Encyclopedia of Clinical Neuropsychology

2018 Edition
| Editors: Jeffrey S. Kreutzer, John DeLuca, Bruce Caplan

Children’s Memory Scale

  • Morris J. CohenEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-319-57111-9_1532

Synonyms

CMS

Description

The Children’s Memory Scale (CMS), published in 1997, provides a comprehensive assessment of learning and memory in children and adolescents of ages 5 through 16 years. The CMS is individually administered and designed to be used as part of a standard psychological or neuropsychological evaluation. It assesses declarative learning and memory functions across three domains: auditory/verbal, visual/nonverbal, and attention/concentration (working memory). Each domain contains two core subtests and one supplemental subtest. The subtests comprising the attention/concentration domain provide measures of attention and working memory. Each subtest in the auditory/verbal and visual/nonverbal domains provide measures of both immediate and delayed (30 min) recall. Each auditory/verbal subtest also provides a measure of recognition recall.

After administration of the core subtests (Table 1), the examiner can derive eight index scores: attention/concentration, verbal...
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References and Readings

  1. Cohen, M. J. (1992). Auditory/verbal and visual/spatial memory in children with complex partial epilepsy of temporal lobe origin. Brain and Cognition, 20, 315–326.PubMedCrossRefPubMedCentralGoogle Scholar
  2. Cohen, M. J. (1997). Children’s memory scale. Administration manual. San Antonio: The Psychological Corporation.Google Scholar
  3. Cohen, M. J., Holmes, G. L., Campbell, R., Smith, J. R., & Flanigan, H. F. (1990). Memory performance following unilateral electrical stimulation of the hippocampus in a child with right temporal lobe epilepsy. Journal of Epilepsy, 3, 115–122.CrossRefGoogle Scholar
  4. Drozdick, L. W., Holdnack, J., Rolfus, E., & Weiss, L. (2005). Technical report #5 WISC-IV and children’s memory scale. San Antonio: Harcourt Assessment.Google Scholar
  5. Kibby, M. Y., & Cohen, M. J. (2008). Memory functioning in children with reading disorders and/or attention-deficit/hyperactivity disorder: A clinical investigation of their working memory and long-term memory functioning. Child Neuropsychology, 14, 525–546.PubMedPubMedCentralCrossRefGoogle Scholar
  6. Riccio, C. A., Cash, D. L., & Cohen, M. J. (2007a). Learning and memory performance of children with specific language impairment (SLI). Applied Neuropsychology, 14, 255–261.PubMedCrossRefPubMedCentralGoogle Scholar
  7. Riccio, C. A., Garland, B. H., & Cohen, M. J. (2007b). Relations between the test of variables of attention (TOVA) and the children’s memory scale (CMS). Journal of Attention Disorders, 11, 167–171.PubMedCrossRefPubMedCentralGoogle Scholar
  8. Sheslow, D., & Adams, W. (2003). Wide range assessment of memory and learning – 2. Administration manual. Wilmington: Jastak Associates.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Neurology, Pediatrics and PsychiatryPediatric Neuropsychology, Medical College of Georgia and BT-2601 Children’s Medical CenterAugustaUSA