We present a new measure of everyday memory, the Questionnaire of Memory (Q-MEM), which is specifically adapted for the ecological assessment of memory disorders in school-age children and constructed with four sections tapping effortful/intentional learning, automatic/procedural learning, prospective memory/organization, and working memory. Confirmatory Factor Analyses supported the Q-MEM's four-factor structure in 700 five-to twelve-year-old children. The analyses also revealed a good internal reliability and a good test-retest fidelity. Finally, comparisons between Q-MEM profiles of children with learning disabilities and typically developing children revealed significant differences. Therefore, the Q-MEM is a promising measure for identifying memory problems in children.
Keywords: Children; memory; psychometric properties.