Current Search:   Bolden, Jennifer (x)

View All Items

  • CSV Spreadsheet
(1 - 2 of 2)
HYPERACTIVITY IN BOYS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: A UBIQUITOUS CORE SYMPTOM OR MANIFESTATION OF WORKING MEMORY DEFICITS?
Title
HYPERACTIVITY IN BOYS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: A UBIQUITOUS CORE SYMPTOM OR MANIFESTATION OF WORKING MEMORY DEFICITS?.
Creator
Bolden, Jennifer, Rapport, Mark, University of Central Florida
Abstract / Description
Hyperactivity is currently considered a core and ubiquitous feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory (WM) and activity level. The current study investigated whether children's activity level is functionally related to WM demands associated with the domain-general central executive and subsidiary storage/rehearsal components using tasks based on...
Show moreHyperactivity is currently considered a core and ubiquitous feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory (WM) and activity level. The current study investigated whether children's activity level is functionally related to WM demands associated with the domain-general central executive and subsidiary storage/rehearsal components using tasks based on Baddeley's (2007) WM model. Activity level was objectively measured 16 times per second using wrist- and ankle-worn actigraphs while 23 boys between 8 and 12 years of age completed control tasks and visuospatial/phonological WM tasks of increasing memory demands. All children exhibited significantly higher activity rates under all WM relative to control conditions, and children with ADHD (n=12) moved significantly more than typically developing children (n=11) under all conditions. Activity level in all children was associated with central executive but not storage/rehearsal functioning, and higher activity rates exhibited by children with ADHD under control conditions were fully attenuated by removing variance directly related to central executive processes.
Show less
Date Issued
2008
Identifier
CFE0002455, ucf:47702
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002455
Understanding Phonological Memory Deficits in Boys with Attention-deficit/Hyperactivity Disorder (ADHD): Dissociation of Short-Term Storage and Articulatory Rehearsal Processes
Title
Understanding Phonological Memory Deficits in Boys with Attention-deficit/Hyperactivity Disorder (ADHD): Dissociation of Short-Term Storage and Articulatory Rehearsal Processes.
Creator
Bolden, Jennifer, Rapport, Mark, Beidel, Deborah, Sims, Valerie, University of Central Florida
Abstract / Description
current study dissociated and examined the two primary components of the phonological working memory subsystem (-) the short-term store and articulatory rehearsal mechanism (-) in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory...
Show morecurrent study dissociated and examined the two primary components of the phonological working memory subsystem (-) the short-term store and articulatory rehearsal mechanism (-) in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory rehearsal mechanism to actively maintain information in the phonological short-term store was assessed using word lists at their established memory span but with extended rehearsal times (12 s and 21 s delays). Results indicate that both phonological short-term storage capacity and articulatory rehearsal are impaired or underdeveloped to a significant extent in boys with ADHD relative to typically developing boys, even after controlling for age, SES, IQ, reading ability, and reading speed. Larger magnitude deficits, however, were apparent in short-term storage capacity (ES = 1.15 to 1.98) relative to articulatory rehearsal (ES = 0.47 to 1.02). These findings are consistent with previous reports of deficient phonological short-term memory in boys with ADHD, and suggest that future attempts to develop remedial cognitive interventions for children with ADHD will need to include active components that require children to hold increasingly more information over longer time intervals.
Show less
Date Issued
2012
Identifier
CFE0004359, ucf:49432
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004359