Clinical Assessment of Memory in Children

Boyd, Thomas A.

doi:10.1007/978-1-4757-9301-7_7

Cited by 10 publications

(2 citation statements)

References 40 publications

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“…Despite the great importance of the evaluation of these problems in children, currently the majority of tests that exist to evaluate learning and memory have been created and standardized in adult populations and therefore, there are very few tests that focus on children and adolescents (Boyd, 2013). Moreover, most of these tests were originally created for English-speaking population, so the lists of words included were selected according to categorical norms and frequency of English words.…”

Section: Discussionmentioning

confidence: 99%

“…However, most of these tests have been created for adults and there is a lack of appropriate neuropsychological tools to assess learning and verbal memory in children and adolescents (Boyd, 2013), especially in Spanish. This is problematic because learning and memory are the most commonly affected cognitive processes in children and adolescents with attention and hyperactivity disorder (Martinussen, Hayden, Hogg-Johnson, & Tannock, 2005) and other pathologies, including acquired brain injury (Babikian, & Asarnow, 2009), fetal alcohol syndrome (Mattson, Crocker, & Nguyen, 2011), epilepsy (Nolan et al, 2004, Jocic-Jakubi, & Jovic, 2006, and substance use (Squeglia, Jacobus, & Tapert, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Newly developed Learning and Verbal Memory Test (TAMV-I): Normative data for Spanish-speaking pediatric population

Rivera

Olabarrieta‐Landa

Barajas

et al. 2017

NRE

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Abstract. OBJECTIVE:To generate normative data for the Learning and Verbal Memory Test (TAMV-I) in Spanish-speaking pediatric populations. METHOD:The sample consisted of 4,373 healthy children from nine countries in Latin America (Chile, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, and Puerto Rico) and Spain. Each participant was administered the TAMV-I as part of a larger neuropsychological battery. Free recall, memory delay and recognition scores were normed using multiple linear regressions and standard deviations of residual values. Age, age 2 , sex, and mean level of parental education (MLPE) were included as predictors in the analyses. Rivera et al. / Learning and Verbal Memory Test (TAMV-I) RESULTS: The final multiple linear regression models indicated main effects for age on all scores, such that scores increased linearly as a function of age. Age 2 had a significant effect in all countries except Cuba, and Puerto Rico for free recall score; a significant effect for memory delay score in all countries except Cuba and Puerto Rico; and a significant effect for recognition score in in all countries except Guatemala, Honduras, and Puerto Rico. Models showed an effect for MLPE in Chile (free recall), Honduras (free recall), Mexico (free recall), Puerto Rico (free recall, memory delay, and recognition), and Spain (free recall and memory delay). Sex affected free recall score for Cuba, Ecuador, Guatemala, Mexico, Paraguay, Peru, and Spain, memory delay score for all countries except Chile, Paraguay, and Puerto Rico, and recognition score for Ecuador, Mexico, Peru, and Spain, with girls scoring higher than boys. CONCLUSIONS: This is the largest Spanish-speaking pediatric normative study in the world, and it will allow neuropsychologists from these countries to have a more accurate way to interpret the TAMV-I with pediatric populations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Newly developed Learning and Verbal Memory Test (TAMV-I): Normative data for Spanish-speaking pediatric population

Rivera

Olabarrieta‐Landa

Barajas

et al. 2017

NRE

View full text Add to dashboard Cite

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Recent Advances in Neuropsychological Assessment of Children

Williams

Boll

1997

Critical Issues in Neuropsychology

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The psychological treatment of memory impairment: A review of empirical studies

Franzen

Haut

1991

Neuropsychol Rev

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Memory impairment is a frequent effect of many different forms of brain dysfunction. Memory impairment is also a frequent focus of treatment interventions, and there have been many different treatment methods suggested. The suggested methods include direct retraining, the use of spared skills in compensating for the impairment (alternate functional systems), and the use of behavioral strategies to circumvent the manifest memory dysfunction (behavioral prosthetics). Unfortunately, there are very few studies comparing the various suggested treatment methods. The present paper evaluates the empirical evidence related to the treatment of memory dysfunction and suggests directions for future investigations. Although the evidence is not conclusive, it appears that some forms of treatment may be helpful in remediating certain types of memory impairment. An approach likely to be productive would include some consideration of the impaired neurological and psychological mechanisms responsible for the manifest memory deficit as well as a consideration of the etiology of the injury thought to be causally related to the memory deficit. As yet, there have been no rigorous empirical evaluations of these considerations.

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Clinical Assessment of Memory in Children

Cited by 10 publications

References 40 publications

Newly developed Learning and Verbal Memory Test (TAMV-I): Normative data for Spanish-speaking pediatric population

Newly developed Learning and Verbal Memory Test (TAMV-I): Normative data for Spanish-speaking pediatric population

Recent Advances in Neuropsychological Assessment of Children

The psychological treatment of memory impairment: A review of empirical studies

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