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Journal of Pediatric Psychology Advance Access published online on March 23, 2005

Journal of Pediatric Psychology, doi:10.1093/jpepsy/jsj019
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Journal of Pediatric Psychology © The Author 2006. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oupjournals.org
Received May 14, 2004
Revised February 21, 2005
Accepted February 26, 2005

Article

Attention and Memory Functioning Among Pediatric Patients with Medulloblastoma

Cara B. Reeves MA1*, Shawna L. Palmer PhD2, Wilburn E. Reddick PhD3, Thomas E. Merchant DO, PhD4, Gray M. Buchanan MA1, Amar Gajjar MD5, and Raymond K. Mulhern PhD6

1 Division of Behavioral Medicine, St. Jude Children’s Research Hospital; Department of Psychology, University of Mississippi
2 Division of Behavioral Medicine, St. Jude Children’s Research Hospital
3 Department of Radiological Sciences, St. Jude Children’s Research Hospital
4 Department of Radiological Sciences, St. Jude Children’s Research Hospital; Department of Pediatrics, University of Tennessee College of Medicine, and
5 Department of Pediatrics, University of Tennessee College of Medicine, and; Department of Hematology-Oncology, St. Jude Children’s Research Hospital
6 Division of Behavioral Medicine, St. Jude Children’s Research Hospital; Department of Pediatrics, University of Tennessee College of Medicine, and

* To whom correspondence should be addressed.
Cara B. Reeves, E-mail: creeves{at}residents.umsmed.edu, barber24@aol.com


   Abstract

Objective To test the hypotheses that memory and attention deficits are prevalent in survivors of childhood medulloblastoma (MB) and that these deficits are associated with problems with academic achievement. Methods The medical charts of 38 child survivors of MB, who were administered the California Verbal Learning Test, Child Version (CVLT-C), Conners’ Continuous Performance Test (CPT), and the Wechsler Individual Achievement Test (WIAT) as part of a comprehensive neurocognitive test battery, were retrospectively reviewed. Results Although no significant verbal memory deficits were found, 8 of 11 CPT variables were significantly below the standardization mean (p ≤ .01). Additionally, stepwise regression analyses found that increased omission errors were significantly associated with lower reading and math performance (p ≤ .01). Conclusions These findings confirm previous reports of attention deficits among survivors of MB and provide a better understanding of how the dysfunction of particular attentional substrates (e.g., perceptual sensitivity, response bias) may result in learning problems in this population.

Keywords: academic achievement; attention; memory; pediatric brain tumors.
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