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Wide Range Assessment of Memory and Learning Second Edition

Wide Range Assessment of Memory and Learning Second Edition. David Sheslow, PhD Wayne Adams, PhD. About the authors:. Dr. David Sheslow PhD in Clinical Psychology, University of North Carolina at Greensboro

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Wide Range Assessment of Memory and Learning Second Edition

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  1. Wide Range Assessment of Memory and LearningSecond Edition David Sheslow, PhD Wayne Adams, PhD

  2. About the authors: Dr. David Sheslow • PhD in Clinical Psychology, University of North Carolina at Greensboro • 29 years at the DuPont Hospital for Children as chief psychologist and co-director of the Division of Behavioral Health, Department of Pediatrics • Teaches at the DuPont Hospital Pediatric and Psychology Residency Programs • Private, Clinical Psychology practice • Published over 48 professional articles

  3. About the authors: Dr. Wayne Adams • PhD in Developmental and Child Clinical Psychology from Syracuse University • 23 years at DuPont Hospital for Children, Director of the Division of Psychology, Chief Psychologist within the Division of Behavioral Medicine • Associate Professor at Jefferson Medical College • Published >30 articles, >60 presentations at conventions of professional organizations • Diplomat status, Clinical Psychology, American Board of Professional Psychology • Currently a tenured professor and chairperson of the APA accredited Graduate Department of Clinical Psychology at George Fox University, Newberg, OR

  4. About the authors: Drs. Adams and Sheslow have co-authored 5 instruments. They have extensive experience working with children and teens with mild to severe neurological disorders such as Learning Disabilities, ADHD, and Traumatic Brain Injury. It is this clinical involvement that lead to the development of a memory battery when there was none normed on children.

  5. Evaluation of Memory: Our Clinical and Empirical Roots

  6. Historical Roots Hans Ebbinghaus (1850 – 1909) • Immediate memory (digit span) • Chunking • Nonsense syllables • Meaningfulness • Rehearsal • Interference • Disadvantage of age • Memory “illusions”

  7. Historical Roots Alfred Binet (1857 – 1911) • Qualitative analysis • Serial position effect • “Importance” effect • Acoustic vs. semantic recall effects Frederic Barlett (1886-1969) • Visual and motor memory

  8. Historical Roots Sigmund Freud • Repressed memory effects Theodule Ribot (1839-1916) • Encoding, storage, retrieval • Procedural and volitional memory • Study of amnesias Developmental aspects of memory • Immediate memory improves during school years • Declining long-term retention with age

  9. Historical Roots Associationism • Function of habit strength • Simple association between external stimulus and observable response Introduction of the Computer • People are active information processors • Memory is a “storage system” with stages

  10. Historical Roots Broadbent (1958) • “serial processing” Atkinson and Shiffrin (1968) • Sensory register, short-term store, long-term store • Control processes Craik and Lockhart (1972) • “levels of processing”

  11. Historical Roots Developmental Aspects: • Immediate recall improves during school years • Improvement on immediate memory tasks is particularly noticeable until 13 years of age • Children’s performance across ages does differ • Long-term retention declines with increasing age • Gender differences are small or non-existent • Memory performance is related to IQ but the correlation is not very high

  12. Historical Roots Neuropsychological Influences • H.M. (hippocampal lesion) • Intact short-term, severely impaired long-term • Support for multi-store model? • Non-localized dimension? • Executive processes

  13. Contemporary Status • Neuroimaging studies • Computational/connectionist models • Multi-system nature, active, dynamic • Interaction of: • Memory • Executive functions that control and regulate • Knowledge and skills of learner

  14. Primacy/Recency List Learning Learning Trials and Learning Curve Recognition Memory Immediate vs. Delayed Recall Sustained Attention Working Memory Gist vs. Verbatim Verbal vs. Visual Rote vs. Meaningful A sampling of historical memory concepts found on WRAML2

  15. Early Memory Measures • Rey (list learning of 15 words) 1958 • Rey-Osterrieth Complex Figure Task (1944) • Wechsler Memory Scale (1945) • Wechsler Memory Scale – Revised (1987) • Wechsler Memory Scale – III (1997) • Wide Range Assessment of Memory and Learning (1990)

  16. Test Revision WRAMLWRAML2 (1990) (2004)

  17. Major ModificationsWRAML to WRAML2 • Upper age range extended from 17 to 90 years • Indexes better reflect factor structure: Verbal Memory, Visual Memory, Attention/Concentration • Number of Core Subtests (6 vs. 9)

  18. Major ModificationsWRAML to WRAML2 • Delay Memory Tasks (7 vs. 4) • 2 Working Memory • Recognition Memory (4 vs. 1) • Qualitative Analyses (25+ vs. 0) • Updated stimulus materials

  19. WRAML2 Structure Core Subtests Optional Subtests Qualitative Analyses

  20. Core Indexes and Subtests

  21. Psychometric Properties of the WRAML2

  22. Test Development • Focus group meetings, research • Inclusion of working memory and recognition • Item tryout (n = 140) • Item Response Theory, Rasch analysis • Development of Standardization Edition

  23. Standardization Stratified Sampling Using • Age • Gender • Geographic Region • Education Level • Ethnicity N=1,200, 80 for each of 15 age groups

  24. Reliability: Core Subtests r values Subtest Interscorer Reliability = .98

  25. Internal Validity • Item separation = .98 to 1.00 • Factor Analysis • Three-factor Core Model: Verbal Memory, Visual Memory, Attention/Concentration • Applies to all demographic groups • Working Memory – Attention/Concentration r = .99 • Three-factor Optional Model: Working Memory, Verbal Recognition, Visual Recognition • Differential Item Functioning: most in high .90s, .88 on Story Memory between Hispanic and White

  26. External Validity

  27. Pediatric Clinical Groups

  28. Adult Clinical Groups in Manual

  29. Administration General Points: • Clipboard • Pronunciation • Practice • Organize Forms Administration Time: • Core Subtests: 30 - 40 minutes

  30. Age-Based Normative Scores Scaled Scores - Subtests Mean = 10, SD =3 Standard Scores - Indexes Mean=100, SD =15 Percentiles - Indexes Age Equivalents 5 – 16 years

  31. Other Data Available Confidence Intervals Index Discrepancy Data Statistical significance Prevalence data Scaled and/or Cut Scores for qualitative analyses Qualitative Analyses (with quantitative support) Age-based descriptive statistics and clinical base rates (prevalence) are provided Computer scoring program available

  32. Core Indexes and Subtests

  33. Story Memory SubtestCore Subtest (1), Verbal Memory Index • Two Stories read to Participant A & B = 5-8 years B & C = 9 years and older • Immediate Recall Trial • Upper case scoring criteria = requires an exact response • Lower case scoring criteria = acceptable gist responses listed in manual

  34. Story Memory SubtestCore Subtest (1), Verbal Memory Index Tips: • Practice reading stories out loud • Use a pencil to point to each word as it is read • Note unusual gist responses so can score later • Transfer to Verbatim and Gist columns later

  35. Story Memory SubtestAssociated Optional Subtests and Qualitative Measures • Story Memory Delay Recall • Story Memory Retention • Individual Story Comparison • Verbatim and Gist Measures • Story Memory Delay Recognition

  36. Verbal Learning SubtestCore Subtest (3), Verbal Memory Index • List-learning task 13 words, 8 years and younger 16 words, > 9 years • Common words • Four learning trials

  37. Verbal Learning SubtestCore Subtest (3), Verbal Memory Index • Tips: • One second pause between words • Number repetition order IF have time • Write first letter of word in free space

  38. Verbal Learning SubtestAssociated Optional Subtests and Qualitative Measures • Verbal Learning Delay Recall • Trials 1 – 4 • Verbal Learning Slope • Verbal Learning Retention • Verbal Learning Intrusion Errors • Verbal Learning Recognition • Semantic vs. Phonological Error analysis for Recognition

  39. Design Memory Subtest Core Subtest (2), Visual Memory Index • 5 Design Memory Cards • Design Memory Response Form • Copying – aid for judging accuracy Young examinees Any age with poor visual-motor skills • Drawing task 5 second exposure 10 second pause before drawing

  40. Design Memory Subtest Core Subtest (2), Visual Memory Index Tips: • Take back the pencil each time after drawing is complete • Hold the pencil to deter grabbing • Let clock run and note time vs. resetting • Scoring guidelines in manual Associated Optional Subtest: • Design Memory Recognition

  41. Picture Memory SubtestCore Subtest (4), Visual Memory Index • 4 Memory Stimulus Cards • Picture Memory Response Form • Red China Marker • 10 second exposure • “Put an X on each part of the picture that has been changed, moved or added.” • Correct Zoo card only

  42. Picture Memory SubtestCore Subtest (4), Visual Memory Index Tips: • Put Memory Stimulus Cards in order • Can use a crayon – liquid markers typically bleed • Familiarize yourself with the Zoo responses, in particular, so can quickly correct if needed Associated Optional Subtest/Qualitative Measure: • Commission Errors • Picture Memory Recognition

  43. Finger Windows SubtestCore Subtest (7), Attention/Concentration Index • Finger Windows Card • Start places determined by age 5-8 years = A 9 years & older = 4 • 1 second in window, 1 second between windows • Correct A, B, and C only • If 4 is incorrect, go to A

  44. Finger Windows SubtestCore Subtest (7), Attention/Concentration Index • Tips: • May be easier to write numbers in order while looking at card • Can place pencil on table between windows to aid timing

  45. Number Letter SubtestCore Subtest (9), Attention/Concentration Index • 1 per second • Examinee repeats the sequence in the same order

  46. Verbal Working MemoryOptional Subtest (14), Working Memory Subtests • Only administer to 9 and older • 9 to 13 years = Level A and B 14 to adult = Level B and C • A: Repeat animals first, then non-animals • B: Repeat animals small to large first, then non-animals • C: Repeat animals small to large first, then non-animals small to large

  47. Verbal Working MemoryOptional Subtest (14), Working Memory Subtests • Example: Level B, Item B-6 Examiner: nail, elephant, lake, crab, kangaroo Participant: crab, kangaroo, elephant, nail, lake Scoring: 1 for animal grouping, 1 for non-animal grouping, bonus of 1 if both groupings are correct – intrusions are not accepted • Can teach on items A-1, A-2, A-3, B-1 but score first response

  48. Verbal Working MemoryOptional Subtest (14), Working Memory Subtests Tips: • Directions are lengthy and wordy so must practice frequently before administering to ensure correct pronunciation. Use inflection to aid understanding. • If size dimensions are questioned (i.e. nose to scissors) say, “Think of the most usual size.”

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