MEMORY ASSESSMENT in the LAB vs. the CLINIC

1. MEMORY ASSESSMENT in the LAB vs. the CLINIC • Laboratory goals: • Address theoretical questions about memory forms and processes • Determine population mean & variance • Clinical goals: • Detailed “case description” • Diagnosis (Organic? Malingerer?) • Prognosis for rehabilitation • Determining therapy • Assessing change in condition • Types of Memory Tests: • Clinical need for standardized, normed • Experimental need for “special purpose” tests

2. CRITERIA FOR CLINICAL TESTSStandardized tests should be… • Reliable • Valid • Sensitive • Sample wide range of.. • Retention intervals • Verbal , nonverbal • Simple and complex • Old memory and new learning • Quantitative and qualitative measures • “modes” of response • Normed by age, IQ, etc • “Patient friendly” • Quick and engaging

3. CLINICAL MEMORY BATTERIES • Wechsler Memory Scale III (1997) • Orientation (How old are you? Who’s governor of Florida?) • Mental Control (recite the months of the year) • Immediate Memory Span and Working memory (serial recall and sequencing of letters, digits, positions) • Logical Memory (immediate and delayed recall of prose passages) • Configural Memory (recognition of faces and family pictures, immediate and delayed)

4. Wechsler Memory Scale III (1997) • Evaluation: • Tests new learning only • Well normed, most popular test • Normed against WAIS (an IQ test) • Takes nearly an hour to administer • No alternative forms for assessing change WAIS WMS Index FSIQ WM Immediate Memory .57 .44 General Memory .60 .47 Working Memory .68 .82 % Y variance accounted for by X = r2(X,Y)

5. Rivermead Everday Memory Test • Orientation (place, time and personal) • Verbal Recall (list of names) • Spatial Recall (set of hidden objects) • Spatial Route Recall (immediate and delayed) • Immediate Recognition (of pictures and faces) • Story Recall (immediate and delayed) • Prospective Memory (ask a specific question when cue is given) • Evaluation: • Tests new learning only • Good reliability and face validity • Four forms for assessing change • Takes less than 30 minutes to administer • Good “prognostic sensitivity”

6. Baddeley Battery (!) for Verbal and Nonverbal Information • Peoples Test (photos, occupations, and names of four people; cued recall) • Shapes Test (copy and later recall four versions of abstract forms) • Names Test (recognition for 12 names, 4AFC (Matt Brownell, Mark Brownhill..) • Doors Test (recognition of 12 doors with varied molding) • Evaluation: • Tests new learning only • Good distinction between visual-spatial and verbal materials • Quick and friendly • No delayed recognition • Limited norming so far

7. Kopelman Memory Interviews • Personal Semantic Memory Schedule (schools, friends, personal facts from various life periods) • Autobiographical Incidents (cued recall of particular episodes from specific periods) • Famous Personalities Test (Names and faces of famous and unknown persons by decade • News Events Test (cued recall of details of pictured events by decade) • Dead-or-Alive Test (!) (names of famous people by decade: dead or alive?) • Evaluation: • Tests prior knowledge (retrograde) • Good range of retention intervals • Mostly verbal knowledge • Needs re-norming every few years • Difficulty of validating personal info

8. Factor Analysis of Clinical Memory Tests • Hunkin, et al. (2000) • WMS-R and several other tests given to 50 patients with range of impairments • Assess correlations among scores, e.g.: • WMS-Verbal with: • WMS-Visual +.49 • WMS-Delay +.75 • WRMT-Words +.54 • WRMT-Faces +.16 • D&P doors +.30 • Derive independent factors for • Immediate versus delayed • Recall versus recognition • Verbal versus visual for recognition, not recall

9. Summary of Clinical Batteries • Wide range of memory systems tested • Provides clinician with standard toolkit • Problem of ceiling and floor effects • Challenge of different norming groups • Complements ad hoc tests