The purpose of the study is to check whether the memory will be strengthened after three months of metacognitive training using such mnemonic techniques as Mind Maps and Sketchnoting in children diagnosed with ADHD. According to the most recent, the Fifth Edition of The Diagnostic and Statistical Manual of Mental Disorders, working memory plays a key role both in the symptoms of ADHD and in secondary problems such as: learning disorders, professional or social difficulties.
Method: 45 schoolchildren took part in the experimental study (M=1,42; SD = 10,41;). .Each child had a diagnosed psychomotor overexcitability and attention disorders. The participants were randomly qualified into three groups: the first group was tested for the effect of Mind Maps; the second group, for the effect of Sketchnoting while the third group was assigned the role of a control group. All of the groups were administered The Deferred Naming Test before and after the training. This assessment method belongs to the PU-1 Set of Diagnostic Tests.
Results: The working memory improved in each of the three groups. The smallest number of errors were made by the children in the group with Mind Maps, while the biggest number of errors were made by the children in the control group.
Conclusion: Mind Maps can be an important complement to other forms of therapeutic treatment for children with ADHD diagnosis. Regular use of this tool in education or therapy strengthens the memory. The improvement of this executive function can be substantial in learning to write and read (memorization of the correct shapes of letters), remembering and recalling from memory the rules agreed with the child or better time orientation.
Background: Low response inhibition underlies attention disorders and hyperactivity. The aim of this study is to check whether these processes will be strengthened by three months of training with metacognitive strategies. Methodology: Forty-five schoolchildren took part in an experimental study (M = 10.41; SD = 1.42). Each child had been diagnosed with attention deficit hyperactivity disorder (ADHD). The participants were randomly assigned into three groups: the first group was tested for the effect of Mind Maps; the second group, for the effect of Sketchnoting, while the third group was assigned the role of a Control group. All of the groups were examined with the Loud Subtraction 7 test (LS7T) with a distractor before and after the training. Results: Analysis with the Wilcoxon test showed that children with ADHD made significantly fewer errors in the LS7 Test in the second measurement in the Mind Maps group (M1 = 7.45; SD1 = 4.07; M2 = 5.76; SD2 = 4.68; p = 0.02). In the remaining groups, there were no statistically significant differences in the average number of errors made. Conclusions: Mind Maps are an effective metacognitive strategy. Regular use of this method strengthens the inhibition of children with ADHD in this study. It can complement the existing forms of support for the child.
Objective: The aim of this study was to examine whether a 3-month training with the use of the metacognitive strategies would strengthen the executive function related to verbal fluency in children with ADHD. Method: A total of 45 children with ADHD ( M = 10.41; SD = 1.42) participated in a randomized experimental study. They completed the Verbal Fluency Test before and after training. Result: The results of the Wilcoxon test show that the mean number of words spoken by the child increased significantly in the second measurement compared to the first in the Mind Map group ( M = 11.40; SD = 4.03; M = 14.46; SD = 3.99; p = .001). Unfortunately, this data did not apply to the Sketchnoting Group. Verbal regression was noted in the Control Group. Conclusion: The results provide an interesting premise for further research. Perhaps Mind Mapping training can be an effective form of complementary therapy.
Research most often deals with the relationship between risky behaviour on the road and other aspects of young adults’ lifestyle. It is rare that the sense of responsibility for one’s own life and health and for that of other people on the road is understood, due to the limitation of perceptual data. In this study, we researched 198 young adults (M = 19.75; SD = 1.11) using the Multidimensional Health Locus of Control, the Inventory of Health Behaviours, the Criteria of Health List and a student health survey. The chance of risky driving will increase by 50.7% among young adults as their understanding of health as a state increases. On the other hand, when young people feel that others are responsible for their lives, the likelihood of risky driving will drop by 6.4%. The hedonistic life orientation of a young adult had a significant impact on the results obtained which was connected with their understanding of health.
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