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Description:
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Memory is an essential component for learning . Deficits in verbal short -term
memory (STM ) and working memory (WM ) are thought to hinder language learning ,
reading acquisition , and academic achievement . The Children’s Memory Scale (CMS ) is
an assessment instrument used to identify memory and learning deficits and strengths in
children ages five through 16 . This study investigated the impact of culture and parent
educational level (PEL ) on student performance on the Children’s Memory Scale using
the CMS standardization data . The major question addressed was : Will CMS subtest
performance differ significantly between ethnic groups or as a function of PEL ?
The results of this study support a relationship between STM and WM
performance and culture . Culture as defined by ethnicity minimally impacted student
subtest performance on the CMS when PEL was taken into account . In contrast , PEL
was significantly associated with student subtest performance within each ethnic group .
Student subtest performance improved with each increase in PEL regardless of ethnicity .
CMS subtest performance of Hispanic and African American students was most affected by PEL ; however , no difference occurred in subtest performance by ethnicity or as a
function of PEL for African American and Hispanic students on the Family Pictures
subtest which examines visual and auditory memory processes through recall of
everyday life tasks in meaningful context . Although statistical significance was found
between CMS subtest performance and cultural factors , the effect sizes were mainly in
the small range and variance was not specific to any one subtest . Larger effect sizes were
found on verbal subtests which in previous studies have been found to be most impacted
by quality of schooling and lower PELs . Mean score differences did not exceed one
standard deviation with the exception of one subtest . The results of this study provide a
better understanding of the effect of culture and PEL on memory and learning . |