Long-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction

By Milton J. Dehn | Go to book overview

Foreword

Long-term memory plays a crucial role in the formation and maintenance of our personal identity. Recalling the name of our first-grade teacher or a second cousin, remembering where we went on vacation the past summer, or remembering our first kiss are all memories of past personal experiences. Memories provide us a frame of reference based on experience and help shape our personalities. Long-term memory also includes over-learned and automatic daily activities such as remembering how to brush your teeth or drive to work. And finally, long-term memory includes our encyclopedic knowledge of information such as who the first president was or how many days there are in a calendar year.

We often take for granted the sophisticated neurological system within the brain that is required to make long-term memory a seamless process when our ability to form, store, and retrieve long-term memories is intact. However, when memory systems become impaired or disrupted there can be devastating effects on the acquisition of new learning or the retrieval of previously stored information. Dr. Dehn’s book will provide clinicians and educators a useful and timely guide on how to identify and treat memory impairments.

In this book, Dr. Dehn provides the reader with a framework of how long-term memory relates to other types of memory (e.g., short-term memory, working memory, etc.). He has also discussed the subcomponents of long-term memory and how they relate to academic achievement. Dr. Dehn reviews what is known about the neuroanatomy of how memories are formed, the developmental trajectory of memory and learning, and the common types of memory dysfunction. An important part of this book is the chapter on recognizing the risk factors that can lead to longterm memory impairments. If a memory dysfunction is suspected, it is important to pick the proper assessment instrument to confirm the presence or absence of the memory difficulties. Dr. Dehn provides a concise review of the subcomponents of long-term memory that should be assessed and reviews the major standardized instruments that assess memory and learning.

Clinical practitioners and educators have a wide variety of assessment instruments designed to assess memory and learning, many of which are theoretically based and psychometrically sound. However, the identification of memory and learning deficits cannot be the end point. Once a memory deficit has been identified,

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