Long-term memory problems in children and adolescents: assessment, intervention, and effective instruction
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Undetermined |
| Veröffentlicht: |
Hoboken, NJ
Wiley
2010
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVII, 388 S. graph. Darst. |
| ISBN: | 9780470872062 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
DAN;EL C. MILLER
CONTENTS
FOREWORD PREFACE
ACKNOWLEDGMENTS
CHAPTER 1 INTRODUCTION AND OVERVIEW
MEMORY AND LEARNING 4 MEMORY PROBLEMS 6 APPLYING MEMORY RESEARCH IN THE
CLASSROOM 8 OVERVIEW OF THE CHAPTERS 8
LEARNING OBJECTIVES 10
CHAPTER 2 MEMORY SYSTEMS AND PROCESSES
THE FLOW OF INFORMATION 15 SENSORY MEMORY 16 SHORT- TERM MEMORY 16
WORKING MEMORY 21
LONG- TERM MEMORY SYSTEMS 27 LONG- TERM MEMORY PROCESSES 35 FORGETTING
47 INTERFERENCE 49
THE ORGANIZATION OF MEMORY 51 IMP1ICATIONS FOR MEMORY ASSESSMENT 53
EDUCATIONAL AND TRAINING IMPLICATIONS 54 MEMORY FUNDAMENTALS 54
CHAPTER 3 MEMORY NEUROANATOMY, DEVELOPMENT, AND DYSFUNCTION
THE N EUROANATOMY OF MEMORY 58 SHORT- TERM AND WORKING MEMORY STRUCTURES
68 NEUROLOGICAL PRINCIPLES OF MEMORY 71 THE DEVELOPMENT OF LONG- TERM
MEMORY 72 DEVELOPMENT OF METAMEMORY AND EFIECTIVE STRATEGIES 75
FUNDAMENTALS OF MEMORY DEVELOPMENT 81 RELATED COGNITIVE PROCESSES 82
MEMORY DYSFUNCTION 86
VII
XI
XIII
XVII
13
57
IMAGE 2
VIII
CONTENTS
CHAPTER 4 RISK FACTORS FOR MEMORY IMPAIRMENTS 91
ACQUIRED BRAIN INJURY 94 MEDICAL CONDITIONS 99 DEVELOPMENTAL DISORDERS
107 MENTAL DISORDERS 114
SUBSTANCE ABUSE 118 FINDINGS THAT APPIY TO ALI AT-RISK GROUPS 125
ASSESSMENT IMPIICATIONS 126 IMPIICATIONS FOR INTERVENTIONS AND CIASSROOM
INSTRUCTION 127
CHAPTER 5 LONG-TERM MEMORY ASSESSMENT 5TRATEGIES 129
A COMPREHENSIVE EXPIICIT MEMORY ASSESSMENT 130 PIANNING A PERSONALIZED
ASSESSMENT 138 CROSS-BATTERY AND SEIECTIVE TESTING 142
MEMORY ASSESSMENT CHALLENGES 143 COLLECTING MEDICAL, DEVELOPMENTAL, AND
ACADEMIC HISTORY 145 INTERVIEWING TEACHERS, PARENTS, AND STUDENTS 146
OBSERVATION 149 ASSESSMENT OF METAMEMORY AND STRATEGY DEVELOPMENT 152
COLLECTING CIASSROOM EXAMINATION DATA 156 GUIDELINES FOR ADMINISTERING
STANDARDIZED MEMORY TESTS 157 GENERAL GUIDELINES FOR INTERPRETATION OF
TEST RESULTS 159 ANAIYSIS OF MEMORY TEST SCORES 163
SPECIFIC GUIDELINES FOR INTERPRETATION OF MEMORY ASSESSMENT RESULTS 168
CASE STUDY 176
CHAPTER 6 ASSESSING LONG-TERM MEMORY WITH 5TANDARDIZED TESTS 179
CAIIFORNIA VERBAL LEARNING TEST-CHIIDREN S VERSION (CVLT-C) 180
CHIIDREN S MEMORY SCALE (CMS) 184 THE NEPSY 11 187
THE RIVERMEAD BEHAVIOURAL MEMORY TEST FOR CHIIDREN (RBMT-C) 190 TEST OF
MEMORY AND LEARNING, SECOND EDITION (TOMAL-2) 192 WIDE RANGE ASSESSMENT
OF MEMORY AND LEARNING,
SECOND EDITION (WRAML2) 196 WECHSIER MEMORY SCAIE-FOURTH EDITION
(WMS-IV) 200 COGNITIVE, INTELLECTUAL, AND ACHIEVEMENT BATTERIES 205
OTHER SCAIES WITH LONG-TERM MEMORY MEASURES 221
IMAGE 3
CONTENTS IX
CHAPTER 7 INTERVENTIONS FOR MEMORY PROBLEMS 225
DESIRABLE OUTCOMES FOR MEMORY INTERVENTIONS 227 FACTORS RELATED TO
SUCCESS 228 CONCERNS ABOUT MEMORY INTERVENTIONS 230 SELECTING AND
DESIGNING INTERVENTIONS 232 SETTING GOALS AND MEASURING PROGRESS 233
GENERAL MEMORY STRATEGY TRAINING RECOMMENDATIONS 234 METAMEMORY: THE
CORNERSTONE OF THE INTERVENTION 235 DEMONSTRATING THE EFFICACY OF MEMORY
STRATEGIES 239 PROMOTING GENERALIZATION AND MAINTENANCE 241 LENGTH OF
TRAINING 242 MEMORY STRATEGIES 242 MNEMONICS 251
COMPUTERIZED INTERVENTIONS 256 HOME INTERVENTIONS 257 EXTERNAL MEMORY
AIDS 258 PSYCHOPHARMACOLOGICAL TREATMENTS 260
MEMORY INTERVENTIONS FOR TRAUMATIC BRAIN INJURY 261 INTERVENTIONS FOR
OTHER DISABLED AND AT-RISK POPULATIONS 263 MATCHING INTERVENTIONS WITH
MEMORY DEFICITS 263 A TYPICAL INTERVENTION 268
CHAPTER 8 CLASSROOM INSTRUCTION THAT SUPPORTS MEMORY 271
THE MNEMONIC CLASSROOM 273 METAMEMORY INSTRUCTION 275 INSTRUCTIONAL
PRACTICES THAT ENHANCE MEMORY 275 STUDY SKILLS THAT ENHANCE MEMORY 297
INSTRUCTIONAL METHODS FOR SEVERE MEMORY IMPAIRMENTS 299 ACCOMMODATIONS
AND MEMORY AIDS 305 TEACHING MEMORY STRATEGIES 306 TEACHING MNEMONICS
306
INSTRUCTION THAT REDUCES WORKING MEMORY LOAD 308 SUMMARY: LONG- TERM
MEMORY PRINCIPLES AND RECOMMENDATIONS FOR EDUCATORS 312
CHAPTER 9 CASE STUDIES AND RECOMMENDATIONS 315
ASSESSMENT CASE STUDY 315 INTERVENTION CASE STUDIES 318 ILLUSTRATIVE
REPORT 327 RECOMMENDATIONS FOR FUTURE RESEARCH 332
RECOMMENDATIONS FOR MEMORY TEST DEVELOPMENT 333
IMAGE 4
X CONTENTS
APPENDIX A MEMORY ASSESSMENT PLAN
APPENDIX B ANALYSIS OF MEMORY TESTING RESULTS
APPENDIX C CONVERSION TABLE: SEALED SEORES TO STANDARD SEORES
REFERENCES
INDEX
335
337
339
341
377
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| title | Long-term memory problems in children and adolescents assessment, intervention, and effective instruction |
| title_auth | Long-term memory problems in children and adolescents assessment, intervention, and effective instruction |
| title_exact_search | Long-term memory problems in children and adolescents assessment, intervention, and effective instruction |
| title_full | Long-term memory problems in children and adolescents assessment, intervention, and effective instruction Milton J. Dehn |
| title_fullStr | Long-term memory problems in children and adolescents assessment, intervention, and effective instruction Milton J. Dehn |
| title_full_unstemmed | Long-term memory problems in children and adolescents assessment, intervention, and effective instruction Milton J. Dehn |
| title_short | Long-term memory problems in children and adolescents |
| title_sort | long term memory problems in children and adolescents assessment intervention and effective instruction |
| title_sub | assessment, intervention, and effective instruction |
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