TEST OF MEMORY

Sr.Supriti February 2010

MEMORY

The ability of an organism to store, retain

and recall information.

the means by which individual retains and

draws on her past experiences to use this

information in the present.

MEMORY

Encoding

Storage

Retrieval

A. Short term storage

the capability of storing information for limited capacity.

it holds memories for matters of seconds or a couple of

minutes.

Ted Mark Edward

Ted Mark Edward

Can you recall who he is?

Edward

B. Long term storage

the capability of storing information for large capacity,

perhaps indefinitely.

Emilie JeanFlora

Benazir Bhutto Ramon MagsaysayRussell Crowe

The Niagara FallsCANADA

The Statue of Jesus Redeemer Brazil

Berlin WallGERMANY

The Factors affecting Memory Impairment

1.Head Injuries/ Head trauma

2.Brain tumors or Brain infections

3.Stroke

4.Vitamin deficiency

5.Depression

6.Thyroid disorders

7.Illnesses (Amnesia, Dementia, Alzheimer, etc)

Tasks Requiring Explicit Memory for

Declarative Knowledge

Description of What the Tasks Require

Explicit-memory tasks Consciously recall particular information

Declarative-knowledge tasks Recall the facts

Recall tasks Produce a fact, a word, or other items from memory

Serial-recall task Repeat the items in a list in the exact order in which have been

heard or read

Free-recall task Repeat the items in a list in any order in which ones can recall

them

Cued-recall task Memorize a list of paired items; then when ones is given one

item in the pair, she must recall the mate for that item

Recognition tasks Select or otherwise identify an item as being one that has

been previously learned

Implicit-memory tasks Draw on information in memory without consciously realizing

that the individual is doing so

Tasks involving procedural

knowledge

Remember learned skills and automatic behaviours , rather

than facts.

Types of Tasks Used for Measuring Memory

Types of Memory Test

A.Verbal Memory Test

involves remembering a short story or word pairs and long list

of words.

example;

Wechsler Memory Scale-III

Rey Auditory Verbal Learning Test (RAVLT)

B. Nonverbal Memory Test

requires the visual memory

The Wechsler Memory Scale-III

Word Pairs:

time – city

mist – home

switch – paper

credit – day

fist – cloud

number - branch

Switch Paper

Mist Home

TEST INSTRUMENTS

1. Auditory Consonant Trigrams

2. Autobiographical Memory Interview

3.Benton Visual Retention Test-Revised

4.Buschke Selective Reminding Test

5.California Verbal Learning Test (CVLT)

a. CVLT for Adult

b. CVLT for Children

6.Rey Auditory Verbal Learning Test

7.Wechsler Memory Scale-III

a. WAIS-III (aged 16-89 years old)

b. WISC-III (children aged 6-16 years old)

c. WPPSI (children aged 2-7 years old & 3 months)

I. Auditory Consonant Trigrams

The test was designed to evaluate the working memory in which it

requires a division of attentional processes to complete two cognitive

tasks.

Clinically, the modified Brown–Peterson task (MBPT), also known as the

auditory consonant trigrams uses consonants as the verbal stimuli to be

remembered and is comprised of an immediate recall condition, a

delayed recall and an interference condition during which the participant

is asked to count backwards from a given start number.

II. Autobiographical Memory

Autobiographical Memory refers to memory of an individual’s

history. It is constructive, meaning, one does not remember exactly what

has happened, rather, she/he remembers the construction or

reconstruction of what happened.

One techniques of Autobiographical memory is through diary studies.

Example:

ones kept a diary for a 6-year period; recorded at least two

experiences per day on index cards.

then each month she chose two cards at random and tried to recall the

events she had written on the cards including the dates of the events.

rated each memory for its salience and its emotional content.

surprisingly, her rate of forgetting of events was linear (usually

curvilinear)

In order words, a typical memory curve shows substantial forgetting over

short time intervals and then a slowing in the rate of forgetting over

longer time intervals.

III. Benton Visual Retention Test (Benton test)

The Benton test is used to measure the visual perception & visual

memory. It can also identify the possible learning disabilities

(particularly among children).

The application of the Benton test:

Sensitivity of reading disabilities

nonverbal learning disabilities

Traumatic brain injury

Attention-Deficit Disorder

Alzheimer’s disease

and other forms of Dementia

The Benton Test

administered to individuals aged 8-adult

requires 15-20 minutes administration

The Procedure:

The client is shown 10 different designs one at a time, then the client is

asked to reproduce each one as exactly as possible on plain paper (recalling

from memory)

The results of the test are attained from the shape, pattern, and the

arrangement on the paper.

IV. Buschke Selective Reminding Test

It is a multiple-trial free-recall auditory-verbal learning task

which firstly developed by Buschke (1973) as a test for

adults.

The BSRT enables the simultaneous evaluation on initial

storage, retention, and retrieval of auditory verbal

information.

The latter Development of BSRT

Buschke (1974) developed the test to be applied to the normal

children

Levin, Benton & Grossman (1976) normal and head-injured

adolescents

Morgan (1982) applied the test to normal and hospitalized

children

Taylor, Michaels, Mazur, Bauer & Liden (1984) applied the test to

children who suffered from Haemophilus influenza meningitis

Levin et al (1982) discovered that the problems with

consistent long-term retrieval was particularly the

characteristics of patients who had experienced prolonged

coma following head injury.

The BSRT Instrument

Buschke (1974) used the list of 20 animal names with 12 recall

trials

Morgan (1982) used three 8-item lists, each confined to nouns

of a single class (e.g. Foods)

Clodfelter, Dickson, Wilkes, and Johnson (1987) reported the

equivalence of two forms of SRT with children aged 9-12 years

old. The forms consist of 12 selected words. Clodfelter also used

a four-footed animal version adapted form Buschke.

V. California Verbal Learning Test (CVLT)

To determine how errors are made in learning tasks

Intends to identify various strategies, processes, and

errors associated with specific deficits

Attempts to link memory deficits with impaired

performance; given specific tasks for people who have

neurological problems.

The CVLT has been used to compared patients with Alzheimer’s

disease, Korsakoff syndrome, and Huntington’s disease.

a.Alzheimer’s disease; a neurological disorder that causes loss of

short-term memory

b.Korsakoff syndrome; an organic brain disorder (alcohol use) that

results in the short-tem memory loss.

c.Huntington’s disease; an inherited disorder emerging in adulthood

associated with memory loss.

The CVLT Assessments

Levels of recall & recognition

Semantic & serial strategies

Serial position effects

Learning rates across trial

Consistency of item recall across trials

Degree of vulnerability to proactive and retroactive interference

Retention of information (short & long delays)

Learning errors in recall & recognition

The Procedure

In one component of CVLT,

the client is asked to imagine that he or she is going to go shopping

then he or she will receive a list of items to buy (verbally presented)

the client is asked to repeat the given list

the process is reiterated through a series of five trials

The example list:

1.Grapes

2.Strawberry

3.Toothpaste

4.Honey

5.Cookies

6. Carrot

7. Peanut

8. Tablecloth

9.Sugar

10. Tablecloth

Another features (derived from experimental cognitive

psychology)

after the five trials of exposure to the 16-word lists, an

interference list of 16 words is presented

the client is tested immediately to recall the first 16-word lists

presented earlier.

after the next 20 minutes delay, the client is asked for free

recall, cued recall, and recognition for the first list.

The CVLT Children Version (CVLT-C)

the CVLT of children version was released in 1994 by Denis and his

colleagues. It is designed appropriately for children aged 5 to 16 years

old.

The Use:

Severe learning disabilities

Attention Deficit Disorder (ADD)

Mental Retardation, and

other neurological disorders.

The Assessment

oThe child may receive a list of 15 words on Monday

oThen receives an interference list of 15 words on Tuesday

oAfter the interference list of 15 words, the child is tested to recall the

Monday list

oAfter a 20-minutes delay, a nonverbal test is administered, followed

by tests of long-delay free recall and long-delay cued recall

oSubsequently, the test to assess recognition of the words

administered the day before is designed.

VI. Rey Auditory Verbal Learning Test (RAVLT)

(a 15-item word list)

The RAVLT was initially developed by Rey (1964) then later

revised for English usage by Lezak (1983) & Taylor (1959).

The test is intended to measure rote of verbal memory that

assess multiple memory domain, including immediate

memory span, new learning, retroactive & proactive

inference & recognition.

The impaired performance on RAVLT has been associated

with left temporal lobe dysfunction, mild head injury,

entrenched Alzheimer, alcoholism)

Test Administration Procedure

a list of 15-item word list is presented, after which the patient is recall as

many words as possible in any order. The list is presented a total of 5

times, with the patient recalling all the words he or she remembers after

each administration.

A distracter list of 15 new words is then presented for the patient to

recall. At this point, the patient is now asked to recall the words from the

first list.

Delayed recall of the original list is also requested 20 to 30 minutes

afterward. Recognition memory is assessed by having the patient

identify the words from the original list from among distracter words.

By looking at the patient’s performance across the first 5

trials, one can see whether or not learning has occurred.

Normally, most people learn about 5 words from trial 1 to

trial 5. they often “lose” 2 words when recalling the words

after the presentation of the distracter list. Retention is

typically good after the delay, with patients displaying good

recognition memory.

VII. The Wechsler Memory Scale-III

The test was developed by David Wechsler in the 1940s. The WMS is

one of the core instrument used in neuropsychological assessment to

evaluate cognitive Abilities and intellectual abilities in children and adults.

It provides information about the over-all level of intellectual functioning

and the presence or absence of significant intellectual disability.

Likewise, it provides clues to altered function.

There are three different kinds of WMS;

1. Wechsler Intelligence Scale for Children (WISC-III) “Whisk”; used for

ages 6-16 years old.

2. Wechsler Adult Intelligence Scale (WAIS-III); used for ages 16-89 years

old.

3. WPPSI “Whipsy”; for children under age (ages 2-7 years & 3 months)

The Characteristics of all Subtest (WAIS-III, WISC-III & WPPSI-R)

A.Verbal Scale

Information; covered knowledge of general information

“In what continent is Brazil”

Comprehension; the ability to organize and apply social knowledge.

“why should children be cautious in speaking to strangers?

Similarities; the ability to analyze relationships and engage in logical abstract

thinking.

“how are a pen and a pencil alike?”

Arithmetic; the ability to work with arithmetic problems.

Vocabulary; the ability to learn words and express its meaning.

Digit Span/ Sentences;

Digit span to WISC-III; the examinee is asked to repeat the

series of numbers in the sequence

Sentence to WPPSI-R; the examinee is tasked to repeat

sentence verbatim.

Both sub assess tab attention, concentration, and short-

term auditory memory.

Letter-Number Sequencing

B. Performance Scale

Picture Completion; the ability to perceive & visually organize a sketch then

recognize the missing parts.

Picture Arrangement; the ability to comprehend a whole situation & able to see

the cause & relationship.

Block Design;

Object Assembly; to assemble skills and psychomotor speed

Coding/ Anima Pegs; to tap learning ability, rote recall ability, psychomotor

speed, concentration & attention.

Mazes; perceptual motor skills, psychomotor speed, concentration

and attention.

Geometric Design; to provide child’s perceptual skills

Symbol Search; to tap cognitive processing speed.

Matrix Reasoning; to tap the perceptual organizing and reasoning.

A. Wechsler Adult Intelligence Test-Revised (WAIS-R)

to demonstrate different areas of intellectual capabilities.

Administered to individuals aged 16 to 89 years old

Approximate time of administration is 75 minutes

The two scales; Verbal & Performance can be administered separately or

together.

Test data of four factors:

1. Verbal Comprehension; Vocabulary, Similarities, Information

2. Working Memory; Arithmetic, Digit Span, Letter-Number, Sequence

3. Perceptual Organization; Picture Completion, Block Design, Matrix Reasoning

4. Processing Speed; Digit Symbol, Symbol Reach

Note:

Physical conditions (testing room)

Testing time (60-90 minutes); consider the older subjects

Rapport

Material supplied

B. Wechsler Intelligence Scale for Children (WISC)

to assess child’s capacity to understand and cope with the world

around them.

Administered to children aged 6-16 years old

Approximate time is 1 hour

The Verbal Scale measures the child’s ability to respond orally

The Performance Scale intends to tap child’s ability to solve problems

requiring visual-spatial reasoning

Wechsler Intelligence Scale for Children (WISC)- III

Children aged 6-16 years old & 11 months

10 core tests; 50-70 minutes; 3 supplemental subtests; 10-15 minutes.

C. WPPSI “Whipsy”; for children under age (ages 2-7 years & 3 months)

to determine the presence of a learning disability or a developmental

delay, to identify the giftedness, and to track the intellectual

development.

Designed for children aged 3-7 years old & 3 months

Approximate time is 1 hour & 15 minutes

The test is divided into six verbal & five performance subtests which

contain information, animal house & animal house re-test, vocabulary,

picture completion, arithmetic, mazes, geometric design, similarities,

block design, comprehension, and sentences. (PICTURES NEXT...)

Emilie FloraJean

EmilieTed Elton John

The Shopping List

1. Grapes

2. Strawberry

3. Toothpaste

4. Honey

5. Cookies

6. Carrot

7. Peanut

8. Tablecloth

9.Sugar

10. Tablecloth

The Statue of Jesus Redeemer Brazil

Thank you for listening!