Objective: To examine the relationship between bilingual English-Spanish speakers and English-monolingual children in a clinical population and their performance on visual and verbal memory tasks/indices of the Wide Range Assessment of Memory and Learning- 2nd Edition (WRAML II). Hypotheses included that bilingual children would have significantly lower verbal memory scores, consistent with literature findings suggesting a possible lexical process hindering bilingual's performance in verbal memory, and that children with neurodevelopmental disorders or conditions acquired that affect primarily attention and executive functioning would perform significantly worse than children with mood or psychiatric disorders on measures of visual and verbal memory. Method: 135 English-monolingual or English-Spanish bilingual pediatric participants were included from a larger record review database. Participants were between the ages of five and eighteen, at the time of testing. Visual and verbal memory indices of the WRAML II were analyzed. Results: Preliminary analysis using Pearson correlation was conducted and a...

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