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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.
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Date Issued
2012
Identifier
CFE0004359, ucf:49432
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004359
Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Testing functional relationships with phonological working memory performance and attention
Title
Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Testing functional relationships with phonological working memory performance and attention.
Creator
Sarver, Dustin, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, Vasquez, Eleazar, University of Central Florida
Abstract / Description
Excessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children's attention and phonological working memory performance....
Show moreExcessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children's attention and phonological working memory performance. Objective observations of children's gross motor movements and attention by independent observers were conducted while children with ADHD (n = 29) and typically developing children (n = 23) completed multiple counterbalanced tasks entailing low and high phonological working memory demand. The tasks were then sequenced hierarchically to reflect the lowest to highest activity level condition for each child. Results revealed that (a) ADHD-related phonological working memory performance deficits are moderated by increases in intra-individual activity level, (b) heightened activity level impacts performance independently of changes in observed attention, and (c) increases in particular forms of movement (foot movement and out-of-chair movement) contribute to greater phonological working memory performance within the context of attentive behavior. The findings collectively indicate that phonological working memory deficits in children with ADHD are associated with an inability to up-regulate motor activity to facilitate optimal task performance, and that behavioral treatments targeting reductions in certain forms of hyperactivity may have unintended consequences on working memory functioning in ADHD.
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Date Issued
2013
Identifier
CFE0004930, ucf:49630
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004930
Phonological Working Memory Deficits in ADHD Revisited: The Role of Lower-Level Information Processing Deficits in Impaired Working Memory Performance
Title
Phonological Working Memory Deficits in ADHD Revisited: The Role of Lower-Level Information Processing Deficits in Impaired Working Memory Performance.
Creator
Raiker, Joseph, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, Vasquez, Eleazar, University of Central Florida
Abstract / Description
Working memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory...
Show moreWorking memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory performance. Thirty-four boys between 8 and 12 years of age (20 ADHD, 14 typically developing) were administered novel information processing and phonological working memory tasks. Between-group differences were examined and bootstrap mediation analysis was used to evaluate the mediating effect of information processing deficits on phonological working memory performance. Results revealed moderate to large magnitude deficits in visual registration and encoding, orthographic to phonological conversion, and phonological working memory in children with ADHD. Subsequent mediation analyses, however, revealed that visual registration/encoding alone mediated the diagnostic group status/phonological working memory relationship and accounted for approximately 32% of the variance in children's phonological working memory performance. Diagnostic and treatment implications for understanding the complex interplay among multiple cognitive deficits in children with ADHD are discussed.
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Date Issued
2014
Identifier
CFE0005694, ucf:50141
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005694