University of Tasmania
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The clinical assessment of verbal memory

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posted on 2023-05-26, 19:33 authored by Hennessy, M
An assessment of verbal memory functioning must address a number of issues. A thorough and comprehensive evaluation needs to account for new and important models of memory function and dysfunction, and the significant implications which these may have for diagnosis and rehabilitation. Behaviourally based cognitive information must be integrated with neuropsychological data which provide neuroanatomical correlates for particular memory processes. Memory functioning is a diverse and complex phenomenon which can be accurately and comprehensively assessed, only when cognitive and neuropsychological perspectives are combined. Cognitive theories have had a significant influence on the clinical assessment of verbal memory, and the development of specific neuropsychological procedures. However, often clinical evaluations have tended to lag behind theoretical and experimental advances. In the following review, current cognitive and neuropsychological models of memory function will be evaluated, with an emphasis on the most clinically useful developments dealing with the structure of short-term or working memory, the efficiency of acquisition, storage and retrieval processes, along with the fractionation of long-term memory. A number of commonly used neuropsychological procedures will be reviewed, and an evaluation made of their psychometric reliability and validity, including their ability to differentiate both the nature and severity of memory dysfunction. The tests to be considered are the National Adult Reading Test (NART), the verbal subtests of the Wechsler Memory Scale (WMS), the Rey Auditory Verbal Learning Test (RAVLT), and the Bushke Selective Reminding Test (BSRT).


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Copyright 1992 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s). Thesis (M.Psych.)--University of Tasmania, 1993. Includes bibliographical references

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