Abstract
An assessment of memory functions has long been considered an essential component of the neuropsychiatric mental status exam, as well as the more comprehensive, standardized neuropsychological evaluation. The vast proliferation of literature on the experimental investigation of human learning and memory (Craik, 1979; Horton & Mills, 1984) amply attests to the interest and importance attached to understanding and measuring this realm of cognitive activity. Russell (1981) has pointed out that this rich heritage of research provides a sound practical and theoretical foundation for the construction of clinical memory tests but has not led to parallel advances in their actual construction. Not even such clinically derived theories as Luria’s (1973, 1976, 1980) on the neuropsychological mechanisms underlying memory and its disorders have led to the construction of a comprehensive and valid psychometric assessment of memory.
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Boyd, T.A. (1988). Clinical Assessment of Memory in Children. In: Tramontana, M.G., Hooper, S.R. (eds) Assessment Issues in Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9301-7_7
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DOI: https://doi.org/10.1007/978-1-4757-9301-7_7
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