March 31, 2026: Webinar “Surprisingly Common Yet Unnamed: Memory-Based Learning Disability”
The webinar takes 3 hours and 3 CE Credits will be awarded for every live webinar by CE credit sponsor to licensed professionals.
CUE Management Solutions, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. CUE Management Solutions, LLC maintains responsibility for this program and its content.
CUE Management Solutions, LLC is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0242.Instructor Credentials: Elkhonon Goldberg, Ph.D., ABPP., a clinical neuropsychologist and cognitive neuroscientist, and Diplomate of The American Board of Professional Psychology in Clinical Neuropsychology. His critically acclaimed and bestselling books have been translated into 24 languages.
Tuition: $185 per webinar
Format: three-hour long online webinar
Date and time:
March 31 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
Training appropriate for: The course is intended for professionals concerned with mental health and with brain and brain disorders.
The course content level: Intermediate.
Surprisingly Common Yet Unnamed: Memory-Based Learning Disability
March 31 (Tuesday) from 1pm to 4pm Eastern Time (noon–3pm Central Time, 10am–1pm Pacific Time)
This 3-hour webinar defines “memory-based learning disability” as a common but under-recognized syndrome in which children with average or above-average intelligence show intact phonological skills and adequate attention in low memory-demand settings, yet fail to consolidate and retain new academic material over hours to days, producing cross-domain underachievement. It frames the problem as a diagnostic impasse created by DSM-5 and ICD-11 domain-based labels, then builds a mechanism-first model centered on hippocampal-dependent declarative memory and the declarative vs non-declarative dissociation, with emphasis on hippocampal microcircuit functions (pattern separation, pattern completion, relational binding) and why CA1 is selectively vulnerable. The training reviews developmental timing and risk windows, shows how diverse etiologies, hypoxic-ischemic, toxic-metabolic, epileptic-electrical, and genetic-congenital, converge on hippocampal-temporal networks, and offers a practical differential diagnosis separating this profile from ADHD, dyslexia, and intellectual disability using accelerated-forgetting protocols and recall vs recognition patterns. It closes with assessment and management guidance, including memory-focused neuropsychological batteries, selective use of imaging and EEG when indicated, and targeted school and home interventions that reduce memory load and strengthen consolidation via external supports and spaced retrieval.
Topics to be covered:
1. The “everyday clinical puzzle”, average intelligence, intact phonology, persistent underachievement.
2. The hallmark pattern, understands during guided practice, cannot retrieve independently later.
3. Rapid long-term decay and weak transfer across subjects.
4. Limits of DSM-5 “specific learning disorder” specifiers for a cross-domain memory mechanism.
5. Limits of ICD-11 domain-first classification for the same presentation.
6. Declarative memory, what it supports in school learning.
7. Non-declarative memory and why procedural skills can remain strong.
8. The declarative vs non-declarative dissociation as the clinical core of the syndrome.
9. Hippocampal formation anatomy and hippocampal-temporal network role in consolidation.
10. Selective vulnerability of CA1 and why isolated declarative impairment can occur.
11. Pattern separation and pattern completion as computational signatures tied to learning failures.
12. Behavioral compensations, heavy reliance on external aids and recognition formats.
13. Neuropsychological signature, normal immediate span with impaired delayed and long-delay recall.
14. Accelerated forgetting protocols, why 30-minute delays can miss the deficit and why 1–7 day testing matters.
15. Etiologic convergence on hippocampal networks, hypoxic-ischemic, toxic-metabolic, and epileptic-electrical pathways, and when EEG becomes relevant.
Learning objectives for training:
1. Describe the presenting clinical and academic phenotype, including the dissociation between average cognitive capacity and failure to retain and transfer newly learned material over educationally relevant delays.
2. Explain how DSM-5 and ICD-11 domain-based classification creates a diagnostic impasse when one declarative-memory mechanism drives cross-domain underperformance.
3. Contrast declarative from non-declarative memory systems and predict how this dissociation produces academic failure with preserved procedural learning.
4. Identify key hippocampal structures and vulnerability points, and summarize the computational roles of pattern separation and pattern completion as described in the slides.
5. Link developmental stage and rising school demands to the timing of symptom emergence, especially across the middle school and high school transitions.
6. Recognize the neuropsychological signature (accelerated long-delay forgetting, recall–recognition pattern, preserved non-declarative learning) and select appropriate extended-delay testing protocols.
7. Differentiate this syndrome from ADHD, dyslexia, and intellectual disability using the discriminators specified in the slides, including persistence under attention control and the presence of accelerated forgetting.
8. Apply a biology-first assessment and management plan by mapping etiologic pathways, stating when MRI or EEG is indicated, and formulating memory-load reducing accommodations and IEP language consistent with the slides.
Conflicts of Interest:
There is no known commercial interest or conflict of interest for this program.
Cancellation Policy:
If for any reason you need to cancel, please contact the trainer so we can work together to determine a resolution.
Dr. Elkhonon Goldberg, Ph.D., ABPP: info@lninstitute.org 800-906-5866
Grievance Policy:
We seek to ensure equitable treatment of every person and to make every attempt to resolve grievances in a fair manner. Please email us with your written grievance. Grievances would receive, to the best of our ability, corrective action in order to prevent further problems.
ADA Needs:
If you have any special requests, please email/call: Karen Newell: 707-321-0926 newell@sonic.net
CE and Commercial Support:
CUE Management Solutions, LLC does not have a relevant financial relationship(s) with ineligible companies or other potentially biasing relationships to disclose to learners.
Continuing Education
CUE Management Solutions, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. CUE Management Solutions, LLC maintains responsibility for this program and its content. CUE Management Solutions, LLC is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0242.
