Convergence and Divergence of Clinical Memory Tests

Abstract

Although there are many methods used to measure memory, there is surprisingly little agreement as to the validity of these measures. This study was designed to assess the convergent and divergent validity of several different memory measures. 60 college students served as subjects in the study. A moderate degree of convergent validity was found for the memory scales. A principal component analysis gave two major factors, memory for verbal and nonverbal materials. Controlling for intelligence (Quick Test) did not substantially reduce the convergent validity of the memory measures, establishing the divergent validity of memory. While there is a need to assess clinically the memory functions of individuals, the current methods appear to need additional work to improve the level of convergent validity and to reflect the diversity in memory.