Re-examining the factor structure of the Wide Range Assessment of Memory and Learning: implications for clinical interpretation.

Abstract

The intercorrelation matrices of the standardization sample of the Wide Range Assessment of Memory and Learning (WRAML), a multi-component measure of memory functioning in children ages 5 to 17 years, were submitted to a hierarchical exploratory principal factor analysis (PFA). The PFA solutions were examined and compared with the published principal components analysis (PCA) solutions with the goal of examining the validity of the clinical scale configuration (Verbal Memory, Visual Memory, and Learning) proposed by the test authors. Results of the PFA differ from the PCA and do not provide statistical support for the existing three-scale structure nor the division between memory and learning. Specific factor loadings on the majority of sub-tests are higher than the common factor loadings indicating low shared variance. The low communalities together with the poor interpretability of the factor structure suggests that the subtests should be interpreted clinically as unique entities first and secondarily as factors. Theoretical and practical implications of the findings are discussed.