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This study examines the memory functioning of 25 children who sustained a traumatic brain injury (TBI) and who had prior learning problems, 48 children with TBI who did not have prior learning problems, and 23 noninjured controls. The children with TBI and prior learning problems displayed significantly worse memory abilities than both the control participants and the children with TBI and no prior learning problems. They differed significantly from these 2 groups on measures of general memory, verbal memory, sound-symbol learning, and attention. The results suggest that children with premorbid learning problems who sustain TBI have less cognitive reserve and a lower threshold for the expression of cognitive impairments in areas that reflect preexisting learning and language problems, compared to children without premorbid learning problems. [ABSTRACT FROM AUTHOR]

Decreased memory skills have been reported in children with epilepsy. However,standardized instruments to evaluate learning and memory in children havebeen unavailable until recently. The present study was designed to assessmemory patterns in children with epilepsy based on the California Verbal LearningTest-Children's Version (CVLT-C). The test was administered to 44 childrenwith complex partial seizures and 21 children with generalized seizures between8 and 13 years of age. Children in the study had been treated for epilepsyfor at least 6 months, had well-controlled seizures on monotherapy, and hadno evidence of anticonvulsant toxicity. Children with head injuries, learningdisabilities, or hyperactivity were excluded. Test results did not reflectdifferences in memory performance based on seizure type. Scores for the entiresample indicated intact new learning, decreased intrusions and perseverativeresponses, and better short-term than long-term delayed recall. Recognitionskills were stronger than long-term delayed recall skills and suggested thatmemory performance may be improved for these children when a multiple-choiceformat is available in academic settings. [ABSTRACT FROM AUTHOR]