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Higher Mental Functions of Brain: Learning and Memory01:26

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Long-Term Memory01:18

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Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
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Traumatic Memory01:20

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Emotionally traumatic events often lead to memories that are exceptionally vivid and enduring, sometimes persisting with remarkable clarity throughout an individual's life. A classic example of this phenomenon is a person who survives a car accident. Even years later, they may recall every detail of the event with startling accuracy — the screeching of the tires, the jarring impact, and the acrid smell of burning rubber. Such vividness contrasts sharply with how an individual...
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Repressed memories are a psychological phenomenon where memories of traumatic events are unconsciously blocked from a person's awareness. This process occurs as a defense mechanism, protecting the mind from the emotional impact of distressing or painful experiences. For example, a person who has experienced childhood trauma may grow up with no conscious recollection of the event. In such cases, the memories are thought to be buried deep within the subconscious, inaccessible to the conscious...
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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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NIH Toolbox Picture Sequence Memory Test for Assessing Clinical Memory Function: Diagnostic Relationship to the Rey

David W Loring1,2, Stephen C Bowden3, Ekaterina Staikova1

  • 1Department of Neurology, Emory University School of Medicine, Atlanta, GA, USA.

Archives of Clinical Neuropsychology : the Official Journal of the National Academy of Neuropsychologists
|April 3, 2018
PubMed
Summary

The NIH Cognitive Toolbox Picture Sequence Memory Test (PSMT) shows moderate correlation with the Auditory Verbal Learning Test (AVLT). While impaired PSMT performance can predict impaired AVLT results, clinicians should exercise caution when using PSMT independently.

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Clinical Psychology

Background:

  • The NIH Cognitive Toolbox Picture Sequence Memory Test (PSMT) is a novel measure of learning ability.
  • Investigating PSMT's utility in clinical populations is an emerging area of research.

Purpose of the Study:

  • To analyze PSMT performance in clinical patient groups.
  • To compare PSMT results with the Auditory Verbal Learning Test (AVLT).
  • To assess the agreement between PSMT and AVLT in classifying memory performance.

Main Methods:

  • Retrospective analysis of 221 patients from Deep Brain Stimulation and Cognitive Screening Clinics.
  • Administered PSMT and Rey Verbal Auditory Verbal Learning Test (AVLT).
  • Classified performance as normal, borderline, or impaired based on percentile cutoffs.

Main Results:

  • Significant correlation (r=0.48) and moderate classification agreement (62%, Kappa=0.43) between PSMT and AVLT.
  • For a subset with valid scores, correlation (r=0.67) and agreement (72%) were higher.
  • Impaired PSMT scores moderately increased the likelihood of impaired AVLT performance (LR=7.62).

Conclusions:

  • PSMT and AVLT learning scores often yield different interpretive results despite significant correlation.
  • Impaired PSMT is a better predictor of impaired AVLT performance than combined borderline/impaired performance.
  • Further validation is needed to determine PSMT's independent clinical utility for memory assessment.