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Neuropsychological assessment of learning and memory

from Psychology, health and illness

Published online by Cambridge University Press:  18 December 2014

By
Nancy D. Chiaravalloti ,
Amanda O'Brien  and
John DeLuca
Edited by
Susan Ayers ,
Andrew Baum ,
Chris McManus ,
Stanton Newman ,
Kenneth Wallston ,
John Weinman  and
Robert West
Nancy D. Chiaravalloti
Affiliation:
Kessler Medical Rehabilitation Research and Education Corporation
Amanda O'Brien
Affiliation:
Kessler Medical Rehabilitation Research and Education Corporation
John DeLuca
Affiliation:
Kessler Medical Rehabilitation Research and Education Corporation
Susan Ayers
Affiliation:
University of Sussex
Andrew Baum
Affiliation:
University of Pittsburgh
Chris McManus
Affiliation:
St Mary's Hospital Medical School
Stanton Newman
Affiliation:
University College and Middlesex School of Medicine
Kenneth Wallston
Affiliation:
Vanderbilt University School of Nursing
John Weinman
Affiliation:
United Medical and Dental Schools of Guy's and St Thomas's
Robert West
Affiliation:
St George's Hospital Medical School, University of London
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Summary

With over 100 different theorized types of memory in existence (Tulving, 2002) it is no wonder that the assessment of learning and memory can be quite complex. However, despite our current knowledge, memory is often conceptualized as a unitary concept, especially by non-psychologist health professionals. Memory is actually a multidimensional construct with dissociable sub-systems, or processes. Many of these subsystems are particularly sensitive to impairment following trauma or other acquired brain insult. Therefore, understanding how the brain represents and processes information is essential in the clinical assessment of learning and memory. Despite the major advances in the understanding of cognitive and cerebral aspects of learning and memory in the last century, clinical assessment has lagged behind the research knowledge in this area.

This chapter will present a basic overview of modern clinical assessment of learning and memory in adults. It begins with a brief historical perspective on views of memory followed by a discussion of the different approaches to the conceptual understanding of learning and memory (e.g. ‘process’ versus ‘systems’ approach). The chapter will also touch upon the key brain structures responsible for aspects of memory. We will address the role of learning, current debates in assessment, comprehensive assessment techniques and other cognitive functions that impact memory. Finally, a discussion of future directions and recommendations for improving the quality of memory assessment is presented.

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Cambridge Handbook of Psychology, Health and Medicine , pp. 294 - 300
Publisher: Cambridge University Press
Print publication year: 2007

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