dren from the story”); and 3) re cognition memory (examiner asks 
about specific items—e.g., “Was ’apple’ on the list?”  or “Did you 
see this diagram or figure?”). Othe r aspects of memory that can be 
assessed include semantic memory (memory for facts), autobio-
graphical memory (memory for pers onal events or people), and 
implicit (procedural) learning (u nconscious learning of skills).
Language (expres-
sive language 
[including nam-
ing, word finding, 
fluency, and gram-
mar, and syntax] 
and receptive 
language)Major:  Has significant difficulties with expressive or receptive 
language. Often uses general-use phrases such as “that thing” 
and “you know what I mean,” and prefers general pronouns 
rather than names. With seve re impairment, may not even 
recall names of closer friends and family. Idiosyncratic word 
usage, grammatical errors, and spontaneity of output and 
economy of utterances occur. Stereotypy of speech occurs; 
echolalia and automatic speec h typically precede mutism.
Mild:  Has noticeable word-finding difficulty. May substitute 
general for specific terms. May avoid use of specific names of 
acquaintances. Grammatical errors involve subtle omission or 
incorrect use of articles, prepos itions, auxiliary verbs, etc. Expressive language:  Confrontational naming (identification of objects 
or pictures); fluency (e.g., name  as many items as possible in a 
semantic [e.g., animals] or phonemic [e.g., words starting with “f”] 
category in 1 minute).