Memory

Memory assessments are carried out using two methods: verbal working memory and visuospatial episodic memory.

Verbal working memory

Verbal working memory refers to the capacity to store and manipulate verbal information for brief periods of time.

The importance of verbal working memory

Working memory provides a mental workspace that is important to many activities in day to day life. Working memory is not strongly influenced by the child’s prior experiences (e.g. pre-school education) and is an indicator of a child’s learning potential.

Measuring verbal working memory

We measure visuospatial working memory using the Backwards Digit Recall task from the Automated Working Memory Assessment (AWMA). In the Backwards Digit Recall task, the child hears a sequence of digits and attempts to recall each sequence in backwards order. The numbers are read aloud to the child. For example, if the child heard the number sequence ‘3, 9, 2’ a correct backwards answer would be ‘2, 9, 3’. The length of this number sequence will increase throughout the task, increasing the demand on verbal working memory.

Visuospatial episodic memory

Visuospatial episodic memory refers to the ability to recall past events, specifically “where” (spatial setting) and “what” (visual contents).

The importance of visuospatial working memory

Visuospatial episodic memory allows an individual to recall the location and spatial relationships of objects and events. This is crucial for daily life, as it supports the navigation and orientation through space, object recognition and location, and contributes to a sense of self (consolidating past experiences).

Measuring visuospatial working memory

We measure visuospatial episodic memory using the Picture Sequence Memory Test from the NIH toolbox. Children are shown a series of pictured objects and activities in a fixed order on a computer screen and then asked to reproduce the sequence in the order it was presented to them.