Children's Memory Scale, by M. Cohen. San Antonio, TX Psychological Corporation, 1997.

Monahan, Michael J.

doi:10.1016/s0887-6177(99)00064-5

Cited by 8 publications

(12 citation statements)

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“…First, χ 2 was used to determine whether the proportion of disadvantage, as measured by the ADI, differed between children with epilepsy and controls (Aim 1). Second, two analyses of variance 30 Psychomotor speed Wechsler Intelligence Scale for Children-III (Digit Symbol Test) 31 Academic achievement Reading WRAT-3 (Reading) 32 Arithmetic WRAT-3 (Arithmetic)…”

Section: Discussionmentioning

confidence: 99%

“…neigh borho odatl as.medic ine.wisc.edu/), which produces 2). 25,[28][29][30][31][32][33][34][35] Standard and scaled score performances for all psychometric tests were converted to z-scores (mean = 0, SD = 1). By placing all test scores on a common metric, relative performance across the various cognitive measures can be directly compared.…”

Section: Area Deprivation Indexmentioning

confidence: 99%

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Disadvantage and neurocognitive comorbidities in childhood idiopathic epilepsies

et al. 2023

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Section: Discussionmentioning

confidence: 99%

Section: Area Deprivation Indexmentioning

confidence: 99%

Disadvantage and neurocognitive comorbidities in childhood idiopathic epilepsies

et al. 2023

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“…The Wide Range Assessment of Memory and Learning (Sheslow & Adams, 1990) also includes a verbal list learning task starting at the age of 5 years. The Children's Memory Scale (Cohen, 1997) assesses auditory-verbal learning from ages 5 through 16 years. The three forementioned list learning tests all make use of 15 words or more in their list learning task (Kreutzer et al, 2011).…”

Section: Assessment Of Vocabulary Knowledge and Verbal Memorymentioning

confidence: 99%

The 10-Word Auditory Verbal Learning Test and Vocabulary Performance in 4- and 5-Year-Old Children

Kasperek,

Kingma,

de Aguiar

2023

J Speech Lang Hear Res

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Background: Understanding the different factors that determine vocabulary development in young children is essential for the diagnosis and rehabilitation of language disorders in children. Language development is closely related to other cognitive processes such as auditory verbal learning and memory. This research focuses on the development of a novel auditory verbal learning test (AVLT) for 4- and 5-year-old children within the Dutch population. This new test is an adaptation of the common AVLT for both older children and adults, usually including a list of 15 words. Considering the lower attention span and limited executive functioning in young children, the word list of this new instrument is reduced to 10 words. Besides, a second recognition form has been developed to improve the ability to distinguish between possible underlying learning and memory deficits. Method: Ninety-five preschool children (ages 4;0–5;12 [years;months]) were tested with this new AVLT 10-word test for kids (10WT-K), yielding different measures of verbal auditory memory. Forty-eight of 95 children received a recognition task with semantically unrelated items, and 47 of 95 received a recognition task with semantically related items. Three additional language skills were assessed to establish test validation: receptive and expressive vocabulary performance and nonword repetition. Outcome of the 10WT-K was related to scores on the language measures. Results: Positive correlations were found between the total score of the 10WT-K and all three aforementioned language skills. We found no correlations between frequency of error types (intrusions and repetitions) and language measures. Furthermore, children who were administered the recognition list with semantically related items showed fewer correct answers and more false-positive and false-negative responses than children who received a recognition list with semantically unrelated items. Conclusions: The 10WT-K for young children can be used to (a) measure different aspects of auditory verbal learning and memory, (b) clarify the nature of possible verbal learning difficulties, and (c) identify a possible nature of language disorders. The word recognition task tested with semantically related items provides a more accurate measurement of individual differences, namely, in distinguishing retrieval and storage abilities. The significant relation found between auditory verbal short-term memory capacity and vocabulary performance in preschool children is a first step toward establishing test validity.

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“…Evans et al, 1998). The task that was used was adapted for group administration from the Child Memory Scale (Cohen, 1997) which is a normed and psychometrically valid long term memory task which is widely used in the USA and less widely used in the UK. The adapted version of this test was designed to measure the delayed cued recall and the delayed recognition of two stories after a 30 minute delay with an interference task.…”

Section: The Cognitive Test Batterymentioning

confidence: 99%

The Ranch Project: Road Traffic and Aircraft Noise Exposure and Children's Cognition and Health

MATHESON,

ASKER,

STANSFELD

et al. 2023

Noise and Health 2002

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Children's Memory Scale, by M. Cohen. San Antonio, TX Psychological Corporation, 1997.

Cited by 8 publications

References 0 publications

Disadvantage and neurocognitive comorbidities in childhood idiopathic epilepsies

Disadvantage and neurocognitive comorbidities in childhood idiopathic epilepsies

The 10-Word Auditory Verbal Learning Test and Vocabulary Performance in 4- and 5-Year-Old Children

The Ranch Project: Road Traffic and Aircraft Noise Exposure and Children's Cognition and Health

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