Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder

Abstract

Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.

Screening and diagnosis of learning disabilities/disorders - outcomes of interdisciplinary assessments

“…In contrast to the dyad internalizing behaviors/ changes in reading and writing, ADHD is considered to be one of the main causes of poor scool performance, with the contrary relationship being impossible. Children with ADHD have deficits of important cognitive skills necessary for the literacy process 8,15,16 .…”

A influência do Transtorno do Déficit de Atenção e Hiperatividade (TDAH) no aprendizado de crianças: Uma Revisão Integrativa da Literatura

“…Nesse sentido, o DSM-V, da American Psychiatric Association (APA) que classifica os transtornos mentais, determina o TDAH como um transtorno do neurodesenvolvimento e de aprendizagem que se manifesta, geralmente, quando a criança ingressa na escola e, consequentemente, acarreta danos significativos no funcionamento pessoal, social, laboral e acadêmico (DSM-V, 2014). Reafirmando, existem evidências de que essas crianças possuem dificuldades na memória de trabalho e um desempenho inferior em relação às crianças sem os transtornos (Zuanetti et al, 2018). Rohde et al 2000, descrevem as características, bem como o perfil de comportamento de indivíduos que possuem a desordem a considerar a desatenção, hiperatividade e impulsividade, sobretudo, com manifestações como dificuldade de aterse a detalhes, erros em atividades escolares e profissionais simplesmente por descuido, e frequentemente suas respostas são precipitadas e não esperam a sua vez de falar interrompendo o assunto dos outros estando propensos a vários prejuízos no decorrer da vida acadêmica, social, familiar e profissional.…”

Performance in receptive vocabulary and reading comprehension tests in elementary education students

“…Comprehension is a complex process that, like reading, requires the development of various linguistic and cognitive skills. It can be basically divided into oral and reading comprehension, and for success to occur, both involve complex cognitive aspects such as the reception of information by the entry pathways (visual or auditory), access to previously stored information, interpretation of new content and the association among the aspects mentioned (Avila & Chang, 2014;Zuanetti et al, 2018).…”