Wide Range

Assessment of
Memory and
Learning, Third
Edition (WRAML3)

Pearson Clinical Assessment

Ellen Murphy MA
[email protected]

2
 Learner Outcomes

1. Describe the new WRAML3 subtests..

2.
Summarize general testing guidelines
for WRAML3.

3.
Describe general administration and scoring of
the WRAML3.

4. List basic principles for interpretating performance..

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 Materials

WRAML3 Administration Manual

WRAML3 Record Forms

WRAML3 Response Booklets

WRAML3 Stimulus Cards

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 Agenda
• Overview of WRAML3
• Structure of WRAML3
• General Testing & Administration Guidelines
• Subtest Administration and Scoring
• Scores and Interpretation
• Reports
• Technical Properties
• Pricing

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WRAML3 Overview

6
A Brief History

2021

2003

1990

WRAML
 Memory Assessment Using the WRAML3
• Assesses multiple facets of memory, including immediate recall,
delayed recall, and recognition.

• Differentiates between visual, verbal, or more global memory deficits.

• Useful in a variety of clinical settings, including schools, rehabilitation

programs, vocational counseling departments, hospital clinics, and
outpatient and private clinics, as well as for research purposes.

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8
Introduction
• Individually administered
• Performance-based measure
• Assesses cognitive functions across visual
and verbal sensory modalities
• Memory/Learning
• Attention/Concentration
• Working Memory
• Assesses memory and learning as a process
• Short-term memory
• Long-term memory
• Recognition memory
• Lifespan assessment for ages 5-90:11 years
old.
• Manual or digital scoring

9
Revision goals
• Update norms
• WRAML2 published in 2004
• Demographic shifts in attention
• Update test content for lifespan use
• Improve coverage
• Visual delayed recall
• Parallel visual learning and working
memory tasks
• Statistical coverage of norms
• Improve administration procedures
• Finger Windows
• Flexible administration
• Standard Format (17 subtests)
• Brief Format (6 subtests)
• Screener Format (4 subtests)
• Develop Q-global scoring assistant
Abbreviated formats
Common problems for psychologists:
• Reduced time and reimbursements for psychological
assessments from insurance companies
• Increasing number of children who require school
assessments for behavioral issues
• Unsure if full memory assessment is needed

Consider these WRAML3 solutions:

• Brief Format samples visual and verbal immediate and
delayed recall and recognition in 1/3 of the time
Stand-alone memory assessment
• Screener format samples visual and verbal immediate
recall
Can administer full WRAML3
From WRAML2 to 3
• Retained Core and Supplementary subtests
Immediate Recall and Attention/Concentration
Delayed Recall, Recognition, and Working Memory
• Dropped subtests
Sound Symbol
Symbolic Working Memory
• All new subtests
Visual Working Memory
Picture Memory Delayed
Design Learning Delayed
• Subtest Content
Picture Memory – All new art work
Story Memory – All new stories
Design Learning – New design and Admin
Finger Windows – New Admin
• Subtest Format
Multiple-choice response for Recognition
From WRAML2 to 3
• Expanded age range for Working Memory

• Changed age break for start and stop points

and item sets from 8 to 9-years-old.

• Changed oldest age band from 85+ to 85-90:11.

• New index scores
Visual Delayed Index
General Delayed Index
• New process scores
Verbal Learning – Repetitions, Primacy, Recency
Design Learning – Learning Grid, Learning Slope
Analysis, Quadrant Analysis
• Age range 5-90:11 • Age range 16-90:11
• Norms collected through 2020 • Norms collected through 2008
• Clinical experience driven • Lab based measures for clinical
measures use
• Multi-trial subtest focus on • Co-normed with WAIS-IV and
learning used with Advanced Clinical
• Co-collected with Everyday Solutions (ACS)
Memory Survey (EMS) • CVLT-II can be used to calculate
• Abbreviated formats WMS-IV scores
• Brief Format • Abbreviated batteries
• Screener Format • Older adult: Ages 70-90
• WMS-IV Flex
 Materials Provided in Kit

Administration Manual
Technical Manual
Record Form (Standard, Brief)
Recall Response Booklet Insert Kit pic
Recognition Response Booklet
Picture Memory Stimulus Cards
Design Memory Stimulus Card
Finder Windows Stimulus Cards
Visual Working Memory Stimulus Cards in box
Primary Pencil

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Structure of
WRAML3

16
 Subtest and Index Structure of
WRAML3

Additional subtest:
Sentence Memory

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 Subtest and Index Structure of
WRAML3

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 Subtest and Index Structure of
WRAML3
Additional subtest:
Sentence Memory

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Structure of the Brief Form

20
 Picture Memory
The examinee is shown a picture for 10 seconds and then given a response
booklet with a similar picture and asked to mark which elements of the
picture were changed, added, or moved. Once the examinee has finished
Picture Memory responding, they are shown the original picture again for 20 seconds and
asked to look for anything they may have missed the first time. One teaching
card and three stimulus cards are shown to the examinee for a total of four
pictures.
Picture Memory Delayed is administered 20-30 minutes after Picture
Picture Memory NEW
Memory. For this subtest, the examinee is asked to identify elements
Delayed that were changed, added, or moved.

For Picture Memory Recognition, the examinee is shown multiple-choice

Picture Memory items. The correct responses to the items contain previously seen images
Recognition from both the Picture Memory Stimulus Cards and the Recall Response
Booklet as well as a none of these option.

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 Picture Memory

NEW
SUBTEST!
Delayed
Condition

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 Story Memory

Story The examinee is read two short stories and asked to retell as
Memory much of each story as they can remember.
Story The Story Memory Delayed subtest is administered after a 20–
Memory 30 minute delay. The examinee is asked to repeat as much of
Delayed each story as they can remember.
Story For Story Memory Recognition, the examinee is asked multiple-
Memory choice questions about the stories with four options, including a
Recognition none of these response.

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 Story Memory

All NEW
Stories!

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 Design Learning
The examinee is shown a single Design Learning Stimulus Card across
four trials to parallel the administration procedures of the Verbal
Learning subtest. The card has 18 different geometric shapes
Design
distributed across four quadrants. It is exposed for 10 seconds and then
Learning removed; after a 10-second delay the examinee is asked to recall and
draw the shapes in the correct locations. This procedure is repeated
three times for a total of four learning trials.
Design The Design Learning Delayed subtest is administered 20-30 minutes
Learning after Design Learning. The examinee is asked to recall (i.e., draw) NEW
Delayed the design details in the correct locations.
Design Design Learning Recognition requires the examinee to identify
Learning previously-seen card content using a multiple-choice format, including a
Recognition none of these response.

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 Verbal Learning

The examinee is read a list of words for each of four learning

Verbal
trials and asked to retell as many words as they can remember
Learning after each presentation of the list.

The Verbal Learning Delayed subtest is administered 20-30

Verbal
minutes following administration of Verbal Learning. The
Learning
examinee is asked to repeat as many words from the list as they
Delayed can remember.

Verbal For Verbal Learning Recognition, the examinee is asked

Learning multiple-choice questions about the word list with four options,
Recognition including a none of these response.

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 Finger Windows

The examinee is shown a card with nine holes in it, referred to as

Finger windows. The examiner places a pencil through the windows in a
Windows specific order and the examinee is asked to recall the order by
pointing with their finger.

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 Number Letter

The examinee is read a sequence of numbers and letters,

Number with 1-second separating the completion of one
Letter number/letter and the beginning of the next number/letter
and asked to repeat the sequence verbatim.

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 Visual Working Memory
NEW
For children ages 5 – 9, the examiner points to some of the
pictures in a mixed-up order and then the examinee must point
to the same pictures by group (e.g., Dogs first, then Doghouses).
For a second task, the examiner again points to the pictures in a
mixed-up order; the examinee must point to the pictures of one
Visual
grouping in a specific order by group (e.g., Dogs first from
Working
smallest to biggest) and then the other pictures (e.g.,
Memory Doghouses) in any order.
For children and adults, ages 10–90, the examiner points to the
pictures in a mixed-up order and the examinee must point to the
pictures of each grouping in size order (e.g., Dogs first, then
Doghouses, both from smallest to biggest.

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 Verbal Working Memory
The examiner reads a list of words consisting of animals and
nonanimals in a mixed-up order.
Children, ages 5–9, are first administered Set A and are asked to
repeat all the words, retelling the animal words first followed by
the nonanimal words in any order.
Verbal All examinees are administered Set B in which they are asked to
Working first retell the animals in order of their typical size, from smallest
Memory to biggest, then they are asked for all the nonanimal words in
any order.
Older examinees, ages 10–90, are administered Set C in which
they must retell the animals in size order, from smallest to
biggest, and then they are asked for the nonanimal words also in
size order from smallest to biggest.

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 Sentence Memory

The Sentence Memory subtest requires the examinee to repeat

Sentence a series of sentences dictated by the examiner. As the subtest
Memory progresses, sentence length becomes longer and semantically
and syntactically more complex.

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 Performance Validity Indicator
• Provides examiner with quantitative
information regarding the likelihood that
an examinee is putting forth sufficient
effort during testing for interpreting
results.
• Performance validity has long been a
concern for adult providers and is
increasingly incorporated into pediatric
assessments.
• Derived from the
Attention/Concentration Index and the
sum of the first five items across all four
Recognition subtests.
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General Testing &
Administration
Guidelines

37
 Format Selection
Standard Format: All 17 subtests in the WRAML3 battery.
Full: 75-90 minutes
Core:30-35 minutes

Abbreviated Formats:
Screener Format: Four subtests (25-30 minutes)

Brief Format : Two core subtests (10-15 minutes);

four optional delayed and recognition conditions
(additional 15-20 minutes)

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38
 Screener Format
Picture Memory
Visual Immediate
Memory Index
Design Learning
Screener
Memory Index

Story Memory
Verbal
Immediate
Memory Index
Verbal Learning

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39
 Brief Format

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40
 Standardized Administration

• Maintain subtest order

• If clinically necessary to alter -

• Elapsed times between immediate and delayed recall conditions must be
20-30 minutes in duration.
• Delayed Recall conditions of subtests must be administered before
delayed recognition conditions of subtests.

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 Standard Procedures

Start points, reverse rules, discontinue rules, stop points

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Subtest
Administration and
Scoring

45
 Directions for Subtest Administration
Chapter 3. Subtest Administration, Recording, and Scoring Directions

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 Changes to Retained Subtests

. . . . . . continued . . . . . .
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 Standard Administration
To ensure WRAML3 results are
reliable and valid . . .

Present stimuli in a
Follow standardized way,
administration and provide the
procedures used instructions as
during printed in the
standardization. Administration
Manual.

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 7. Picture Memory Delayed

Note. Picture Memory Stimulus Cards are not

displayed during Picture Memory Delayed.

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 Design Learning

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50
 3. Design Learning

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 11. Design Learning Delayed

Note. The Design Learning Stimulus Card is not

displayed during Design Learning Delayed.

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 15. Visual Working Memory

Insert picture of VWM

Stim Cards/box here

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Scores and
Interpretation

54
 Scores
Subtest Scaled Scores: Mean = 10; SD = 3
Index Scores: Mean = 100; SD = 15
Process Scores
Performance Validity Indicator Scores
Discrepancy Analysis

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55
 Number of
Standard Percentile Qualitative
Scaled Score SDs from the
Score Rank Descriptor
mean
130-145 16-19 +2 to +3 98-99.9 Extremely high

120-125 14-15 +11/3 to +12/3 91-95 Very high

110-115 12-13 +2/3 to +1 75-84 High average

90-105 8-11 -2/3 to +1/3 25-63 Average

80-85 6-7 -11/3 to -1 9-16 Low average

70-75 4-5 -2 to -12/3 2-5 Very low

≤1
55-65 1-3 -3 to -22/3 Extremely low

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 Interpretation
• Reporting and Describing Scores
• Interpreting Index Scores
• Index Discrepancy Analysis
• Interpreting Subtest Scores
• Interpreting Process Scores

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57
 General Memory Indexes

General Immediate Memory Index

General Delayed Index

General Recognition Index

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58
 Screener Memory Index

Visual Immediate
Memory Index
Screener
Memory Index Verbal
Immediate
Memory Index

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59
 Visual Memory Indexes

Visual Immediate Memory index

Visual Delayed Index

Visual Recognition Index

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60
 Verbal Memory Indexes

Verbal Immediate Memory Index

Verbal Delayed Index

Verbal Recognition Index

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61
 Attention/Concentration Index

Finger Windows

Number Letter

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62
 Working Memory Index

Visual Working Memory

Verbal Working Memory

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63
 Index Discrepancy Analyses
Visual vs. Verbal Index Discrepancies

Attention/Concentration vs. Working Memory Index Discrepancy

General Memory and Screener Memory Index Analyses

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64
Reports

65
 Score Report

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66
Technical
Information
 Normative Sample

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 Reliability of Indexes

Index Overall Average rxx

General Immediate Memory Index (GIMI) .93
General Delayed Index (GDI) .91
General Recognition Index (GRI) .88
Screener Memory Index (SMI) .93
Verbal Immediate Memory Index (VBIMI) .93
Verbal Delayed Index (VBDI) .89
Verbal Recognition Index (VBRI) .81
(Table 3.2 WRAML3 Technical Manual)

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 Reliability of Indexes
Composite Overall Average rxx
Visual Immediate Memory Index (VSIMI) .87
Visual Delayed Index (VSDI) .84
Visual Recognition Index (VSRI) .85
Attention/Concentration Index (ACI) .84
Working Memory Index (WMI) .88
Brief Immediate Memory Index (BIMI) .93
Brief Delayed Memory Index (BDI) .90
Brief Recognition Index (BRI) .82
(Table 3.2 WRAML3 Technical Manual)

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 Confirmatory Factor Analysis

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WRAML-3