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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Introduction and Overview | |
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| Memory and Learning | |
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| Memory Problems | |
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| Applying Memory Research in the Classroom | |
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| Overview of the Chapters | |
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| Learning Objectives | |
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| Memory Systems and Processes | |
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| The Flow of Information | |
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| Sensory Memory | |
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| Short-Term Memory | |
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| Working Memory | |
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| Long-Term Memory Systems | |
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| Long-Term Memory Processes | |
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| Forgetting | |
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| Interference | |
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| The Organization of Memory | |
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| Implications for Memory Assessment | |
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| Educational and Training Implications | |
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| Memory Fundamentals | |
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| Memory Neuroanatomy, Development, and Dysfunction | |
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| The Neuroanatomy of Memory | |
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| Short-Term and Working Memory Structures | |
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| Neurological Principles of Memory | |
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| The Development of Long-Term Memory | |
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| Development of Metamemory and Effective Strategies | |
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| Fundamentals of Memory Development | |
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| Related Cognitive Processes | |
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| Memory Dysfunction | |
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| Risk Factors for Memory Impairments | |
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| Acquired Brain Injury | |
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| Medical Conditions | |
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| Developmental Disorders | |
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| Mental Disorders | |
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| Substance Abuse | |
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| Findings that Apply to All At-Risk Groups | |
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| Assessment Implications | |
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| Implications for Interventions and Classroom Instruction | |
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| Long-Term Memory Assessment Strategies | |
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| A Comprehensive Explicit Memory Assessment | |
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| Planning a Personalized Assessment | |
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| Cross-Battery and Selective Testing | |
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| Memory Assessment Challenges | |
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| Collecting Medical, Developmental, and Academic History | |
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| Interviewing Teachers, Parents, and Students | |
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| Observation | |
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| Assessment of Metamemory and Strategy Development | |
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| Collecting Classroom Examination Data | |
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| Guidelines for Administering Standardized Memory Tests | |
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| General Guidelines for Interpretation of Test Results | |
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| Analysis of Memory Test Scores | |
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| Specific Guidelines for Interpretation of Memory Assessment Results | |
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| Case Study | |
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| Assessing Long-Term Memory with Standardized Tests | |
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| California Verbal Learning Test-Children's Version (CVLT-C) | |
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| Children's Memory Scale (CMS) | |
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| The NEPSY II | |
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| The Rivermead Behavioural Memory Test for Children (RBMT-C) | |
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| Test of Memory and Learning, Second Edition (TOMAL-2) | |
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| Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) | |
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| Wechsler Memory Scale�-Fourth Edition (WMS�-IV) | |
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| Cognitive, Intellectual, and Achievement Batteries | |
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| Other Scales with Long-Term Memory Measures | |
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| Interventions for Memory Problems | |
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| Desirable Outcomes for Memory Interventions | |
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| Factors Related to Success | |
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| Concerns About Memory Interventions | |
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| Selecting and Designing Interventions | |
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| Setting Goals and Measuring Progress | |
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| General Memory Strategy Training Recommendations | |
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| Metamemory: The Cornerstone of the Intervention | |
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| Demonstrating the Efficacy of Memory Strategies | |
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| Promoting Generalization and Maintenance | |
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| Length of Training | |
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| Memory Strategies | |
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| Mnemonics | |
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| Computerized Interventions | |
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| Home Interventions | |
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| External Memory Aids | |
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| Psychopharmacological Treatments | |
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| Memory Interventions for Traumatic Brain Injury | |
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| Interventions for Other Disabled and At-Risk Populations | |
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| Matching Interventions with Memory Deficits | |
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| A Typical Intervention | |
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| Classroom Instruction That Supports Memory | |
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| The Mnemonic Classroom | |
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| Metamemory Instruction | |
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| Instructional Practices That Enhance Memory | |
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| Study Skills That Enhance Memory | |
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| Instructional Methods for Severe Memory Impairments | |
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| Accommodations and Memory Aids | |
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| Teaching Memory Strategies | |
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| Teaching Mnemonics | |
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| Instruction That Reduces Working Memory Load | |
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| Summary: Long-Term Memory Principles and Recommendations for Educators | |
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| Case Studies and Recommendations | |
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| Assessment Case Study | |
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| Intervention Case Studies | |
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| Illustrative Report | |
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| Recommendations for Future Research | |
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| Recommendations for Memory Test Development | |
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| Memory Assessment Plan | |
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| Analysis of Memory Testing Results | |
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| Conversion Table: Scaled Scores to Standard Scores | |
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| References | |
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| Index | |