Construction and validation of memory test in preschool children

Authors
marzieh gholami 1
Ali Delavar 2
1 Azad university
2 Allameh university
Abstract
One great ability of the brain is memory. Poor visual-auditory memory leads to dyslexia, dyscalculia and hyperactivity. Therefore, it is necessary to develop a test to determine the ability and accurate performance of memory. With this in mind, a test has been prepared using theoretical literature. This researcher-made memory test consists of four parts (numerical-verbal memory, visual memory, working memory and auditory-sentence memory) and its validity has been confirmed by professors of cognitive psychology and counselling in addition to using the random cluster sampling method on a sample of 308 elementary school students. The questions were analysed by relevant statistical methods and their validity, reliability and norm scores were determined. To evaluate the reliability of the test, three methods were used. The reliability coefficient was 0.83 using the internal consistency method and the Pearson correlation coefficient was determined to be r = 0.79 between the two halves of the questionnaire, which indicated that there was a high correlation between the two halves of the questionnaire. To determine the validity of the structure and components of the questionnaire, the principal component analysis method was used by rotation in the normalised Varimax method and to evaluate differential validity, an independent t-test was used. The results showed that there was a significant difference between the mean scores of male and female students. (P < 0.001 and t (204) = 2.76). Based on the obtained reliability and validity, the audiovisual memory test is a tool that could be used by disorder and counselling centres. Moreover, it could be used as a tool for early assessment and diagnosis in the case of preschool students.
Keywords
Auditory
Validation
Memory
Validity
Visual
Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in cognitive sciences, 4(11), 417-423.
Baddeley, A. (2003). Working memory: looking back and looking forward. Nature reviews neuroscience, 4(10), 829.
Beer, J., Pisoni, D. B., Kronenberger, W. G., & Geers, A. E. (2010). New Research FindingsExecutive Functions of Adolescents Who Use Cochlear Implants. The ASHA Leader, 15(15), 12-14.
Comrey, A. H. L. (1992.). A First Course in Factor Analysis. Hillsdale, NJ, Lawrence Eribaum Associates. Inc., Publishers.
Erden, Z., Otman, S., & Tunay, V. B. (2004). Is visual perception of hearing-impaired children different from healthy children? International journal of pediatric otorhinolaryngology, 68(3), 281-285.
Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): a meta-analytic review. Clinical psychology review, 32(7), 605-617.
Kulp, M. T., Edwards, K. E., & Mitchell, G. L. (2002). Is visual memory predictive of below-average academic achievement in second through fourth graders? Optometry & Vision Science, 79(7), 431-434.
López-Crespo, G., Daza, M. T., & Méndez-López, M. (2012). Visual working memory in deaf children with diverse communication modes: Improvement by differential outcomes. Research in developmental disabilities, 33(2), 362-368.
Meyeres, l. S., Gamst, G., & J., G. A. (2006.). Applied Multivariate Research (Design and Interpretation). Roshd publication.
Mohammadzadeh, J., Mami, S., Fryadian, N., & Arizi, H. (2011). Normalization of the Measurement Scale of Children 5-11 Years Old in Ilam City. Quarterly Journal of Cognitive Science., 16. Number 2.
Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2016). Cognitive risk factors for specific learning disorder: Processing speed, temporal processing, and working memory. Journal of learning disabilities, 49(3), 272-281.
O’sulivan, J. T. (1997.). Effort, interest, and recall: Beliefs and behaviors of preschoolers. Journal of Experimental ChildPsychology, 65, 43-67.
Passolunghi, M. C., & Mammarella, I. C. (2012). Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills. Journal of learning disabilities, 45(4), 341-350.
Pisella, L. (2017). Visual perception is dependent on visuospatial working memory and thus on the posterior parietal cortex. Annals of physical and rehabilitation medicine, 60(3), 141-147.
Szűcs, D. (2016). Subtypes and comorbidity in mathematical learning disabilities: Multidimensional study of verbal and visual memory processes is key to understanding. Progress in brain research, 227, 277-304.
Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688.
Wang, S., & Gathercole, S. E. (2013). Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of Experimental Child Psychology, 115(1), 188-197.
Westerberg, H., Hirvikoski, T., Forssberg, H., & Klingberg, T. (2004). Visuo-spatial working memory span: a sensitive measure of cognitive deficits in children with ADHD. Child Neuropsychology, 10(3), 155-161.