Wide Range Assessment Of Memory And Learning Research Articles

Associations of Prenatal and Postnatal Maternal Depressive Symptoms with Offspring Cognition and Behavior in Mid-Childhood: A Prospective Cohort Study.

Exposure to maternal depressive symptoms in the peri-pregnancy periods may be associated with poorer child development, but research is often limited to only maternal assessments of behavior and cognition. This study investigates the specific periods of prenatal and postnatal exposure to maternal depressive symptoms in association with child development using reports from teachers and mothers. This study is based on 1225 mother–child pairs from Project Viva, a prospective pre-birth cohort study. Mothers reported depressive symptoms on the Edinburgh Postpartum Depression Scale (EPDS) in mid-pregnancy as well as at 6 months and 12 months postpartum. Teachers and mothers reported child executive functions using the Behavioral Rating Inventory of Executive Function (BRIEF) and behavior using the Strengths and Difficulties Questionnaire (SDQ). Children completed the Kaufman Brief Intelligence Test (KBIT-2), the Wide Range Assessment of Visual Motor Abilities (WRAVMA), and the Visual Memory Index of the Wide Range Assessment of Memory and Learning (WRAML). We used multivariable linear regression models to examine associations of prenatal and postpartum depressive symptoms with outcomes. Many of the crude associations observed were attenuated after adjusting for demographic factors and maternal IQ, yet some remained significant. For example, high prenatal maternal depressive symptoms were associated with poorer scores on the BRIEF Behavior Regulation Index and some SDQ scales based on reports from teachers and mothers. High prenatal maternal depressive symptoms were associated with poorer behavioral development. Postpartum symptoms did not show strong associations with outcomes once we adjusted for the prenatal period.

Longitudinal Cognitive and Neurobehavioral Functional Outcomes Before and After Repairing Otic Capsule Dehiscence.

Objective:Patients with peripheral vestibular dysfunction because of gravitational receptor asymmetries display signs of cognitive dysfunction and are assumed to have neurobehavioral sequelae. This was tested with pre- and postoperatively quantitative measurements in three cohort groups with superior semicircular canal dehiscence syndrome (SSCDS) symptoms with: 1) superior canal dehiscence (SCD) repaired via a middle cranial fossa craniotomy and canal plugging only; 2) otic capsule defects not visualized with imaging (no-iOCD) repaired with round window reinforcement (RWR) only; or 3) both SCD plugging and subsequent development of no-iOCD followed by RWR.Study Design:Prospective patient series.Setting:Tertiary referral center.Patients:There were 13 adult and 4 pediatric patients with SSCDS who had completion of neuropsychology test batteries pre- and every 3 months postoperatively. Eight patients had no-iOCD and RWR exclusively, 5 had SCD and plugging exclusively, and 4 had both SCD plugging and then development of no-iOCD with RWR. These cohorts included SSCDS with 2 different dehiscence locations.Interventions:Completion of a neuropsychology test battery preoperatively and at 3, 6, 9, and 12 months postoperatively that included: Beck Depression Inventory-II (BDI); Wide Range Intelligence Test (WRIT FSIQ) including average verbal (crystallized intelligence) and visual (fluid intelligence); Wide Range Assessment of Memory and Learning (WRAML), including the four domains of verbal memory, visual memory, attention/concentration, and working memory; and Delis–Kaplan Executive Function System (D-KEFS). The Dizziness Handicap Inventory (DHI) and the Headache Impact Test (HIT-6) were also completed to assess the impact of their disease on activities pre- and postoperatively.Main Outcome Measures:Quantitative and statistical analysis of their cognitive and neurobehavioral function.Results:The pattern of differences between the SCD group and the no-iOCD group from WRAML verbal, visual, and attention test performance indicate different postoperative clinical trajectories. For the WRAML, there was a statistically significant improvement for visual memory and verbal memory for the no-iOCD only and both (SCD and subsequent no-iOCD) groups, but no mean improvement for the SCD only group. By contrast, the no-iOCD group had significantly lower scores on the WRAML attention test preoperatively, but they recovered postoperatively to match the other groups. The preoperative findings and postoperative outcomes did not differ significantly among patient groups on the WRAML working memory test, D-KEFS motor scores, D-KEFS number and letter scores, or Wide Range Intelligence Test scores. There was a significant decrease in the BDI for all groups. The IQ scores were unchanged. There was a statistically significant improvement in the DHI and HIT-6 scores postoperatively in all groups.Conclusions:There was a marked overall improvement in cognitive and neurobehavioral function postoperatively. Variability may result from duration of underlying disease before intervention. The initial decrement or delay in performance improvement measured in several patients may represent brain reorganization. Greater longitudinal data and greater subject numbers are necessary to better understand and optimize cognitive recovery.

Association of lifetime exposure to fluoride and cognitive functions in Chinese children: A pilot study

BackgroundA systematic review and meta-analysis of published studies on developmental fluoride neurotoxicity support the hypothesis that exposure to elevated concentrations of fluoride in water is neurotoxic during development. MethodsWe carried out a pilot study of 51 first-grade children in southern Sichuan, China, using the fluoride concentration in morning urine after an exposure-free night; fluoride in well-water source; and dental fluorosis status as indices of past fluoride exposure. We administered a battery of age-appropriate, relatively culture-independent tests that reflect different functional domains: the Wide Range Assessment of Memory and Learning (WRAML), Wechsler Intelligence Scale for Children-Revised (WISC-IV) digit span and block design; finger tapping and grooved pegboard. Confounder-adjusted associations between exposure indicators and test scores were assessed using multiple regression models. ResultsDental fluorosis score was the exposure indicator that had the strongest association with the outcome deficits, and the WISC-IV digit span subtest appeared to be the most sensitive outcome, where moderate and severe fluorosis was associated with a digit span total score difference of −4.28 (95% CI −8.22, −0.33) and backward score with −2.13 (95% CI −4.24, −0.02). ConclusionsThis pilot study in a community with stable lifetime fluoride exposures supports the notion that fluoride in drinking water may produce developmental neurotoxicity, and that the dose-dependence underlying this relationship needs to be characterized in detail.

Prenatal organochlorine and methylmercury exposure and memory and learning in school-age children in communities near the New Bedford Harbor Superfund site, Massachusetts.

Background: Polychlorinated biphenyls (PCBs), organochlorine pesticides, and methylmercury (MeHg) are environmentally persistent with adverse effects on neurodevelopment. However, especially among populations with commonly experienced low levels of exposure, research on neurodevelopmental effects of these toxicants has produced conflicting results.Objectives: We assessed the association of low-level prenatal exposure to these contaminants with memory and learning.Methods: We studied 393 children, born between 1993 and 1998 to mothers residing near a PCB-contaminated harbor in New Bedford, Massachusetts. Cord serum PCB, DDE (dichlorodiphenyldichloroethylene), and maternal peripartum hair mercury (Hg) levels were measured to estimate prenatal exposure. Memory and learning were assessed at 8 years of age (range, 7–11 years) using the Wide Range Assessment of Memory and Learning (WRAML), age-standardized to a mean ± SD of 100 ± 15. Associations with each WRAML index—Visual Memory, Verbal Memory, and Learning—were examined with multivariable linear regression, controlling for potential confounders.Results: Although cord serum PCB levels were low (sum of four PCBs: mean, 0.3 ng/g serum; range, 0.01–4.4), hair Hg levels were typical of the U.S. fish-eating population (mean, 0.6 μg/g; range, 0.3–5.1). In multivariable models, each microgram per gram increase in hair Hg was associated with, on average, decrements of –2.8 on Visual Memory (95% CI: –5.0, –0.6, p = 0.01), –2.2 on Learning (95% CI: –4.6, 0.2, p = 0.08), and –1.7 on Verbal Memory (95% CI: –3.9, 0.6, p = 0.14). There were no significant adverse associations of PCBs or DDE with WRAML indices.Conclusions: These results support an adverse relationship between low-level prenatal MeHg exposure and childhood memory and learning, particularly visual memory.Citation: Orenstein ST, Thurston SW, Bellinger DC, Schwartz JD, Amarasiriwardena CJ, Altshul LM, Korrick SA. 2014. Prenatal organochlorine and methylmercury exposure and memory and learning in school-age children in communities near the New Bedford Harbor Superfund Site, Massachusetts. Environ Health Perspect 122:1253–1259; http://dx.doi.org/10.1289/ehp.1307804

Treatment for Schistosoma japonicum, Reduction of Intestinal Parasite Load, and Cognitive Test Score Improvements in School-Aged Children

BackgroundTo determine whether treatment of intestinal parasitic infections improves cognitive function in school-aged children, we examined changes in cognitive testscores over 18 months in relation to: (i) treatment-related Schistosoma japonicum intensity decline, (ii) spontaneous reduction of single soil-transmitted helminth (STH) species, and (iii) ≥2 STH infections among 253 S. japonicum-infected children.MethodologyHelminth infections were assessed at baseline and quarterly by the Kato-Katz method. S. japonicum infection was treated at baseline using praziquantel. An intensity-based indicator of lower vs. no change/higher infection was defined separately for each helminth species and joint intensity declines of ≥2 STH species. In addition, S. japonicum infection-free duration was defined in four categories based on time of schistosome re-infection: >18 (i.e. cured), >12 to ≤18, 6 to ≤12 and ≤6 (persistently infected) months. There was no baseline treatment for STHs but their intensity varied possibly due to spontaneous infection clearance/acquisition. Four cognitive tests were administered at baseline, 6, 12, and 18 months following S. japonicum treatment: learning and memory domains of Wide Range Assessment of Memory and Learning (WRAML), verbal fluency (VF), and Philippine nonverbal intelligence test (PNIT). Linear regression models were used to relate changes in respective infections to test performance with adjustment for sociodemographic confounders and coincident helminth infections.Principal FindingsChildren cured (β = 5.8; P = 0.02) and those schistosome-free for >12 months (β = 1.5; P = 0.03) scored higher in WRAML memory and VF tests compared to persistently infected children independent of STH infections. A decline vs. no change/increase of any individual STH species (β:11.5–14.5; all P<0.01) and the joint decline of ≥2 STH (β = 13.1; P = 0.01) species were associated with higher scores in WRAML learning test independent of schistosome infection. Hookworm and Trichuris trichiura declines were independently associated with improvements in WRAML memory scores as was the joint decline in ≥2 STH species. Baseline coinfection by ≥2 STH species was associated with low PNIT scores (β = −1.9; P = 0.04).Conclusion/SignificanceChildren cured/S. japonicum-free for >12 months post-treatment and those who experienced declines of ≥2 STH species scored higher in three of four cognitive tests. Our result suggests that sustained deworming and simultaneous control for schistosome and STH infections could improve children's ability to take advantage of educational opportunities in helminth-endemic regions.

Impairment in non-word repetition: a marker for language impairment or reading impairment?

A deficit in non-word repetition (NWR), a measure of short-term phonological memory proposed as a marker for language impairment, is found not only in language impairment but also in reading impairment. We evaluated the strength of association between language impairment and reading impairment in children with current, past, and no language impairment and assessed any differential impairment of NWR, compared with two other tests of verbal memory in children with language impairment with and without reading impairment. Our sample comprised children aged 6-16y 11mo participating in a study of the genetics of language impairment: 78 children from 68 families (53 males, 25 females) with current language impairment (C-LI), compared with their 74 siblings: 25 children (18 males, seven females) with a past history of language impairment and 49 children (27 males, 22 females) who had never had a language impairment. The tests used were the Clinical Evaluation of Language Fundamentals (CELF III), the Children's Test of Non-word Repetition (CN-Rep), the Wide Range Assessment of Memory and Learning (WRAML) verbal memory index, the Wechsler Intelligence Scale for Children-III (WISC-III) digit span, and the Wechsler Objective Reading Dimensions (WORD(UK) ). Reading impairment was present in two-thirds of the children with current language impairment. NWR deficits were significantly worse in children with language impairment who had reading impairment in reading decoding (p=0.007 and 0.004 - average group compared with borderline and definitely impaired groups respectively) or spelling (p=0.002 and 0.005 - average group compared with borderline and severely impaired groups respectively) (not correlated with severity of language impairment) but not comprehension impairment. In contrast, WISC digit span and WRAML verbal memory were impaired in all children with language impairment and did not differentiate those who also had reading impairment. We suggest that current NWR ability may be a marker of a process specifically underlying language impairment, co-occurring with reading impairment involving reading decoding and spelling, rather than a generic correlate of language impairment. Other verbal memory deficits appear to be pervasive in children with language impairment.

Memory impairment in children with language impairment

The aim of this study was to assess whether any memory impairment co-occurring with language impairment is global, affecting both verbal and visual domains, or domain specific. Visual and verbal memory, learning, and processing speed were assessed in children aged 6 years to 16 years 11 months (mean 9 y 9 m, SD 2 y 6 mo) with current, resolved, and no language impairment using the Wide Range Assessment of Memory and Learning (WRAML), a standardized memory and learning test for children, and the Children's Test of Non-Word Repetition (CNRep), a test of phonological short-term memory. Fifty-one children (38 males, 13 females) with current speech and language impairment from 49 families were compared with 13 siblings (11 males, 2 females) with a past history of language impairment and 26 (15 males, 11 females) who had never had language impairment. Children with current language impairment showed impairment in all verbal memory measures compared with children who had never had language impairment, and these impairments were still evident in children with a past history of learning impairment. Visual memory and learning were not impaired compared with children who had never had language impairment. The severity of verbal memory impairment correlated with the degree of language impairment. We concluded that in language impairment there is domain specificity of memory impairment affecting verbal processing.

The Effects of Prenatal Exposure to PCBs and MeHg on Memory and Learning in School-Aged Children

ISEE-0464 Background and Objective: Polychlorinated biphenyls (PCBs) and methylmercury (MeHg) are environmentally persistent neurotoxicants with adverse effects on neurodevelopment at high exposure levels. However, findings at lower level exposures are inconsistent. Methods: 355 children, born between 1993–1998 to mothers residing near a PCB-contaminated harbor in New Bedford, Massachusetts, and participating in a longitudinal study of child development, were studied. Cord serum PCB and maternal peripartum hair mercury (a MeHg proxy) levels were measured to estimate exposure. Memory and learning abilities were assessed at age 8 years (range: 7–10 years) using the Wide Range Assessment of Memory and Learning (WRAML), age-standardized to a mean of 100 and standard deviation of 15. Associations with each WRAML index–Visual Memory, Verbal Memory, and Learning–were examined with multivariable linear regression, controlling for potential confounders and predictors of the outcome. Results: While cord serum PCB levels were low and comparable to population-based background levels (mean: 0.3 ng/g serum; range: 0.01, 4.4), hair Hg levels were slightly higher than U.S. population norms (mean: 0.6 ppm; range: 0.1, 5.1). There was no significant association of PCBs with WRAML indices. However, in multivariable models, each ppm increase in hair Hg was associated with −3.3 (95% CI: −5.8, −0.7) and −2.5 (95% CI: −5.2, 0.1) respective decrements in Visual Memory and Learning indices. Stratified analysis suggested an adverse hair Hg effect on Verbal Memory but only among children with higher PCB levels ( > 0.3 ng/g serum, the upper tertile of the exposure distribution) with a −3.1 (95% CI: −5.9, −0.3) decline in Verbal Memory per ppm hair Hg in this group. Conclusions: This study supports a relation of modest prenatal MeHg exposure with subsequent decrements in memory and learning at school age, and suggests potential enhancement of this association with modest elevations in prenatal PCB exposure.

Association Between Lung Function and Cognition Among Children in a Prospective Birth Cohort Study

To examine the relationship between lung function and cognition among children in the Maternal-Infant Smoking Study of East Boston, a prospective cohort of women and children enrolled before 20 weeks of gestation. A number of studies have demonstrated a relationship between lung function and cognition among adults, but this relationship has not been studied among children. At 6 years of age, children completed lung function tests. At 9 years of age, the Wide Range Assessment of Memory and Learning (WRAML) and Kaufman Brief Intelligence Test (K-BIT) were administered. Linear regression was used to assess the relationship between cognition and lung function. The sample of 165 children included 53% girls and 52% Hispanic. Mean (+/- standard deviation) forced expiratory volume in 1 second (FEV (1)) was 1.26 +/- 0.2 L; mean forced vital capacity (FVC) was 1.37 +/- 0.2 L. In multivariate regression, a 1% increase from expected FEV(1) was associated with increases in the matrices and composite subscales of the K-BIT (p < .05), and in the verbal and learning subscales of the WRAML (p < .10). FVC was associated with increases in the composite and matrices subscale of the KBIT and in the visual and learning subscales of the WRAML (all p < .05). Increased lung function was associated with increased cognitive development among children after adjusting for tobacco exposure, birthweight, and peak blood lead. Lung and cognitive function may operate under common regulatory processes and thus have shared vulnerabilities to a host of environmental factors during development.

Posttraumatic Stress Disorder: Memory and Learning Performance in Children and Adolescents

Despite the wealth of information in adult posttraumatic stress disorder (PTSD) literature, few studies have explored the memory and learning performance of trauma-exposed youth. This study examined if memory deficits are associated with PTSD or with trauma exposure in the absence of PTSD. Youth exposed to traumatic incidents underwent clinical interviews to diagnose PTSD and exclude major comorbid disorders. Youth with conditions that could impede performance on a memory scale (e.g., limited intellectual functioning, current substance abuse, psychopharmacological treatment) were excluded. Three groups of participants were identified (PTSD positives [n = 29], traumatized PTSD negatives [n = 62], and nontraumatized control subjects [n = 40]). Participants completed the Wide Range Assessment of Memory and Learning (WRAML). Youth with PTSD evidenced significantly lower scores on the WRAML General Memory, Verbal Memory, and Learning indices compared with nontraumatized control subjects. With the exception of Verbal Memory, youth with and without PTSD performed comparably on all other indices. Nonsignificant differences were noted on the Visual Memory Index. General memory and verbal memory impairments as evidenced in adult populations were observed among this sample of youth. Given the developmental trajectory of memory capabilities, the implications of such early trauma exposure and memory deficits are considered.

Factor Structure of the Wide Range Assessment of Memory and Learning (WRAML) in Children With Insulin Dependent Diabetes Mellitus (IDDM)

Maximum likelihood confirmatory factor analysis was performed with the Wide Range Assessment of Memory and Learning (WRAML) for a clinical sample of 246 children with insulin-dependent diabetes mellitus (IDDM). Consistent with previous literature examining the factor structure of the WRAML, findings supported the validity of a three-factor model including Verbal Memory, Visual Memory, and Attention/Concentration (AC) factors for this clinical sample. However, in contrast to previous factor analytic research, results also supported the validity of an alternative two-factor model consisting of a combined modality Memory/Learning (ML) factor and an AC factor. While the results suggest that the three-factor solution may provide an adequate characterization of memory and learning in the majority of this sample of children with IDDM, it appears that certain groups of children with IDDM, particularly those children with early disease onset and those who experience hypoglycemic seizures, may exhibit a specific profile of differences that may result in a lack of differentiation between the verbal and visual modalities.

Learning following prenatal alcohol exposure: performance on verbal and visual multitrial tasks

Verbal Learning deficits have been reported following prenatal alcohol exposure (PAE). This study examined verbal and visual multitrial learning in children with fetal alcohol syndrome (FAS) or fetal alcohol effects (FAE) and controls matched on age and gender from the same community. In this study, the FAS/FAE group’s immediate memory on the Verbal Learning and Visual Learning tasks from the Wide Range Assessment of Memory and Learning (WRAML) was significantly weaker than that of the control group. Although the FAS/FAE group also recalled significantly less information after a delay, they did retain an equivalent proportion of the visual and verbal information as compared to the control group. Thus, the overall pattern of performance on both verbal and visual measures was consistent with that observed in previous studies of Verbal Learning: despite weaker learning, the FAS/FAE group’s relative retention of information was no different than that of controls.

Learning following prenatal alcohol exposure: performance on verbal and visual multitrial tasks

Verbal Learning deficits have been reported following prenatal alcohol exposure (PAE). This study examined verbal and visual multitrial learning in children with fetal alcohol syndrome (FAS) or fetal alcohol effects (FAE) and controls matched on age and gender from the same community. In this study, the FAS/FAE group's immediate memory on the Verbal Learning and Visual Learning tasks from the Wide Range Assessment of Memory and Learning (WRAML) was significantly weaker than that of the control group. Although the FAS/FAE group also recalled significantly less information after a delay, they did retain an equivalent proportion of the visual and verbal information as compared to the control group. Thus, the overall pattern of performance on both verbal and visual measures was consistent with that observed in previous studies of Verbal Learning: despite weaker learning, the FAS/FAE group's relative retention of information was no different than that of controls.

The Guide to the Assessment of Test Session Behavior: Validity in Relation to Cognitive Testing and Parent-Reported Behavior Problems in a Clinical Sample

Examined the validity of the Guide to the Assessment of Test Session Behavior (GATSB) in a clinical sample. The GATSB is a structured and standardized measure that was normed on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) standardization sample. The purpose of this study was to extend validity research on the GATSB to cognitive measures other than the WISC-III and to parent-reported child behavior problems. Test observations were taken for 122 children ages 6 to 16 years who were referred to an outpatient psychology clinic for psychoeducational evaluations. GATSB scores demonstrated a moderate relation with general indexes from the WISC-III, the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R), and the Wide Range Assessment of Memory and Learning (WRAML), but displayed low magnitude correlations with the Child Behavior Checklist (CBCL). These results expand existing data supporting the validity of the GATSB and suggest that it may be fruitfully adopted into a clinic setting.

Long-term outcome of learning and memory in children following severe closed head injury.

Seventeen children aged 5-16 years old (M = 11.3, SD = 2.97, Range= 6.25-16.00) were assessed between 4-5 years post-severe closed head injury, using the Wide Range Assessment of Memory and Learning (WRAML). Compared to age and sex matched controls, this group demonstrated deficits in the ability to learn new information, particularly their rate of learning. Deficits were more apparent with verbal than visual material. There were no indications of differences in delayed recall as measured by the amount of information lost nor in recognition memory. Results indicate that retrieval deficits may be an important component of memory difficulties in severe closed head injury. Educational implications are considered.

Developmental Memory Performance: Inter-Task Consistency and Base-Rate Variability on the WRAML

Two studies examined developmental memory test consistency and base-rate variability on the Wide Range Assessment of Memory and Learning (WRAML) using three age cohorts from the standardization sample. Study 1 examined inter-subtest correlation coefficients across the nine subtests of the WRAML and compared across three age cohorts (5, 11, 16 to 17 year olds). An age-related increase in inter-task consistency was found (mean r .26 and .42 for the youngest and oldest age groups, respectively). However, correlation coefficients were generally in the low to moderate range (rs .2 to .5) for all three cohorts suggesting considerable performance variability across memory subtests. Study 2 examined base-rate variability in the WRAML standardization sample using several different methods. More specifically, base-rate information is provided for the maximum discrepancy between subtests, profile strengths and weakness (i.e., discrepancies from the mean scaled score), and the prevalence of individuals within the deficient performance range (i.e., 2 SD below normative means). In addition, performance variability across the four WRAML index scores was examined by determining the prevalence rates for the maximum discrepancy (1) between index scores, and (2) from the General Memory Index compared to the other three index scores. Performance discrepancies tended to be higher among the youngest group. Again, however, considerable performance variability was observed across all three age cohorts. Implications for clinical practice are discussed.

A Structural Equation Analysis of the Wide Range Assessment of Memory and Learning in a Clinical Sample

A maximum likelihood confirmatory factor analysis was performed by applying LISREL VII to the Wide Range Assessment of Memory and Learning (WRAML) in a clinical sample (N = 271). Analyses were designed to determine which of 10 hypothesized oblique factor solutions could best explain memory as measured by the WRAML. Competing latent variable models were identified in previous studies and monographs on memory. Findings supported a three-factor model including Verbal Memory, Visual Memory, and Attention/Concentration factors. Our results are consistent with previous studies suggesting that attention is an important component of memory as measured by the WRAML. This study replicates previous research in which the Learning Index was not empirically supported.

Comprehensive assessment of memory functioning following traumatic brain injury in children

This study examined specific memory functions in 52 children with mild‐moderate or severe traumatic brain injury (TBI) and 29 noninjured controls using the Wide Range Assessment of Memory and Learning (WRAML). Children's recall varied as a function of injury severity and task demands. The participants with severe brain injuries performed worse than controls on global measures of visual memory, learning, and general memory functioning, as well as on specific subtests measuring recall of contextual verbal information. Children with mild‐moderate brain injuries performed similarly to controls except for poorer performance on 2 subtests measuring sound‐symbol learning and recall of geometric designs. Results suggest that the WRAML provides clinically useful information and that specific aspects of memory processing need to be evaluated following childhood TBI.

Does Memory Test Performance in Children Become More Consistent with Age? Cross-Sectional Comparisons Using the WRAML

This study examined intertask consistency on the Wide Range Assessment of Memory and Learning (WRAML), using two age cohorts of children. Eighty-one neurologically impaired children and 76 matched (i.e., age, gender, race) controls were separated into two age groups, 5- to 9- and 10- to 14-year-olds. Performance on four subtests from the WRAML Memory Screening Index were examined. For the older neurologic sample, all six intertask correlations were significant (mean r = .58) while only three of the six correlation coefficients were significant among the younger neurologic group (mean r = .26). In contrast, only three of the six intertask coefficients were statistically significant in both the younger and older controls. A possible explanation for these divergent findings and clinical implications of intertask variability on memory measures are discussed.

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

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.