Table of Contents
Foreword Daniel C. Miller xi
Preface xiii
Acknowledgments xvii
Chapter 1 Introduction and Overview 1
- Memory and Learning 4
- Memory Problems 6
- Applying Memory Research in the Classroom 8
- Overview of the Chapters 8
- Learning Objectives 10
Chapter 2 Memory Systems and Processes 13
- The Flow of Information 15
- Sensory Memory 16
- Short-Term Memory 16
- Working Memory 21
- Long-Term Memory Systems 27
- Long-Term Memory Processes 35
- Forgetting 47
- Interference 49
- The Organization of Memory 51
- Implications for Memory Assessment 53
- Educational and Training Implications 54
- Memory Fundamentals 54
Chapter 3 Memory Neuroanatomy, Development, and Dysfunction 57
- The Neuroanatomy of Memory 58
- Short-Term and Working Memory Structures 68
- Neurological Principles of Memory 71
- The Development of Long-Term Memory 72
- Development of Metamemory and Effective Strategies 75
- Fundamentals of Memory Development 81
- Related Cognitive Processes 82
- Memory Dysfunction 86
Chapter 4 Risk Factors for Memory Impairments 91
- Acquired Brain Injury 94
- Medical Conditions 99
- Developmental Disorders 107
- Mental Disorders 114
- Substance Abuse 118
- Findings that Apply to All At-Risk Groups 125
- Assessment Implications 126
- Implications for Interventions and Classroom Instruction 127
Chapter 5 Long-Term Memory Assessment Strategies 129
- A Comprehensive Explicit Memory Assessment 130
- Planning a Personalized Assessment 138
- Cross-Battery and Selective Testing 142
- Memory Assessment Challenges 143
- Collecting Medical, Developmental, and Academic History 145
- Interviewing Teachers, Parents, and Students 146
- Observation 149
Assessment of Metamemory and Strategy Development 152
- Collecting Classroom Examination Data 156
- Guidelines for Administering Standardized Memory Tests 157
- General Guidelines for Interpretation of Test Results 159
- Analysis of Memory Test Scores 163
- Specific Guidelines for Interpretation of Memory Assessment Results 168
- Case Study 176
Chapter 6 Assessing Long-Term Memory With Standardized Tests 179
- California Verbal Learning Test—Children’s Version (CVLT-C) 180
- Children’s Memory Scale (CMS) 184
- The NEPSY II 187
- The Rivermead Behavioural Memory Test for Children (RBMT-C) 190
- Test of Memory and Learning, Second Edition (TOMAL-2) 192
- Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) 196
- Wechsler Memory Scale1-Fourth Edition (WMS1-IV) 200
- Cognitive, Intellectual, and Achievement Batteries 205
- Other Scales With Long-Term Memory Measures 221
Chapter 7 Interventions for Memory Problems 225
- Desirable Outcomes for Memory Interventions 227
- Factors Related to Success 228
- Concerns About Memory Interventions 230
- Selecting and Designing Interventions 232
- Setting Goals and Measuring Progress 233
- General Memory Strategy Training Recommendations 234
- Metamemory: The Cornerstone of the Intervention 235
- Demonstrating the Efficacy of Memory Strategies 239
- Promoting Generalization and Maintenance 241
- Length of Training 242
- Memory Strategies 242
- Mnemonics 251
- Computerized Interventions 256
- Home Interventions 257
- External Memory Aids 258
- Psychopharmacological Treatments 260
- Memory Interventions for Traumatic Brain Injury 261
- Interventions for Other Disabled and At-Risk Populations 263
- Matching Interventions With Memory Deficits 263
- A Typical Intervention 268
Chapter 8 Classroom Instruction That Supports Memory 271
- The Mnemonic Classroom 273
- Metamemory Instruction 275
- Instructional Practices That Enhance Memory 275
- Study Skills That Enhance Memory 297
- Instructional Methods for Severe Memory Impairments 299
- Accommodations and Memory Aids 305
- Teaching Memory Strategies 306
- Teaching Mnemonics 306
- Instruction That Reduces Working Memory Load 308
- Summary: Long-Term Memory Principles and Recommendations for Educators 312
Chapter 9 Case Studies and Recommendations 315
- Assessment Case Study 315
- Intervention Case Studies 318
- Illustrative Report 327
- Recommendations for Future Research 332
- Recommendations for Memory Test Development 333
AppendixA Memory Assessment Plan 335
Appendix B Analysis of Memory Testing Results 337
AppendixC Conversion Table: Scaled Scores to Standard Scores 339
References 341
Index 377