Introduction: Memory is known to us from ancient ti the 'Charak Samhita’ as 'smriti' for mem frequently reported in neurological an d psychiatric illnesses, Memory is the only cognitive ability that is kn own to all of us as a measure of perly. In earlier times, moves as the number of Practice mentions as to how the forgetting cur utilized the saving method to show over time [Ebbinghaus, 1913, 1964]. trials increased. Similarly, he also i've progresses as the time Passes. He that the effect of learning persisted Definitions: Memory traces could not be observed directly. It was an inference, a hypothetical construct contrived, to explain the fact that the effects of learning persisted over time [Boaz, 1957, p 299]. It could only be evaluated through the retrospection of an event or experience had earlier [Brain, 1962]. Guilford [1968] maintained that memory is retention or storage of information in any form. Using Thorndike's law of association, Adams [1967] described memory as the habit state of subject that gave the Capability for correct occurrence of criterion responses. Thus memory was the ability to retain and reproduce impressions once perceived intentionally, William James [1842-1901] in his posthumous edition of a *TollFree: 1800 103 9798 + Website: [Link] 11MS —— i 4963,P 258] defined memory a5; "knowledge of an event we have not been thinking, with the * OF Fact ght or experienced it before” Wei iong experimentation was usually pi 192 ly simple ideas into the intron s are as below: PeCtiyg me scious” hat wehave thou that ‘i? ractice, memory h the ability bring relative! consciousness: enewer definition raw on our past experiences to use th; IS "Memory is how we di esent” (sternberé, 1999). process of maintaining information over tim e” (natin, 2005) storing, and retrieving «memory iS the faculty of encoding, mation’ (Squire, 2009). ry is the mental faculty of retainii ocesses of learnin is encoded, stored, and Fr ted capacity system that enable: late incoming information while comp! es in working memory impact formance in adults and children. e it allows you to store and mory is nothing more than undamental rolein pility of reusing! re continuity ing and recalling experience B, retention, recall, and etrieved. Working ¢ an individual to leting infor baset recognition. Infor! memory is the limi mentally hold and manipul Individual differenc rofessional pe! | learning becaus' learn. Me! process. It has aft the possi ping to ensu! mati has vast clin cognitive tasks. cognitive, scholastic, and p Memory is essential to al retrieve the information that you merely the record left by the learning Merten the past as the past, and offering een een saperiences, as well as hel epee nes end ‘what is going to be. Memory for pee grates into existing memory structures 12 © 2021 Prasad Psyon? pit, Lid.PGI-CMS c Y Processes and memory modification researches are revolving for clinical treatment and Prevention of many psychological disorders, Memory affects multiple areas Of achild's life, and a memory assessment helps to Put appropriate Support strategies into place. Understanding what Specific challenges exist for that particular child will help in Overcoming the barriers to learning. After a memory assessment, the information is Provided as to what an individual's strengths and difficulties are, Recommendations also are made as to how to provide appropriate intervention strategies in the form of memory enhancement techniques etc. to maximize achild's learning. Theories of Memory: Some of the well-known theories of memory and retention are summarized below: [1] Trace Decay Theory: This theory offers explanation of forgetting in short-term memory assuming that memories leave'a trace’ inthe brain. A trace was some form of physical and/or chemical change in the nervous system. Trace decay theory states that [Link] aresult of automatic decay or fading of the memory traces. Trace decay theory focuses on time and the limited duration of short term memory. This theory suggested short term memory Could only hold information for between 15 and 30 seconds unless it is rehearsed, After this time the information/trace decayed and fades away. Trace transformation view was held by gestalt psychologists like Koffka (1935) and Kohler (1947), [2] Interference Theory: McGeoch, 1932, as a revolt against the trace decay theory, came out with a new concept. This theory of forgetting held that the competing Pg pepe meee es * Toll Free: 1800 103 9798 » Website: [Link] 13ea.s¥§—<—<—— t before the acquisition of criterion oe re e retention interval (retroactive j SPonses the criterion performance. Two mnibitn . YPothe, Ses, responses are learn (proactive inhibition) oF in th and this induce! were offered for thistheory: decrement in a) Erosion hypothesis and b) Inhibition hypothesis. Former, the erosion hypotheses, assumes that th intrinsically eroded, in a manner corresponding to trace é ve action of interfering activities and not by we iy y the passage of ti . IMe as such, | . It wouldactually depend upon the nature and intensity of interfe: rence, Second, the inhibition hy is i , pothesis is related to inhibi inhibiti rain than loss of traces. This inhibition could be because rial ini i i Pain ra not like to brinpatace one |. These traces were pushed down below the oe old of remembering. [3] Permanency Theory: This theo i unpleasant memrieean is Strength from the Freudian theory where recall. These memories, ea ta be pushed down below the surface of by overcoming the an ee ee eee aeacler conscious evel dream interpretation, a ; ion through the methods of free association, further and traced ih hypnosis. Jung (1928, 1933) had gone a step unconscious) which were memery|to}the previous births (collective ordinarily below the levelofdirect observation Systems of Memory: Some theori : rl i exisonewhichconts believe that two separate memory com rolsmemory over short periods (Short Term partments Memory” 14 10. 202i prasad Psyono 4PGI-CMS STM) and the other that controls over longer periods (LongTerm Memory- LTM). This 'dual compartment’ hypothesis was most strenuously defended in the 1950s by several psychologists (Broadbent, 1957; Brown, 1958; Conrad and Hille, 1958). Memory Encoding When information comes into our conscious level from sensory input, it needed to be changed into a form that the system could cope with, so that it could be stored. Think of this as similar to changing your money intoa different currency when you travel from one country to another. For example, a word that is seen (in a book) may be stored if it is changed (encoded) into a sound or a meaning (i.e. semantic processing) manner. Thereare three main ways in which informationcan be encoded (changed): 1. Visual (picture) 2. Acoustic(sound) 3. Semantic (meaning) For example, how do you remember a telephone number that you had seen in the phone directory? If you see it and remember it, then you were using visual coding, but if you were repeating it to yourself, you were using acoustic coding (by sound). Evidence suggested that these trials of repeating aloud were the principle of coding system in short-term memory (STM) called acoustic coding. When a person was presented with a list of Numbers and letters, they would try to hold them in STM by rehearsing them aloud (verbally). Rehearsal is a verbal process regardless of whether the list of items is presented acoustically (someone reads them out), or visually (on a sheet of paper). The principle encoding system in long-term Memory (LTM) appears to be semantic coding (by meaning). However, the information inLTMcouldalso be coded both visually and acoustically. > — Toll Free: 1800 103 9798 » Website: [Link] 15 >PGI-CMS Memory Storage Talking about the nature of memory stores, ie., Where " information is stored, how long the memory lasts for (duration), how much could be stored at agiven time (capacity) and what kind Of information ie held. The way we store information eects the way we retrieve i Therefore, we talk about ways to store information and different techniques, tips to store it. There had been a significant amount of research regarding the differences between Short Term Memory (STM) and Long TermMemory (LTM). Most adults could store 5 to 9 items in their short-term memory, Miller (1956) put forward this idea and he called it the magic number 7, He thought that short-term memory capacity was 7 (plus or minus 2) items because it only had a certain number of “slots” in which items could be stored. However, Miller didn't specify the amount of information that could be held in each slot. Indeed, if we know how to “chunk” information together we can store alot more information in our short-term memory. In contrast, the capacity of LTM was thought to be unlimited. Informationcan only be stored for a brief duration in STM (0-30 seconds), but in LTM itcan last alifetime. Memory Retrieval This referred to getting the information out of the storage. If we cannot remember something, it might be because we were unable to retrieve it, and also we did not store it adequately. When we are asked to retrieve something from memory, the differences between STM and um™ become very clear, InSTM information is stored and retrieved sequential For example, if a 8roup of participants was given a list of words t er © 2021 Prasaa PGI-CMS — remember, and then asked to recall the fourth word onthe list, participants go through the list in the order that they heard it, to retrieve the information. E.g. if they have to recall the fourth word, the subject will recall, first, second and third word before coming to the fourth word. LTMis stored and retrieved by association, Example of the fact is that when we forget what we were looking for in the room, we go back to the same room where we first thought of it. Organizing information could help in retrieval. You could organize information in sequences (such as alphabetically, by size, or by time). Imagine a patient being discharged froma hospital with three instructions Give him medicines, change his dressing, and make him do exercises. If the doctor gives these instructions in the order that it coincides with the time of the day, the whole task becomes easy. Eg Medicines are to be given after breakfast, lunch and dinner. Dressing is to be changed every morning and exercises in the noon (in the sequence of time). This will help the patient and the care giver remember them, by association with meal time. Types of Memory: A. Declarative/Intentional memory: B. Episodic Memory C. SemanticMemory A. Declarative Memory or explicit memory is amemory system that is controlled consciously, intentionally, and flexibly. It is mediated by the hippocampus and frontal lobes, and, thus, damage to these areas might compromise declarative memory. For example, people with damage to the hippocampus have difficulty forming new long-term declarative memories, while those with frontal lobe damage might experience deficits in working Memory. Explicit memory is measured with explicit memory tests, such as * Toll Free: 1800 103 9798 + Website: [Link] 17 ainwhich an individual is fully aware that heor Ily declines with age. Examples include recall Sheig mbering a list of items to pick Up at th M8 the : ee atest, learninga phone number,orrecath" Inga ed. Itgeneral friend, reme! formation fo! rememberingin | | aTMpassword. | ory subsystems: Working memory is a shorter ™ | system that allows us to store and process limited amounts memory a immediate basis. Working memory lasts anywhere of It is used for mental calculations, such as figuring ri iefly, when dialing aphone number; and processing Declarative mem information ona 2to 18 seconds. retaininginformation bri i incoming information, such as when listening to a newscast. It also allows | | | | ustotemporarily process information we have previously learned ina class andaccessittolearn and associate newinformation. B. Episodic Memory is a long-term memory system that stores | information about specific events or episodes related to one's own life. Episodic memory is used to recall past events, such as a movie you watched last week, the dinner you ate last night, the name of the book your friend recommended, or a birthday party that you attended. In the laboratory, psychologists study episodic memory by exposing participants to material and then testing the participants' memory of it. For example, in the first part of an experiment, participants are shown pictures of 20 common objects and then asked to name the objects that were shown to him (eg.,dog, table, and shoe). In part two of the experiment, subjects are asked to recall allthe pictures of common objects that they had seen in the first part of the experiment, or they could be tested on their recognition of the items they had seen, after a delay of two minutes. For example, participants are Presented with 20 pictures (10 old pictures and 10 new pictures) and asked thar nets they had seen in the first part of the experiment nC ane the recall and recognition tests the participants au ly remember what had been presented earlier. ° © 2021 Prasad Psycho Pt Lid aMS C. Semantic Memory is a long-term eneral knowledge. Examples of what se ee cabulary or facts such as 2+2 = Jharkhand. Memory system that stores mantic memory stores are 4 and Ranchi is a capital state of Working memory (WM) is a construct retain and manipulate information during foundational role in many critical componeni including controlled attention, reasoning, language functioning. More specifically, W rely heavily on cognitive control: (1) Acqui comprehension (3) Reading Ability (4) Numerous recent studies have reported showed greater social skills, more su higher receptive vocabulary, more engagement in classroom activities, and greater achievements in mathematics. Associated with poor WM skills in children are low levels of achievement in reading and mathematics, poor general academic progress, difficulty in complex problem solving and disturbances in sustaining and switching attention. Despite the connection between working memory and learning, few diagnostic tools are available toassessworkingmemoryinacomprehensivemanner inchildren, that refers to the ability to a short period, WM has a its of cognitive development, organization, and speech and Mis important to functions that isition of language (2) Language Mathematics, and (5) Reasoning. that children with high WMscores iccessful, goal-directed behaviors, Neural Correlates of Memory Consolidation: The main parts of the brain involved with memory are the amygdala, the hippocampus, the cerebellum, and the prefrontal cortex. The amygdala is involved in memory consolidation—specifically, in ‘OW consolidation is modulated. “Modulation” referred to the strength with which memory is consolidated. In particular, it appears that emotional arousal following an event influences the strength of the subsequent Memory, The hippocampus is involved in memory, specifically normal "ecogni ition memory as well as spatial memory (when the memory tasks are “Th Sl Free: 1800 103 9798 Website: [Link] 19EY like recall tests). Damage to the hippocampus usuall ' ; i Yresulted in iff; forming new memories, or anterograde amnesia, and Normally ay “Ultigg about problems accessing memories that were created before thee Tings orretrograde amnesia. amage The cerebellum plays a role in the learning of Procedura| (ie. routine, “practiced” skills), and motor learning, such as skills ery coordination and fine motor control and before Brain Areas Assan withMemory. iateg Inonestudy, participants had to complete t looking for the letter a in words (considere categorizing a noun as either living or non-livin; task) (Kapur et al., 1994). Participants were the had previously seen. Recall was much better for the perceptual task. According to PET scan: activation in the left inferior prefrontal corte another study, encoding was associated with retrieval of information was associated with thi etal, 1999), ‘Wo different tasks:eithe, da Perceptual task) of 8 (considered a Semantic n asked which Words they the semantic task than for is, there was much More x in the semantic task. In left frontal activity, while e right frontal region (Craik Brain Areas Associated with Memory Imaging research and lesion studies have led scientists Precentral gyrus pemnieee to conclude that certain areas of cane : Frontal lobe. ipl the brain may be more aos Specialized for collecting, aoe Processing, and encoding specific mee types of memories, Activity in different lobes of the cerebral Cortex has been linked to the formation of memories, Temporal rl 20 © 2021 Prasad PSY"Pol-cMs RelationshiP of Working Memorywith inte) Working memory, intelligence in children an woking memory task, they also te | intelligence test. The term working me igence: in Particular, js strong| id adults, When People pe; Nnded to Per Mory refers to available for pi 5+12-7- 10, Y Correlate with formed better ona form better on an the cognitive system rocessing. When we ; WE Need to keep the . It was therefore not that allows us to keep information proforma mental calculation, such as numbers in our head as we carry out the calculation, surprising that children who did better on working memory tasks also score higher on maths, language, reading, and intelligence tests, As working memory develops until young adulthood, older children » There is a close relationship between intelligence and working memory, and both play an important roleinavariety of developmental areas during childhood, Existing Memory Testsin Literature Allexisting memory tests couldbegroupedintotwo categories: 1. Measure of unitary function such as only recognition, only short termmemory,etc. Comprehensive test batteries measuring attention concentration, immediate and delayed recall recognition, visuo-construction, etc. [combined] Tests of Unitary Functions: Following are some of the memory tests thatmeasure unitary function: Walton and Black Word Learning Test (1957) Inglis Paired Associate Learning Test (Inglis, 1959) Terman-Merrill Vocabulary Test (1960), |S Tol FreT BOM Comprehensive Tests Batteries of Memory: Followingaresomeof the Comprehensive Tests Batteriesot Memo, : + DenmanNeuropsychology Memory Scale (Denman, 1986) + California Verbal Learning Test (Delis & Kramer, 1987) + Wide Range Assessment of Memory and Learning (WRa\ ML; Sheslow& Adams, 1990). + Test of Memory and Learning (TOMAL) by Reynolds and Bigler (1994) references + Children's Memory Scale [Cohen, 1997], is a comprehensive, individually administered learning and memory assessment. + Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) (Cabbage et al, 2017) These scales measure memory and also some aspects of learning. However, in India, vigorous standardization and norms based on local samples would be required because of wide cultural and socio- demographic differences. Not until 1990 was the first comprehensive battery of memory functioning in children created, named the Wide Range Assessment of Memory and Learning (WRAML; Sheslow& Adams, 1990).Wasserman and Cambias (1992) referred to the WRAML as the best pediatric memory battery available at the time, The WRAML consists of nine different a that assess a wide range of memory functions across visual and or modalities. Further, it Provides information on immediate versus delay’ ‘ memory, recognition versus free recall of material, and memory forrott *: well as meaningful information. Although the WRAML was considered —t err pi © 202 Prasad Psyoto iPGI-CMS ment over its predecessors, Reynolds and Bigler (1997) note «prove an imP AMLisstill too narrowin scope. eatthe WR Reynolds and Bigler (1994) created the Test of Memoryand Learning (roMAL) to increase the scope and depth of analysis of memory function in the preschool to high school age range (Reynolds & Bigler, 1997). The TOMAL is a comprehensive memory battery that consists of 14 subtests tat provide global memory functioning, verbal and nonverbal memory, and delayed recall. Additionally, the TOMAL assesses other areas that elaborate on a child's pattern of performance including the manner of recall (i.€., sequentially, free, or associative), attention and concentration, and the ability to learn a novel task. Each of these domains provides additional data beyond memory functioning that is important in educational interventions and programming for a child. Despite its appropriateness for use with children and adolescents, the TOMAL's use in researchis limited. Allthese western tests carry a common demerit that, they are based ona foreign language and in India many children study in Hindi medium schools and are not fluent in English. Secondly, norms are based on the western population that cannot be generalized on the Indian population because of vast socio-demographic differences which influence the test scores. Need of the Test: Memory complaints are very common in children coming to Child and Adolescent Clinic with Learning disorders, neurological disorders, for nc disorders like epilepsy, encephalitis, meningitis, brain aneurysm, or eae lat matter any kind of neurological or psychiatric Wines. Memory Dyce among the most frequent complaints of patients with major latric disorders such as depression and schizophrenia (Caine, 1986; "Toll Free 1800 103 9798 » Website: [Link] aepGl-CMS Weingartner & Silberman, 1984). iemony deficits are Often 4 neuropsychological symptom in progressive deteriorating disorgc® fry canbe the only finding in disorders suet as mild head trauma ane rs ang sclerosis. Cognitive impairments following Traumatic Brain Injury ray ry widely. For effective rehabilitation of Tp) pati are Mt jon and val comm ent detailed memory evaluation is a prerequisite. Despite existing °Videne’ and the frequency of TBI among children, there are relatively fey stud that have focused on memory functioning among the pediatric population More research is needed to evaluate the memory difficulties experiencey by children following a TBI, byusing current age-appropriate, standardizey measures. Further, it is acommon complaint of mothers and teachers that the child tends to forget whatever he has learnt at school. Children diagnosed with Specific Learning Disabilities exhibit memory deficits which hamper their academic performance because of which there are frequent complaints from school. Deficits in working memory can also explain whya child has difficulty working out math problems in his head or with reading retention. Children with memory issues find it difficult to remember concepts and formulas. A comprehensive memory assessment will help identify these deficits. There are scales for the assessment of memory in adults but as regards children are concerned, there's no scale to assessthe memory and its components and also to evaluate pre and post changes : memory after surgical treatment. The frequency of these problems underscores the importance of learning and ical memory assessment i i chologica! evaluation, nt in any intellectual or neuropsy' Althou; instruments n. ine has been an increase in the number of assessment ailable for children since the late 1980s in western settings 24 Ld. © 2021 Prasad Psycho Put.PGI-CMS Boyd (1988) among others continues to voice Concerns over the research topractice gapinage-appropriate memory instruments for children, The construction of ecu ascale became a necessity that was being felt in the clinic. PGI Children's Memory Scale is a downward extension of the PGI Memory Scale for Adults (Pershad, 1977). The scale was developed in1997 by Kohli et al, to fulfil the dire need of a comprehensive tool capable of evaluating the memory of children with various neurological and psychiatric disorders. By administering this test and using appropriate norms, one can plot the memory profile and employ remedial measures, or decide whether such forgetfulness is due to genuine memory deficits or due to subjective feelings of memory impairment. The biggest advantage of this scale is that it is in Hindi and user friendly. The norms have been developed for the children in the age range of 6-13 years. This is the pre- adolescent age in which most of the academic problems are faced by children due to memory issues and there are frequent referrals from schools to CAP clinics. The scale consists of ten subtests, viz. remote memory, recent memory, mental balance, attention and concentration, delayed recall, immediate recall, verbal retention for similar pairs, verbal retention for dissimilar pairs, visual retention, and recognition of common objects. Itis made in simple Hindi. “Toll Free: 25 1800 103 9798 + Website: [Link]Chaptep 2 Development and Technical Information Procedure of Development The construction of the present test was chiefly based onthe practice of the memory evaluation by psychologists and Psychiat, part of mental health examination, coupled with some of the exper methods based on various theoretical constructs of memory, Clinicay rists as ‘Mental Following points were taken care of: (I) Test should primarily be based upon the clinical Procedures of evaluating the memory, most commonly used by Clinical psychologists, psychiatrists, and neurologists; (ii) Test should be simple enough so that it can be administered on children belonging to all kinds of socio-economic status and schools (private/government); (iii) Test design should be simple and easy in administration, scoring, and interpretation; (iv) It should be less affected by the factor intelligence. Rationale of Development of test PGI- Memory Scale was well accepted in the country. It had replaced Wechsler Memory Scale both in research and practice. Thus, most of the psychologists in the country were familiar with the design of this test and its usability in clinical population. Therefore, it was decided to follow the same pattern for the PGI Children's Memory Scale. However, some of the subtests were modified to suit the children population: Ld. 26 © 2021 Prasad Psycho PvtPGI-CMS Differences in PGI- Memory Scale [Adult] and PGI- Children's Memory Scale Name of subtests | PGI-MemoryScale | GI Memory Scale _ For Children 1, [Remote Memory 6 items Items changed to " suit children | yy [Recent Memory 5 items Items changed to " suit children | F 4it ii). | Mental Balance 3 items items, made more . simple and easy |__4 | Attention & Digits forwards . \. | Concentration and backwards Reteined cosets y, | Delayed Recall 10 items Retained as such . 4 items starting with VI Immediate/ items sentence of one clause to "| Sequential Recall four clauses, made easy for children VIL. | Familiar Pairs 5 pairs Retained as such VIIL.| Dissimilar Pairs 5 pairs , three trials Retained as such X. | Visual Retention 5 designs Retained as such Number of objects remain on the same; child friendly %. | Recognition 10 Common Objects |“ pictures taken from children’s text books —l “Toll Free: "ee: 1800 103 9798 » Website: [Link] 27PGI-CMS Selection of Items Subtest | and! Remote and Recent Memory: Remote memory constitutes recall of past events of personal lite.F the present study ‘past! was defined operationally as more than 4g hoursts several years of life, whereas, recent memory Was defined as recal| OF those events which took place a few hours before toa day earlier, For remote memory the items are like - When is your birthday? How many marks did you score in your latest examination? etc. The questions also pertain toa child's life and his everyday activities like school, social life, outing, andso on. The questions on recent memory relate to areas of interest to Children like what did they have for dinner and breakfast. Subtest III Mental Balance: The third subtest is that of mental balance. This test is similar to Wechsler's (1945) mental control subtest. In mental balance the items have been made simple and easy e.g. instead of reverse counting, forward counting by two's is included. Subtest IV Attention and Concentration: For this test, the well-known test of digit span forward and backward repetition is included. This test also has customarily been employed almost inall test batteries of memory and intelligence and is also used routinely by psychiatrists and neurologists in clinical examination. The simplicity of this test administration, scoring and interpretation and its utility in the local Psychiatric cases was tested earlier and found satisfactory (Pershad and Prasad, 1974), Digit forward and backwards is a very handy test and used extensively in bed side situations, Subtest V Delayed Recall: The items in the delayed recall are similar to the PGI memory eat for adults. Here, two series of common objects are compiled. The wo" a Lid. 28 © 2021 Prasad Psycho Prtao RS taken from children's book of the alphabet, to we" TWO series were formed following the model of j si gt wherein prior learning is said to play keep the material Interference theory a role in Producing erenceinthe learning of newlists at the same iter level of competency, English Version Hindi Version 5,No. List| List 1 [Link]. List 1 List I 1 Umbrella Fish 1. BraT aoa 2. Flower Lamp 2. a ar 3, Clock | Rupee 3, ah rH 4. Photo Crown 4. wear aa ia: Pencil Toy ES Ure Raat subtests VI Immediate Recall: This included sequential reproduction of sentences in verbatim. For this test, sentences have been constructed in Hindi, keeping in mind that they are simple and easily understood by children. Another consideration was that these sentences should consist of familiar and small activities expressed in simple, easily pronounceable, and small clauses containing four or five words each, like in stories for children. Subtests Vil and VIII Verbal Retention for Similar and Dissimilar pairs: Onretention for similar and dissimilar pairs, the items were retained a8 such as it was in PGI Memory Scale for Adults. For each subtest 5 series of pairswere prepared (equivalent to Boston Memory Sale). For familiar and dissimilar associates, five simple meaningful words Were selected from primary school books. The most popular associate pairs were chosen for the stimulus words in the familiar category and some “aBue Words in case of a dissimilar category, which had no association or emote association, “Toll Free: “ee: 1800 103 9798 » Website: [Link] ee | h |pGI-CMS. Similar Pairs English Version Similar Pairs Hindi Versio, FENo | tistt | List [Link]. | Listy tis 7 4, | Tree | Flower 1. a wr >| Sweet Salty 2. ror ame r—3. | Man_| Woman 3. Street ate 4, | Day_|_Night_ aa fora rs, | Black | White | 5. ret ae Dissimilar Pairs English Version Dissimilar Pairs Hind} Version [Link]. | List! List II [Link]. List! | List ll 4. Table | Black ie aa aT 2. Tree | High 2. a = 3. Lamp _| Rough 3. at Ter i 4 Child Bitter 4. wea aa | 5. Dream | Deep 5. aT RT Subtest IX Visual Retention Task: In this subtest, all the figures of adult version [PGI Memory Scale] have been retained. These drawings were selected from the Stanford Binet intelligence and the Gesell's Drawing Tests. More than one type of geometrical designs is drawn on a card sheet in varying numbers of each design. This was done to ensure that memory components are included. Here the subject is required to remember the shape of the designs and their sequences and number. Interval time, instruction, administration, scoring, procedure and utility in psychiatric patients have been empirically established (Pershad and Wig, 1974) and are found to be satisfactorily. Subtest X Recognition Task: On recognition, the items were related to child's interests and commonly used articles, so the initial ten items. The initial ten items aa the subsequent twenty items of the recognition card were different fro the Adult PG| Memory Scale, i 30 © 2021 Prasad Psycho PY -_ |af é iting a Sharpening of the Full Text preparation of Full Test: After Completion of item s rted above, the various subtests were arranged in a sui Pct ns and administration procedures for each subtest ° language so that the person administering it cout election, as itable order. were written ld follow them , simple easilY: Expert's Opinion: This manuscript was shown to ten professionals (osychiatrists, neurologists, and psychologists) for their opinion regarding the language used, the format of the items, and the general ability of all cubteststo tap memory functions. These factors were discussed with them individually. Their suggestions and criticism were given due consideration inmodifying the language and procedure wherever necessary. Instructions: Following general instructions are given to the subjects at the time of administering this test - “You have been referred to us for psychological investigation. The findings of psychological tests will help the investigator tounderstand you and your problems more thoroughly. The usefulness of our findings depends upon your cooperation and truthfulness.” Overall Design of the Test: While constructing the present test of memory suitable for the clinic Population and for clinical purposes, guidance was taken from previous Studies; (1) The concept of memory for the present study was defined as the ability to retain and reproduce impressions once Perceived Mt Free: 1800 103 9798 + Website: www [Link] 31pgl-cMs i sed inthe test «neful material was U! Meaning} (2) 2 imple as possible ; The mater ial was kept as ce p ssi So that ¢ ld (3) ali sections of the society studying in Hindi ° from alls itwi «OF English dium schools, could comprehend it with relativeeacs me Different types of subtests were formed to ob rehensive assessment of memory, mental ¢ Martin and concentration, delayed recall, seq recall, paired associated learning, reproduction, and recognition tain (4) ont ential Visuo-moto, (5) Adequate time intervals for subtests measuring retention andrecognition varying from seconds to minutes were kept (7) Validitywas established by testing the following hypothesis: There will be deficits in certain areas of memory inepileptics in comparison to normal children without any co-morbid condition. (8) Initially the test was standardized on 96 normal school- going children and preliminary norms were developed Reliability: The test-retest reliabilit Was administered again to th ‘etestreliability coefficient ca 'Y was established on 40 subjects. The test te € participants after one month. The tes me out to be 0.82, ee , Ltd. © 2021 Prasad Psycho PYPGI-CMS Table 1: showing the Test-Retest Reliability of PGI-CMs(n=40) subtest of Memory aie wees Correlation Remote Memory 5.12 1.12 489 | 1.26 0.91%" 114 Recent Memory 4.89 1.64 | 492 | 132 0.76* 1 7, [Mental Balance 846 | 152 | 9.17 | 1412 0.67" wl Immediate 9.88 125 | 106 | 156 | 053 “| Delayed Recall 8.95 | 112 | 9.14 | 085 | 078" ‘| SequentialRecall | 9.50 | 0.98 | 9.56 | 083 | 090" vil. | Familiar Pair Learning| 4.72 1.68 4.96 | 0.98 0.76" vilL| New Learning 1386 | 147 | 1434| 134 | O77" \X. | Visual Recognition | 11.86 | 143 | 12.16 | 1.96 0.65* X. | Visual Retention 8.50 1.23 | 9.12 | 087 | 0.72" *p<0.05 , **p<0.01 Validity: a 4, , ®mParisontothenormal children without any illness. ae rr "€: 1800 103 9798 + Website: [Link] Cross-validation was done by trying out the scale on 11 epileptic children. twas hypothesized that epileptic children score lowon attention concentration, visual retention and delayed recall in comparison to normal children (one tailed test). Cross validation was carried out on 107 children Sut of which 96 were normal controls and 11 childrenwere diagnosed with Epilepsy, The results supported the hypothesis. The epileptics scored less Nn Attention and concentration, Delayed recall, and Visual Recognition in 33_ polos Table 2: an and SDs of 107 children showing the Me: recruited for standardizing the test Normal (N=96) Epileptics (N= subtests “Me sD |M ptics (N=1)] >) ee ean | SD_ | tray TJ Remote aia | 490 | 809 1 a , | Remo ___— 2.02 109 —T recent . 1.51 | 207 | a5o7 — 4.0 as [| Mental Balance 4,76 08 | 4.36 | 3.46 Pe Attention and 0.64 1.06 1.02 | 164 |a13 | Concentration 948 | 11.79 | 7.72 | 10.81 | 1.99 157 | 343 | 3.31 4.33 | 114 12.36 | 8.90 | 9.00 9.63 | 125 Vill. Dissimilar Pairs 3.48 1.73 2.04 | 0.67 | 0.72 1X. | Visual Retention 8.06 | 11.01 6.91 9.36 | 173 xX. | Visual Recognition 1.50 2.40 1.87 3.04 | 271" | Vv. Delayed Recall | vi Immediate Recall vil. | Similar Pairs Correlating Intelligence Test With PGI-CMS was vee sts can be confused sometimes with Intelligence Tests cognitive rant to estan that the two tests measured independent CMS scale with thet a the correlation between the total scores of PGI (Malin,1969) was cal , Malin's Intelligence Scale for Indian childree Disability by Child mee 30 students diagnosed with Specific Learning Psychologist were r Adolescent Psychiatrist and assessed bY nical the performanc ecruited. The mean age was 10 years 5 months. th e and verbal profiles were correlated and it was seen" at ng 34 i © 2021 prasad p5yeto \LY | PGl-cMs relation Was insignificant with per or n formane ton of PGI-CMS scores with the total Mj ‘ a“ Verbal profile, or ‘gcant but very low indicating that th I re came Out t y e two t ° eendentalensions and cannotreplace eachother measure two Table 3; Correlation of PGI-CMS Scores with Misic Total, Verbal and Performance Scores , PGI-CMs Verbal Scores 0.31 Performance Scores 0.31 Total Scores 0.37" *p<0.05 Development of the Norms: Test norms may be defined as estimates of some characteristics of a distribution of test scores of a specified population (Flanagan, 1966). The sample of 322 healthy, normal children in the age range of 6-13 years (10.15 + 2.18) both males and females, were taken from the government and private schools of Chandigarh using a stratified random sampling technique. Norms have been developed on a sample of 322 ne Souping is done on this pattern because on analysis, we cou ere Senificant difference within two years of an age ae pees a graphical "OMS it is possible to generate a profile of the chil for each subtest, the “sentation, As the range of scores was Dae area "Smsare grouped into four groups givennext pagel . om "Fre: 1800 105 9700 + Website: [Link].©Frequen pats i ups fi cy of subjects in various 288 BYOUPS for norms dist, ney oF se "Age Groups tig No. “6 yrs-7 yrs 11 months 4 “Byrs - 9 yrs 11 months : 10yrs - 11 yrs 11 months : 12yrs - 13 yrs 11 months [aI The norms are arranged into five quintiles 0-20, 20-40, 40-60, 6-8 and 80-100. If the child is performing at 40-60, then it indicates that his/her memory is functioning at an average level. Impairmentis indi ifthe child performs at 0-20 level. If the child performs at 20-40 Tange, then theimpairmentis mild. Norms are givenintheannexures, itis easy to administer and less time co too! to assess the memory of children. Th memoryisthirty minutes approximately, Nsuming and an appropriate i total time taken to assess