The WISC-IV is an individually administered intellectual measure of verbal and nonverbal reasoning, processing speed and working memory. The Working Memory Index (WMI) is composed of subtests measuring the ability to actively maintain information in conscious awareness, perform some operation or manipulation with it and produce a result. The subtests are Digit Span, Letter-Number Sequencing and Arithmetic. Digit Span measures auditory short-term memory. Here, individuals must repeat orally presented numbers, either forward or backward. Letter-Number Sequencing is a measure of auditory working memory where individuals must repeat numbers chronologically and letters alphabetically. Finally, the Arithmetic subtest requires individuals to mentally compute mathematical word problems. However, due to the simplicity of the questions, it is more a measure of working memory than math ability.
The SB5 is another IQ test that incorporates working memory. Unlike the WISC-IV, memory is measured both verbally and nonverbally. The WMI involves inspecting, sorting or transforming diverse information stored in short-term memory. On the nonverbal section, which measures visual sequential and spatial short-term memory, individuals are required to tap blocks in certain sequences based on the blocks tapped by the examiner. On the verbal section, which measures auditory memory for language, individuals are required to listen and repeat words and sentences. These areas are incorporated into the overall IQ quotient.
The WJ-III Cog is another intellectual measure. Along with the multiple areas of cognitive functioning, it measures short-term and long-term memory skills. The Visual Auditory Learning subtest requires individuals to remember symbols that correspond to words. They must then "read" sentences composed of the symbols. The Picture Recognition subtest requires individuals to select previously shown pictures. Numbers Reversed requires participants to repeat numbers backward. Finally, in Memory for Words, individuals must repeat sentences that progressively become longer.
The WRAML-2 provides an in-depth look at memory and its effect on learning. It assesses verbal and visual memory and learning skills, as well as providing an overall memory index. There are nine subtests, such as Verbal Memory, Store Memory, Sound Symbol and Visual Learning. These subtests measure immediate and delayed recall. The WRAML-2 can be incorporated into the typical psychoeducational battery to provide additional insight into memory capabilities. It is often used in the school setting to assess learning problems.
The TOMAL-2 is comparable to the WRAML-2 in that they both provide information on memory and its effect on learning. However, it is one of the only memory assessments, aside from the SB5, that distinguishes between verbal and nonverbal memory. The TOMAL-2 is composed of 16 subtests, six of which are supplemental and two of which are delayed recall. It can be used to assess learning disabilities, traumatic brain injuries (TBI), emotional disturbances, Attention Deficit Hyperactivity Disorder (ADHD) and other neurological diseases. Like the WRAML-2, it can be added to a standard psychoeducational battery to provide additional insight into an individual's functioning.