wide range assessment of memory and learning second edition david sheslow, phd wayne adams, phd
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Wide Range Assessment of Wide Range Assessment of Memory and LearningMemory and Learning
Second EditionSecond Edition
David Sheslow, PhDWayne Adams, PhD
Dr. David Sheslow Dr. David Sheslow o PhD in Clinical Psychology, University of North PhD in Clinical Psychology, University of North
Carolina at GreensboroCarolina at Greensboroo 29 years at the DuPont Hospital for Children as 29 years at the DuPont Hospital for Children as
chief psychologist and co-director of the Division chief psychologist and co-director of the Division of Behavioral Health, Department of Pediatricsof Behavioral Health, Department of Pediatrics
o Teaches at the DuPont Hospital Pediatric and Teaches at the DuPont Hospital Pediatric and Psychology Residency ProgramsPsychology Residency Programs
o Private, Clinical Psychology practicePrivate, Clinical Psychology practiceo Published over 48 professional articlesPublished over 48 professional articles
About the authors:About the authors:
About the authors:About the authors:
Dr. Wayne AdamsDr. Wayne Adamso PhD in Developmental and Child Clinical Psychology from PhD in Developmental and Child Clinical Psychology from
Syracuse UniversitySyracuse Universityo 23 years at DuPont Hospital for Children, Director of the 23 years at DuPont Hospital for Children, Director of the
Division of Psychology, Chief Psychologist within the Division of Psychology, Chief Psychologist within the Division of Behavioral MedicineDivision of Behavioral Medicine
o Associate Professor at Jefferson Medical CollegeAssociate Professor at Jefferson Medical Collegeo Published >30 articles, >60 presentations at conventions Published >30 articles, >60 presentations at conventions
of professional organizationsof professional organizationso Diplomat status, Clinical Psychology, American Board of Diplomat status, Clinical Psychology, American Board of
Professional PsychologyProfessional Psychologyo Currently a tenured professor and chairperson of the APA Currently a tenured professor and chairperson of the APA
accredited Graduate Department of Clinical Psychology at accredited Graduate Department of Clinical Psychology at George Fox University, Newberg, ORGeorge Fox University, Newberg, OR
About the authors:About the authors:
Drs. Adams and Sheslow have co-authored Drs. Adams and Sheslow have co-authored 5 instruments. They have extensive 5 instruments. They have extensive experience working with children and experience working with children and teens with mild to severe neurological teens with mild to severe neurological disorders such as Learning Disabilities, disorders such as Learning Disabilities, ADHD, and Traumatic Brain Injury. It is ADHD, and Traumatic Brain Injury. It is this clinical involvement that lead to the this clinical involvement that lead to the development of a memory battery when development of a memory battery when there was none normed on children.there was none normed on children.
Evaluation of Memory:Evaluation of Memory:
Our Clinical and Our Clinical and
Empirical RootsEmpirical Roots
Historical Roots
Hans Ebbinghaus (1850 – 1909)Hans Ebbinghaus (1850 – 1909) Immediate memory (digit span) Chunking Nonsense syllables Meaningfulness Rehearsal Interference Disadvantage of age Memory “illusions”
Historical Roots
Alfred Binet (1857 – 1911)Alfred Binet (1857 – 1911) Qualitative analysisQualitative analysis Serial position effectSerial position effect “ “Importance” effectImportance” effect Acoustic vs. semantic recall effectsAcoustic vs. semantic recall effectsFrederic Barlett (1886-1969)Frederic Barlett (1886-1969) Visual and motor memoryVisual and motor memory
Historical RootsSigmund Freud Sigmund Freud Repressed memory effectsRepressed memory effects
Theodule Ribot (1839-1916)Theodule Ribot (1839-1916) Encoding, storage, retrievalEncoding, storage, retrieval Procedural and volitional memoryProcedural and volitional memory Study of amnesiasStudy of amnesias
Developmental aspects of memoryDevelopmental aspects of memory Immediate memory improves during school yearsImmediate memory improves during school years Declining long-term retention with ageDeclining long-term retention with age
Historical Roots
AssociationismAssociationism Function of habit strengthFunction of habit strength Simple association between external Simple association between external
stimulus and observable responsestimulus and observable response
Introduction of the ComputerIntroduction of the Computer People are active information processorsPeople are active information processors Memory is a “storage system” with stagesMemory is a “storage system” with stages
Historical RootsHistorical Roots
Broadbent (1958)Broadbent (1958) ““serial processing”serial processing”
Atkinson and Shiffrin (1968)Atkinson and Shiffrin (1968) Sensory register, short-term store, long-Sensory register, short-term store, long-
term storeterm store Control processesControl processes
Craik and Lockhart (1972)Craik and Lockhart (1972) ““levels of processing”levels of processing”
Historical RootsHistorical Roots
Developmental Aspects:Developmental Aspects: Immediate recall improves during school yearsImmediate recall improves during school years Improvement on immediate memory tasks is Improvement on immediate memory tasks is
particularly noticeable until 13 years of ageparticularly noticeable until 13 years of age Children’s performance across ages does differChildren’s performance across ages does differ Long-term retention declines with increasing ageLong-term retention declines with increasing age Gender differences are small or non-existentGender differences are small or non-existent Memory performance is related to IQ but the Memory performance is related to IQ but the
correlation is not very highcorrelation is not very high
Historical Roots
Neuropsychological InfluencesNeuropsychological Influences H.M. (hippocampal lesion)H.M. (hippocampal lesion) Intact short-term, severely impaired long-Intact short-term, severely impaired long-
termterm Support for multi-store model?Support for multi-store model? Non-localized dimension?Non-localized dimension? Executive processesExecutive processes
Contemporary StatusContemporary Status
Neuroimaging studiesNeuroimaging studies Computational/connectionist modelsComputational/connectionist models Multi-system nature, active, dynamicMulti-system nature, active, dynamic Interaction of:Interaction of:
MemoryMemory Executive functions that control and Executive functions that control and
regulateregulate Knowledge and skills of learnerKnowledge and skills of learner
A sampling of historical memory concepts found on WRAML2
Primacy/RecencyPrimacy/Recency List LearningList Learning Learning Trials and Learning Trials and
Learning CurveLearning Curve Recognition MemoryRecognition Memory Immediate vs. Immediate vs.
Delayed RecallDelayed Recall
Sustained Attention
Working Memory Gist vs. Verbatim Verbal vs. Visual Rote vs.
Meaningful
Early Memory MeasuresEarly Memory Measures
Rey (list learning of 15 words) 1958Rey (list learning of 15 words) 1958 Rey-Osterrieth Complex Figure Task Rey-Osterrieth Complex Figure Task
(1944) (1944) Wechsler Memory Scale (1945)Wechsler Memory Scale (1945) Wechsler Memory Scale – Revised (1987)Wechsler Memory Scale – Revised (1987) Wechsler Memory Scale – III (1997)Wechsler Memory Scale – III (1997) Wide Range Assessment of Memory and Wide Range Assessment of Memory and
Learning (1990)Learning (1990)
Test RevisionTest Revision
WRAMLWRAML WRAML2WRAML2 (1990) (2004)(1990) (2004)
Major ModificationsMajor ModificationsWRAML to WRAML to WRAML2
Upper age range extended from 17 to Upper age range extended from 17 to 9090 years
Indexes better reflect factor Indexes better reflect factor structure: structure: Verbal Memory, Visual Memory, Attention/Concentration
Number of Core Subtests (6 vs. 9)Number of Core Subtests (6 vs. 9)
Major ModificationsMajor ModificationsWRAML to WRAML to WRAML2
Delay Memory Tasks Delay Memory Tasks (7 vs. 4) 2 Working Memory2 Working Memory Recognition Memory Recognition Memory (4 vs. 1) Qualitative Analyses Qualitative Analyses (25+ vs. 0) Updated stimulus materials
WRAML2 Structure
Core SubtestsCore Subtests Optional SubtestsOptional Subtests Qualitative AnalysesQualitative Analyses
Core Indexes and SubtestsCore Indexes and Subtests
General Memory Index
Verbal Memory Index
Visual Memory Index
Attn/Concentration Index
Story Memory Verbal Learning Design Memory Picture Memory Finger Windows Number Letter
Psychometric Psychometric Properties Properties
of the WRAML2of the WRAML2
Test DevelopmentTest Development
Focus group meetings, researchFocus group meetings, research Inclusion of working memory and Inclusion of working memory and
recognitionrecognition Item tryout (n = 140)Item tryout (n = 140) Item Response Theory, Rasch analysisItem Response Theory, Rasch analysis Development of Standardization EditionDevelopment of Standardization Edition
Standardization
Stratified Sampling Using Age Gender Geographic Region Education Level Ethnicity
N=1,200, 80 for each of 15 age groups
Reliability: Reliability: Core Subtests
Person SeparationPerson Separation .85 - .94.85 - .94Item SeparationItem Separation .99 – 1.0.99 – 1.0Internal Internal ConsistencyConsistency
.81 – 92.81 – 92
GMI = .93GMI = .93Test-Retest Test-Retest (median interval = 49 days)(median interval = 49 days)
.59 - .77.59 - .77
GMI = .82 GMI = .82 ((=6.7 =6.7 pts)pts)
r values
Subtest Interscorer Reliability = .98Subtest Interscorer Reliability = .98
Internal ValidityInternal Validity
Item separation = .98 to 1.00Item separation = .98 to 1.00 Factor AnalysisFactor Analysis Three-factor Core Model: Verbal Memory, Visual Three-factor Core Model: Verbal Memory, Visual
Memory, Attention/ConcentrationMemory, Attention/Concentration Applies to all demographic groupsApplies to all demographic groups Working Memory – Attention/Concentration r = .99Working Memory – Attention/Concentration r = .99 Three-factor Optional Model: Working Memory, Three-factor Optional Model: Working Memory,
Verbal Recognition, Visual RecognitionVerbal Recognition, Visual Recognition Differential Item Functioning: most in high .90s, .88 Differential Item Functioning: most in high .90s, .88
on Story Memory between Hispanic and Whiteon Story Memory between Hispanic and White
External ValidityExternal Validity
Wechsler Memory Scale-IIIWechsler Memory Scale-III
Children’s Memory ScaleChildren’s Memory Scale
Test of Memory and LearningTest of Memory and Learning
California Verbal Learning California Verbal Learning Test-IITest-II
.60 (GMI w/ GMI).60 (GMI w/ GMI)
.49 (GMI w/ GMI).49 (GMI w/ GMI)
.69 (CMI w/GMI).69 (CMI w/GMI)
.68 (Trial 1-5 Index.68 (Trial 1-5 Index
w/ Verbal w/ Verbal Learning)Learning)
WAIS-IIWAIS-II
WISC-IIIWISC-III.67 (FSIQ w/ GMI).67 (FSIQ w/ GMI)
.44 (FSIQ w/ GMI).44 (FSIQ w/ GMI)
WRAT3WRAT3
WJ-IIIWJ-III.11 to .60 (w/ GMI).11 to .60 (w/ GMI)
Pediatric Clinical Groups Pediatric Clinical Groups
Clinical Group WRAML2 Verbal MI Visual MI GMI
Reading Disordered(n=24)
91.2 91.3 89.2
ADHD(n=23)
102.5 97.8 97.4
LD/ADHD(n=23)
89.2 91.0 84.3
0
2
4
6
8
10
12
Story Mem
DesgnMem
VerbLrn
PicMem
FingWin
Num/Ltr
ADHD
RD
RD/ADHD
Controls
Adult Clinical Groups in ManualAdult Clinical Groups in Manual
Clinical Group WRAML2 GMI
Alcohol Abuse 91.4
Parkinson Disease 98.6
Traumatic Brain Injury 82.0
Alzheimer’s Disease 79.1
AdministrationAdministration
General Points:General Points: Clipboard Clipboard PronunciationPronunciation PracticePractice Organize FormsOrganize Forms
Administration Time: Core Subtests: 30 - 40 minutes
Age-Based Normative ScoresAge-Based Normative Scores
Scaled Scores - SubtestsScaled Scores - Subtests
Mean = 10, SD =3 Mean = 10, SD =3 Standard Scores - IndexesStandard Scores - Indexes
Mean=100, SD =15Mean=100, SD =15 Percentiles - IndexesPercentiles - Indexes Age EquivalentsAge Equivalents
5 – 16 years5 – 16 years
Other Data AvailableOther Data Available Confidence IntervalsConfidence Intervals Index Discrepancy Data Index Discrepancy Data
Statistical significanceStatistical significance
Prevalence dataPrevalence data Scaled and/or Cut Scores for qualitative Scaled and/or Cut Scores for qualitative
analysesanalyses Qualitative Analyses (with quantitative Qualitative Analyses (with quantitative
support)support)
Age-based descriptive statistics and clinical Age-based descriptive statistics and clinical base rates (prevalence) are providedbase rates (prevalence) are provided
Computer scoring program availableComputer scoring program available
Core Indexes and SubtestsCore Indexes and Subtests
General Memory Index
Verbal Memory Index
Visual Memory Index
Attn/Concentration Index
Story Memory Verbal Learning Design Memory Picture Memory Finger Windows Number Letter
Story Memory SubtestStory Memory SubtestCore Subtest (1), Verbal Memory IndexCore Subtest (1), Verbal Memory Index
Two Stories read to Participant A & B = 5-8 yearsB & 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
Story Memory SubtestStory Memory SubtestCore Subtest (1), Verbal Memory IndexCore Subtest (1), Verbal Memory Index
Tips:Tips: Practice reading stories out loudPractice reading stories out loud Use a pencil to point to each word as it is Use a pencil to point to each word as it is
readread Note unusual gist responses so can score Note unusual gist responses so can score
laterlater Transfer to Verbatim and Gist columns laterTransfer to Verbatim and Gist columns later
Story Memory SubtestStory Memory SubtestAssociated Optional Subtests and Associated Optional Subtests and
Qualitative MeasuresQualitative Measures
Story Memory Delay Recall Story Memory Retention Individual Story Comparison Verbatim and Gist Measures Story Memory Delay Recognition
Verbal Learning SubtestVerbal Learning SubtestCore Subtest (3), Verbal Memory IndexCore Subtest (3), Verbal Memory Index
List-learning taskList-learning task
13 words, 8 years and younger13 words, 8 years and younger
16 words, > 9 years16 words, > 9 years Common wordsCommon words Four learning trialsFour learning trials
Verbal Learning SubtestVerbal Learning SubtestCore Subtest (3), Verbal Memory IndexCore Subtest (3), Verbal Memory Index
Tips:Tips: One second pause between wordsOne second pause between words Number repetition order IF have timeNumber repetition order IF have time Write first letter of word in free spaceWrite first letter of word in free space
Verbal Learning SubtestVerbal Learning SubtestAssociated Optional Subtests and Associated Optional Subtests and
Qualitative MeasuresQualitative 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
Design Memory Subtest Design Memory Subtest Core Subtest (2), Visual Memory IndexCore Subtest (2), Visual Memory Index
5 Design Memory Cards5 Design Memory Cards Design Memory Response FormDesign Memory Response Form Copying – aid for judging accuracyCopying – aid for judging accuracy
Young examineesYoung examineesAny age with poor visual-motor skillsAny age with poor visual-motor skills
Drawing taskDrawing task5 second exposure5 second exposure10 second pause before drawing10 second pause before drawing
Design Memory Subtest Design Memory Subtest Core Subtest (2), Visual Memory IndexCore Subtest (2), Visual Memory Index
Tips:Tips: Take back the pencil each time after Take back the pencil each time after
drawing is completedrawing is complete Hold the pencil to deter grabbingHold the pencil to deter grabbing Let clock run and note time vs. resettingLet clock run and note time vs. resetting Scoring guidelines in manualScoring guidelines in manual
Associated Optional Subtest:Associated Optional Subtest: Design Memory RecognitionDesign Memory Recognition
Picture Memory SubtestPicture Memory SubtestCore Subtest (4), Visual Memory IndexCore Subtest (4), Visual Memory Index
4 Memory Stimulus Cards4 Memory Stimulus Cards Picture Memory Response FormPicture Memory Response Form Red China MarkerRed China Marker 10 second exposure10 second exposure ““Put an X on each part of the picture that Put an X on each part of the picture that
has been has been changed, moved or addedchanged, moved or added.”.” Correct Zoo card onlyCorrect Zoo card only
Picture Memory SubtestPicture Memory SubtestCore Subtest (4), Visual Memory IndexCore Subtest (4), Visual Memory Index
Tips:Tips: Put Memory Stimulus Cards in orderPut Memory Stimulus Cards in order Can use a crayon – liquid markers typically Can use a crayon – liquid markers typically
bleedbleed Familiarize yourself with the Zoo responses, in Familiarize yourself with the Zoo responses, in
particular, so can quickly correct if neededparticular, so can quickly correct if needed
Associated Optional Subtest/Qualitative Measure:Associated Optional Subtest/Qualitative Measure: Commission Errors Picture Memory Recognition
Finger Windows SubtestCore Subtest (7), , Attention/Concentration
Index Finger Windows Card Start places determined by age
5-8 years = A9 years & older = 4
1 second in window, 1 second between windows
Correct A, B, and C only If 4 is incorrect, go to A
Finger Windows SubtestCore Subtest (7), , Attention/Concentration
Index
Tips:Tips: May be easier to write numbers in May be easier to write numbers in
order while looking at cardorder while looking at card Can place pencil on table between Can place pencil on table between
windows to aid timingwindows to aid timing
Number Letter SubtestCore Subtest (9), Attention/Concentration
Index
1 per second1 per second Examinee repeats the Examinee repeats the
sequence in the same order sequence in the same order
Optional Subtests
Working Memory
Index
Additional Subtests
Qualitative Analyses
Verbal Working Memory
Symbolic Working Memory
Sentence Memory Subtest
Sound Symbol Subtest
Verbal Working MemoryOptional Subtest (14), Working Memory Optional Subtest (14), Working Memory
SubtestsSubtests Only administer to 9 and olderOnly administer to 9 and older 9 to 13 years = Level A and B9 to 13 years = Level A and B
14 to adult = Level B and C14 to adult = Level B and C A: Repeat animals first, then non-animalsA: Repeat animals first, then non-animals B: Repeat animals small to large first, then B: Repeat animals small to large first, then
non-animalsnon-animals C: Repeat animals small to large first, then C: Repeat animals small to large first, then
non-animals small to largenon-animals small to large
Verbal Working MemoryOptional Subtest (14), Working Memory Optional Subtest (14), Working Memory
SubtestsSubtests Example: Level B, Item B-6
Examiner: nail, elephant, lake, crab, kangarooParticipant: crab, kangaroo, elephant, nail, lakeScoring: 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
Verbal Working MemoryOptional Subtest (14), Working Memory Optional Subtest (14), Working Memory
SubtestsSubtests
Tips:Tips: Directions are lengthy and wordy so must Directions are lengthy and wordy so must
practice frequently before administering practice frequently before administering to ensure correct pronunciation. Use to ensure correct pronunciation. Use inflection to aid understanding.inflection to aid understanding.
If size dimensions are questioned (i.e. If size dimensions are questioned (i.e. nose to scissors) say, “Think of the most nose to scissors) say, “Think of the most usual size.”usual size.”
Symbolic Working MemoryOptional Subtest (16), Working Memory Optional Subtest (16), Working Memory
SubtestsSubtests Administered to 9 years and older onlyAdministered to 9 years and older only Auditory input, non-verbal responseAuditory input, non-verbal response 2 Levels 2 Levels
A:A: Numbers in orderNumbers in order
Number Stimulus CardNumber Stimulus Card
B:B: Numbers order, then letters in orderNumbers order, then letters in order
Number-Alphabet Stimulus CardNumber-Alphabet Stimulus Card Training items for each levelTraining items for each level
Symbolic Working MemoryOptional Subtest (16), Working Memory Optional Subtest (16), Working Memory
SubtestsSubtests
Tips:Tips: Stress “numerical” and “alphabetical” Stress “numerical” and “alphabetical”
order when reading directionsorder when reading directions Remove or flip card after every item Remove or flip card after every item
responseresponse Subjects often point very quickly so may Subjects often point very quickly so may
want to remember visually or write series want to remember visually or write series on paper while watchingon paper while watching
5 – 8 years only5 – 8 years only Phonemes paired with visual symbolsPhonemes paired with visual symbols Sound Symbol BookletSound Symbol Booklet Learning TrialLearning Trial 4 Test Trials (I to IV)4 Test Trials (I to IV) Provide positive feedback or correct Provide positive feedback or correct
responses on the first 3 Test Trialsresponses on the first 3 Test Trials If no response in 5 seconds, provide If no response in 5 seconds, provide
response and flip or just flip if Trial IVresponse and flip or just flip if Trial IV
Sound SymbolSound SymbolOptional Subtest (13), Additional SubtestsOptional Subtest (13), Additional Subtests
Sound SymbolSound SymbolAssociated Optional Subtest and Associated Optional Subtest and
Qualitative MeasuresQualitative Measures
Sound Symbol Delay RecallTrial 1 – 4Sound Symbol RetentionSound Symbol Slope
Sentence MemorySentence MemoryOptional Subtest (15), Additional SubtestsOptional Subtest (15), Additional Subtests
8 and younger = Begin with Item 18 and younger = Begin with Item 1 9 to adult = Begin with Item 8 (go back if 9 to adult = Begin with Item 8 (go back if
necessary)necessary) Say each sentence once onlySay each sentence once only 2 points = 0 error2 points = 0 error 1 point = 1 error1 point = 1 error 0 point = 2 errors or more0 point = 2 errors or more Can teach #1 until they understand but score Can teach #1 until they understand but score
first attemptfirst attempt
Sentence MemorySentence MemoryOptional Subtest (15), Additional SubtestsOptional Subtest (15), Additional Subtests
Scoring:Scoring: Response must be verbatimResponse must be verbatim Additions, omissions, changing word form, and Additions, omissions, changing word form, and
contracting are one errorcontracting are one error
Tips:Tips: Place pencil on each word to decrease errorPlace pencil on each word to decrease error Record incorrect response for scoring and Record incorrect response for scoring and
analysisanalysis
Optional Subtests
Delay Recall Subtests Recognition Subtests
Story Memory Recall
Verbal Learning Recall
Sound Symbol Recall
Story Memory Recognition
Design Recognition
Picture Memory Recog.
Verbal Learning Recog.
Story Memory Delay RecallOptional Subtest (5), Optional Subtest (5), Delay Recall Subtests
Return to Story Memory (1) scoring pages Administer same story set as Story Memory Do not read story to examinee Indicate performance in the Delay Recall
column No Verbatim or Gist columns for delay but
must comply with same scoring guidelines
Verbal Learning Delay RecallOptional Subtest (8), Optional Subtest (8), Delay Recall Subtests
Return to Verbal Learning (3) scoring pages
Do not read the list to the examinee
Sound Symbol Delay RecallOptional Subtest (17), Optional Subtest (17), Delay Recall Subtests
Return to Sound Symbol (13) scoring pages
Sound Symbol Booklet Do not name any symbols Delay Recall Trial is the same set as the
Learning Trial
Story Memory RecognitionStory Memory RecognitionOptional Subtest (6), Recognition SubtestsOptional Subtest (6), Recognition Subtests
Administer same story set as Story Memory
Give automatic credit for any correct detail given during Story Memory Recall
Design Memory RecognitionDesign Memory RecognitionOptional Subtest (10), Recognition SubtestsOptional Subtest (10), Recognition Subtests
Design Memory Recognition BookletDesign Memory Recognition Booklet Pencil or MarkerPencil or Marker Review directions until examinee Review directions until examinee
independently understandsindependently understands Make sure page is correctly orientedMake sure page is correctly oriented Do not let examinee go back once a page Do not let examinee go back once a page
is finishedis finished
Picture Memory RecognitionPicture Memory RecognitionOptional Subtest (11), Recognition SubtestsOptional Subtest (11), Recognition Subtests
Picture Memory Recognition BookletPicture Memory Recognition Booklet Pencil or MarkerPencil or Marker Review directions until examinee Review directions until examinee
independently understandsindependently understands Do not let examinee go back once a page is Do not let examinee go back once a page is
finishedfinished Can clarify that picture can appear on Can clarify that picture can appear on eithereither
the Picture Stimulus Card (cards with scenes) the Picture Stimulus Card (cards with scenes) or Picture Memory Response Form (marked or Picture Memory Response Form (marked changes)changes)
Verbal Learning RecognitionVerbal Learning RecognitionOptional Subtest (12), Recognition SubtestsOptional Subtest (12), Recognition Subtests
Administer if Verbal Learning and Verbal Administer if Verbal Learning and Verbal Learning Delay Recall have been Learning Delay Recall have been administeredadministered
Ask for recognition of each word on listAsk for recognition of each word on list
Optional Qualitative AnalysisOptional Qualitative Analysis Semantic Error TotalSemantic Error Total Phonological Error TotalPhonological Error Total
WRAML2 Screening FormWRAML2 Screening Form
1st Four Core Subtests Story Memory Design Memory Verbal Learning Picture Memory
Administration Time: 20 - 30 minutes
Memory Screening Index and General Memory Index correlation = .91
ScoresScores
Raw – Scaled – Sum of Scaled – IndexRaw – Scaled – Sum of Scaled – Index Graphic RepresentationGraphic Representation Index Score Discrepancy AnalysesIndex Score Discrepancy Analyses Core Subtest vs. Recognition DiscrepancyCore Subtest vs. Recognition Discrepancy Retention: Subtest minus Recall Retention: Subtest minus Recall raw scoreraw score
Qualitative Analyses - ScoresQualitative Analyses - Scores
Story MemoryStory MemoryIndividual Story/Verbatim and Gist Scale ScoreIndividual Story/Verbatim and Gist Scale Score
Picture MemoryPicture MemoryCommission Errors - DescriptiveCommission Errors - Descriptive
Verbal LearningVerbal LearningTrials/Slope/Intrusion Errors – Graph and Trials/Slope/Intrusion Errors – Graph and DescriptiveDescriptive
Verbal Learning RecognitionVerbal Learning RecognitionSemantic and Phonological Errors - DescriptiveSemantic and Phonological Errors - Descriptive
Sound SymbolSound SymbolTrials/Slope/Retention – Graph and DescriptiveTrials/Slope/Retention – Graph and Descriptive
Qualitative Analyses - Possible Qualitative Analyses - Possible ImplicationsImplications
Story MemoryStory Memory Forgetting “chunks” - Limited sustained attentionForgetting “chunks” - Limited sustained attention Delay better than recall - Need for memory Delay better than recall - Need for memory
consolidationconsolidation Reliance on Gist related to Reading DisabilityReliance on Gist related to Reading Disability Poor Delay Recall common in dementia or left Poor Delay Recall common in dementia or left
temporal lobe head injury or stroketemporal lobe head injury or stroke Retention is particularly poor with moderate to Retention is particularly poor with moderate to
severe brain injury, although immediate recall severe brain injury, although immediate recall can be intactcan be intact
Qualitative Analyses - Possible Qualitative Analyses - Possible ImplicationsImplications
Verbal LearningVerbal Learning Flat curve could suggest adequate auditory Flat curve could suggest adequate auditory
memory but difficulty recalling rote informationmemory but difficulty recalling rote information Slight curve suggests subject may benefit from Slight curve suggests subject may benefit from
repetitive reviewrepetitive review Variable curve could suggest Variable curve could suggest
attention/organization issuesattention/organization issues Poor slope suggests limited or decreased Poor slope suggests limited or decreased
learning; adequate slope suggests learning learning; adequate slope suggests learning efficiencyefficiency
Qualitative Analyses - Possible Qualitative Analyses - Possible ImplicationsImplications
Verbal Learning, continuedVerbal Learning, continued Retention score Retention score << the 5 the 5thth percentile could suggest percentile could suggest
recent brain injury or progressive dementiarecent brain injury or progressive dementia Frequent intrusion errors may suggest limited self-Frequent intrusion errors may suggest limited self-
monitoring, difficulty using feedback to change monitoring, difficulty using feedback to change performance, disorganized processing, or confusionperformance, disorganized processing, or confusion
Poor recognition may be associated with congenital Poor recognition may be associated with congenital developmental delay or neurologically based illness developmental delay or neurologically based illness or injury or injury
Qualitative Analyses - Possible Qualitative Analyses - Possible ImplicationsImplications
Picture MemoryPicture Memory Low Recognition and adequate Memory (rare) Low Recognition and adequate Memory (rare)
could suggest developmental delay, could suggest developmental delay, neurologically-based illness or injury, fatigue, neurologically-based illness or injury, fatigue, poor motivation/attention, or malingeringpoor motivation/attention, or malingering
Poor Memory and adequate Recognition may Poor Memory and adequate Recognition may suggest early-to-mid-stage Alzheimer’ssuggest early-to-mid-stage Alzheimer’s
High Commission Errors may be associated with High Commission Errors may be associated with poorly modulated work style, disinhibition, and poorly modulated work style, disinhibition, and poor impulse control as often seen in AD/HD, poor impulse control as often seen in AD/HD, TBI, and maniaTBI, and mania
Qualitative Analyses - Possible Qualitative Analyses - Possible ImplicationsImplications
Sound SymbolSound Symbol Retention score Retention score << the 5 the 5thth percentile may percentile may
suggest memory loss typical of suggest memory loss typical of phonologically-based reading disability, phonologically-based reading disability, recent brain injury, or recent seizure disorderrecent brain injury, or recent seizure disorder
Phonological/visual associates (tabe, wah, Phonological/visual associates (tabe, wah, haa) are similar to the decoding aspects of haa) are similar to the decoding aspects of readingreading
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