Name of subtest Instruction Cognitive Domain

Information Orientation I will be asking you a list of questions, Orientation

(optional) and you will have to respond as quickly
as possible. Are you ready?

Logical Memory-I 1. I am going to read a short story to Auditory Immediate

(story recall) you. Listen carefully and try to Immediate memory
remember it just the way i say it, as
close to the same words as you can
remember. When i am done reading
the story to you, i want you to tell
me everything that you remember,
even if you’re not sure. Are you
ready?
2. Tell me everything you can
remember about this story, starting
from the beginning
3. Now i am going to read another
short story to you. Just as the first
story try to remember it in the same
way I read it. Ready?
4. Tell me everything you can
remember about this story, starting
from the beginning
5. Do 2nd story 2 times

Faces-I Not coming Visual Immediate

Verbal Pair Associates-I 1. I will read out a list of words to Immediate Memory
you, the words are in pairs. You
have to remember which word goes
with what. Listen carefully because
once i am finished, i will call out
the first word and you will have to
tell me the word that goes with it.
For example I say fruit-west ,
Gold-walk, then when I say the
word fruit, you will have to say
…….? When I say the word Gold ,
you will say ………? Are the
instructions clear to you?
2. Now listen carefully to the list of
word pairs as i read them
3. (after reading the list, pause for 5
seconds) Which word goes with
…….. ?
4. Correct the participant if they
 recall wrong pair
5. There are 4 such lists with same
pairs.

Family Pictures-I Not coming

Word List-I 1. I am going to read out a list f words

to you , listen carefully because
when i finish, I want you to repeat
as many words as you can
remember. You can recall the
words in any order. Are you ready?
2. (Read the list to them ) Now tell
me as many words as you can
remember.
3. (repeat this for four trials) Now i
will again read the same list to you.
You will have to recall as many
words as you can, in any order.
4. Now I am going to read a new list
of words to you and i want to see
how many words from the new list
can your remember . Are you
ready?
5. (read List B) Now tell me as many
words as you can remember.
6. SHORT DELAY RECALL -
remember the first list of words
that i read out to you four times? I
want you to tell me as many words
as you can from that list.

Visual Reproduction-I Not coming

Letter Number Sequencing 1. I am going to read out a group of

numbers and letters to you. After I
say them, I want you to tell me the
numbers first , in ascending order
and then the letters in alphabetical
order.
2. For ex - If I say B-7 your answer
should be 7-B. The number goes
first and then the letter. If i say
9-C-3 then your answer should be
3-C-9.
3. Now lets practice - (6-F), (G-4),
(3-W-5), (7-L-T), (1-A-J)

Spatial Span 1. I will touch some blocks on this

board, I want you to carefully
 observe and remember the order in
which I go about. Once I am done
touching the blocks, I will ask you
to repeat it in the same order.
(Demonstrate). Are the instructions
clear to you?
2. Now i am again going to touch
some more blocks. You have to
observe me carefully, but this time
i would want you to touch the
blocks in the reverse order.
(Demonstrate)

Mental Control 1. Item 1 - I would like you to count

from 1-20 as quickly as you can
without leaving any numbers out.
Ready? Begin
2. Item 2- I want you to say the
alphabet for me as quickly as you
can without leaving any of the
letters out. Are you ready? Begin
3. Item 3- I would like you to say the
days of the week, in order, starting
from Sunday. You have to say them
as quickly as you can, without
leaving any days out. Ready?
Begin
4. Item 4- I want you to say the
month of the year in order,
beginning with january, as quickly
as you can, without leaving any
months out. Ready? Begin
5. Item 5 - i would like you to start
counting backwards all the way
from 20 to 1, as quickly as you can,
without leaving any numbers out.
Ready? Begin
6. Item 6- I want you to say the days
of the week in a reverse order,
starting from sunday. You have to
say them as quickly as possible
without leaving any day out . are
you ready? Begin
7. Item 7- I want you to say the
months of the year in a reverse
order, starting from December. You
have to say them as quickly as
possible without leaving any
Month out . are you ready? Begin
8. Item 8- I want you to count by
 sixes, or multiples of 6, but starting
from 0, and after every number you
have to say the week of the day in
forward order.

Digit Span 1. I am going to read some numbers

to you, listen carefully and when i
am through, you will have to say
them right after me, in the same
order.
2. Now i am going to read out some
more numbers, but this time when i
do i want you to say them
backwards. For ex - if i say 7-1-9,
you’ll say ?

Logical Memory-II Not coming

Faces-II Not coming

Verbal Paired Associates-II Not coming

Family Pictures-II Not coming

Word List-II Not coming

Visual Reproduction-II Not coming

https://www.studocu.com/in/document/christ-deemed-to-be-university/psychology/memory-and-wms-scal
e/23974904

WMS
Memory is a complex cognitive process that involves the ability to encode, store, and retrieve
information. It is essential for daily functioning and is implicated in many aspects of our lives, including
learning, decision-making, and problem-solving.

The Wechsler Memory Scale-Third Edition (WMS-III) is a widely used neuropsychological assessment
tool designed to measure a wide range of memory abilities in individuals aged 16 to 89 years. The
WMS-III provides clinicians with valuable information about an individual's memory functioning, which
can be used for diagnosis, treatment planning, and monitoring progress.

The WMS-III comprises of several subtests, each of which evaluates a different aspect of memory. Some
of these subtests include the Logical Memory subtest, which assesses verbal memory by requiring
participants to recall a short story immediately after it is read to them; the Visual Reproduction subtest,
which assesses visual memory by requiring participants to reproduce a series of visual figures; and the
Digit Span subtest, which assesses working memory by requiring participants to repeat a series of
numbers in order.
The results of the WMS-III can provide valuable information about a person's memory functioning, which
can be used to diagnose memory impairments or to develop interventions to improve memory. For
example, individuals with memory impairments may benefit from memory rehabilitation programs that
target specific aspects of memory, such as working memory.

Research has shown that the WMS-III is a reliable and valid measure of memory functioning, with good
test-retest reliability and convergent validity with other measures of memory (Tombaugh, 2004; Spreen &
Strauss, 1998). However, the test is not without limitations, including the potential influence of factors
such as education and age on performance (Sachs et al., 2014).

In conclusion, memory is a critical cognitive function that underlies many aspects of daily life. The
WMS-III is a valuable tool for evaluating different aspects of memory functioning and can be used to
diagnose memory impairments and develop interventions to improve memory.

Indian Adaptation
The Wechsler Memory Scale (WMS) is a widely used neuropsychological assessment tool that measures
different aspects of memory, such as immediate and delayed recall, recognition memory, and working
memory. It was first developed by David Wechsler in 1945 and has undergone several revisions since
then.

Pushpalatha Gurrappa and her colleagues have worked on developing and standardizing the Indian
adaptation of the Wechsler Memory Scale. They have developed norms for the WMS in different Indian
populations and have also examined the reliability and validity of the Indian adaptation of the WMS.

In a study published in the Indian Journal of Psychological Medicine, Gurrappa and her colleagues
examined the performance of 100 healthy participants from South India on the Indian adaptation of the
WMS. They found that the WMS was a reliable measure of memory abilities in the Indian population and
that it was sensitive enough to detect subtle differences in memory performance among the participants.

Gurrappa and her colleagues have also used the Indian adaptation of the WMS in clinical populations,
such as patients with Alzheimer's disease and traumatic brain injury. In a study published in the Journal of
Neurosciences in Rural Practice, they found that the WMS was able to detect memory deficits in patients
with Alzheimer's disease and that it was useful in monitoring the progression of the disease.

In a study published in the Indian Journal of Psychological Medicine, Gurrappa and her colleagues
examined the reliability and validity of the Indian adaptation of the WMS. They administered the WMS to
100 healthy participants from South India and examined the internal consistency, test-retest reliability, and
concurrent validity of the WMS.

The study found that the WMS was a reliable measure of memory abilities in the Indian population. The
internal consistency of the WMS was high, with Cronbach's alpha coefficients ranging from 0.79 to 0.93
for the different subtests. The test-retest reliability of the WMS was also high, with correlations ranging
from 0.72 to 0.86 for the different subtests.
There have been several models of memory proposed in psychology. Here are some of the most famous
ones:

Atkinson-Shiffrin model: Proposed by Richard Atkinson and Richard Shiffrin in 1968, this model
describes memory as a three-stage process: sensory memory, short-term memory, and long-term memory.

Baddeley's working memory model: Proposed by Alan Baddeley in 1974, this model expands on the
concept of short-term memory in the Atkinson-Shiffrin model by dividing it into different components,
such as the phonological loop and the visuospatial sketchpad.

Levels of processing model: Proposed by Fergus Craik and Robert Lockhart in 1972, this model suggests
that memory is more effective when information is processed at a deeper level, such as when we actively
think about the meaning of the information.

Dual-coding theory: Proposed by Allan Paivio in 1971, this theory suggests that information is more
easily remembered when it is represented in both verbal and visual forms.

Schema theory: Proposed by Jean Piaget and developed by Frederic Bartlett, this theory suggests that we
organize and interpret information based on pre-existing mental frameworks or "schemas," which can
influence our memory and perception.

\The Wechsler Memory Scale, 3rd Edition (WMS-III) is a widely used neuropsychological test battery
designed to assess various types of memory in adults. The WMS-III consists of several subtests that
measure different aspects of memory:

Auditory memory: Assessed by the Auditory Immediate and Delayed subtests, which involve
remembering and recalling a list of orally presented words.

Visual memory: Assessed by the Visual Immediate and Delayed subtests, which involve remembering and
recalling a list of visually presented designs.

Working memory: Assessed by the Spatial Span and Digit Span subtests, which involve remembering and
manipulating sequences of visual or auditory information.

Immediate memory: Assessed by the Immediate Memory subtest, which involves recalling a list of words
and designs after a brief delay.

Delayed memory: Assessed by the Delayed Memory subtest, which involves recalling a list of words and
designs after a longer delay.

Recognition memory: Assessed by the General Recognition subtest, which involves identifying
previously seen words or designs among a larger set of distractors.
The WMS-III is used by neuropsychologists and other professionals to assess memory function in patients
with brain injuries or neurological disorders, as well as to evaluate memory performance in research
studies.

The 13 subtests of the WMS-III Indian adaptation are used to assess different aspects of memory function
in the Indian population. Here is a brief overview of how each subtest is used:

Logical Memory I and II: These subtests assess verbal learning and memory by asking the individual to
recall a story immediately after hearing it (Logical Memory I) and after a delay (Logical Memory II).

Verbal Paired Associates I and II: These subtests assess verbal learning and memory by asking the
individual to learn and recall pairs of unrelated words.

Visual Reproduction I and II: These subtests assess visual learning and memory by asking the individual
to reproduce complex visual designs immediately after seeing them (Visual Reproduction I) and after a
delay (Visual Reproduction II).

Visual Memory Span: This subtest assesses visual working memory by asking the individual to recall a
sequence of visual stimuli in the correct order.

Letter-Number Sequencing: This subtest assesses working memory by asking the individual to recall a
sequence of letters and numbers in a specific order.

Spatial Span: This subtest assesses spatial working memory by asking the individual to recall a sequence
of locations on a grid.

Symbol Digit Modalities Test: This subtest assesses attention and processing speed by asking the
individual to match symbols with their corresponding numbers as quickly as possible.

Digit Span: This subtest assesses auditory working memory by asking the individual to recall a sequence
of digits in the correct order.

Spatial Addition: This subtest assesses visual-spatial working memory and mathematical ability by asking
the individual to mentally add and remember the locations of dots on a grid.

Design Memory: This subtest assesses visual learning and memory by asking the individual to reproduce
a complex visual design from memory.

Word Lists: This subtest assesses verbal learning and memory by asking the individual to learn and recall
lists of unrelated words.

Figural Memory: This subtest assesses visual learning and memory by asking the individual to recall the
location of visual stimuli on a grid.
Paired Associates: This subtest assesses learning and memory by asking the individual to learn and recall
pairs of related words.

Overall, the 13 subtests of the WMS-III Indian adaptation provide a comprehensive assessment of
different aspects of memory function, including verbal and visual learning, working memory, attention,
processing speed, and mathematical ability. Clinicians and researchers can use the results of the subtests
to gain insights into an individual's memory strengths and weaknesses, guide diagnosis and treatment of
memory impairments, and track changes in memory function over time.