.
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.
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.
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.