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.
Memory span tasks: (Gathercole et al., 2004): Assesses Short-term Memory by measuring how quickly and accurately individuals retain information for immediate recall. In digit recall tasks, individuals listen to and immediately recall a series of digits, and in block recall tasks, individuals recall the sequence of a set of blocks. Higher scores on these tasks indicate greater Short-term Memory capacity.
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.
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Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29.
Astle, D. E., & Scerif, G. (2011). Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences?. Neuropsychologia, 49(6), 1435-1445.
Bauer, R. H., & Peller-Porth, V. (1990). The effect of increased incentive on free recall by learning-disabled and nondisabled children. The Journal of General Psychology, 117(4), 447-461.
Bjorklund D. F. & Causey K. B. (2017). Children's thinking: cognitive development and individual differences (Sixth). SAGE Publications.
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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.
Buttelmann, F., Könen, T., Hadley, L. V., Meaney, J. A., Auyeung, B., Morey, C. C., Chevalier, N., & Karbach, J. (2020). Age-related differentiation in verbal and visuospatial working memory processing in childhood. Psychological Research, 84, 2354-2360.
Cohen, M. J. (1997). Examiner's manual: Children's Memory Scale. 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.
Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. C. J., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395-412.
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Espy, K. A., & Bull, R. (2005). Inhibitory processes in young children and individual variation in short-term memory. Developmental Neuropsychology, 28(2), 669-688.
Gathercole, S. E., Briscoe, J., Thorn, A., Tiffany, C., & ALSPAC Study Team. (2008). Deficits in verbal long-term memory and learning in children with poor phonological short-term memory skills. Quarterly Journal of Experimental Psychology, 61(3), 474-490.
Gathercole, S. E., Hitch, G. J., & Martin, A. J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33(6), 966.
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Harris, M. S., Kronenberger, W. G., Gao, S., Hoen, H. M., Miyamoto, R. T., & Pisoni, D. B. (2013). Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants. Ear and Hearing, 34(2), 179.
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Kibby, M. Y., & Cohen, M. J. (2008). Memory functioning in children with reading disabilities and/ or attention-deficit/hyperactivity disorder: A clinical investigation of their working memory and long-term memory functioning. Child Neuropsychology, 14(8), 525–546.
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Quílez-Robres, A., González-Andrade, A., Ortega, Z., & Santiago-Ramajo, S. (2021). Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study. Studies in Educational Evaluation, 70, 101020.
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