Introduction

Central to all aspects of cognition is some facet of memory. Consequently, most neurological and neuropsychiatric disorders disrupt various aspects of normal memory function (see reviews of memory disorders and their assessment in Cullum, Kuck, & Ruff, 1990; Knight, 1992; Reeves & Wedding, 1994; Baron, Fennell, & Voeller, 1995; Gillberg, 1995; Lezak, 1995; Mapou & Spector, 1995; Cytowic, 1996). For example, in cases of traumatic brain injury (TBI), memory disturbances are the most common of all patient complaints (Cronwall, Wrightson, & Waddell, 1990; Golden, Zillmer, & Spiers, 1992; Reeves & Wedding, 1994). Because TBI represents one of the most common sources of childhood injury (Goldstein & Levin, 1990), assessment of memory disorder in children who have sustained a TBI is one of the most frequently explored domains by pediatric neuropsychologists. Similarly, abnormal memory function typically accompanies most learning disorders, the most common referral concerns resulting in psychological assessment of children (Lorsbach, Wilson, & Reimer, 1996; Swanson, Ashbacker, & Lee, 1996; Bull & Johnston, 1997; de Jong, 1998; Nation et al., 1999). Table 12.1 lists the most frequent childhood disorders in which memory and learning are likely to be compromised and should be assessed. Closely allied with assessment is treatment for disordered memory, the primary therapeutic focus in cognitive rehabilitation (Prigatano, 1990), which again underscores the importance of good assessment tools for the evaluation of memory.