Evaluation of Working Memory in Children with Attention Deficit/Hyperactivity Disorder

Ferreira, Taís de Lima; Brites, Clay; Azoni, Cíntia Alves Salgado; Ciasca, Sylvia Maria

doi:10.4236/psych.2015.613155

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Individual differences in the development of VWM are predictive of subsequent academic achievements such as math abilities (Bull, Espy, & Wiebe, 2008) and reading comprehension (Swanson and Berninger, 1996). Capacity limitations in VWM have also been linked to various developmental disorders including autism (Alloway et al, 2016) and attention-deficit hyperactivity disorder (Ferreira et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Home assessment of visual working memory in pre-schoolers reveals associations between behaviour, brain activation and environmental measures.

Wijeakumar¹,

Rafetseder²,

Shing³

et al. 2020

Preprint

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Visual working memory (VWM) is reliably predictive of fluid intelligence and academic achievements. The objective of the current study was to investigate the nature of individual differences in pre-schoolers by examining the relationship between behaviour-brain function underlying VWM processing and parent-reported measures. We used a portable 8 x 8 channel functional near-infrared spectroscopy system to record from the frontal and parietal cortices of 4.5-year-old pre-school children (N=74) as they completed a colour change detection VWM task in their homes. Parents were asked to fill in questionnaires on temperament, academic aspirations, home environment, and life stress. Children were median-split into a low-performing (LP) and a high-performing (HP) group based on the number of items they could successfully remember during the task. LPs increasingly activated the bilateral frontal and parietal cortices with increasing load, whereas HPs showed no difference in activation across the loads. Our findings suggested that LPs recruited more neural resources when their VWM capacity was challenged. We employed mediation analyses to examine the association between the difference in activation between the highest and lowest loads, and variables from the questionnaires. The difference in activation in the right parietal cortex partially mediated the association between parent-reported stressful life events and VWM performance. Specifically, a higher number of stressful events was associated with lower VWM performance. Critically, our findings show that the association between VWM capacity, right parietal activation, and indicators of life stress is important to understand the nature of individual differences in VWM in pre-school children.

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Section: Introductionmentioning

confidence: 99%

Home assessment of visual working memory in pre-schoolers reveals associations between behaviour, brain activation and environmental measures.

Wijeakumar¹,

Rafetseder²,

Shing³

et al. 2020

Preprint

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“…To date, only one study has examined the effects of phonological similarity on working memory performance of children with ADHD. de Lima Ferreira et al (2015) examined the effects of phonologically and analogous interference effects and found that both the ADHD and control groups exhibited greater difficulty in recall for phonologically similar words (e.g., lata, pata, mata). Performance of the ADHD group, however, was disproportionately negatively affected by the phonological similarity effect.…”

mentioning

confidence: 99%

Phonological working memory in children with and without ADHD: A systematic evaluation of recall errors.

Roberts¹,

Alderson²,

Bullard³

2023

Neuropsychology

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Objective: Phonological working memory impairments associated with attention-deficit/hyperactivity disorder (ADHD) have garnered interest due to reliable evidence of moderate-to large-magnitude between-group (ADHD vs. control) effects, as well their association with a wide range of secondary impairments. However, previous studies are methodologically limited in their ability to identify potential underlying mechanistic processes. This study aimed to examine converging and diverging patterns of omission, intrusion, and transposition errors to parse-specific mechanistic processes that contribute to ADHD-related phonological working memory deficits. Method: Fifty-four children with ADHD (45 males, nine females) and 65 typically developing (TD; 50 males, 15 females) children aged 8-12 (M = 9.62, SD = 1.52) years completed a computer-based phonological working memory task that aurally presented a random series of jumbled numbers and one letter. Children were instructed to verbally respond by stating the numbers from least to greatest, followed by the letter. Children's incorrect responses were coded as errors of omission, intrusion errors, or transposition errors. Results: Results indicated a significant moderatemagnitude between-group difference in total omission and transposition errors, and a significant smallmagnitude between-group difference in total intrusion errors. An examination of specific error types supported evidence of ADHD-related deficits in reordering and updating central executive processes. Conclusion: Collectively, these findings contribute to a more precise understanding of underlying mechanistic processes in ADHD-related working memory deficits and hold potential to inform the development of novel working memory metrics and working memory-based interventions for ADHD. Key PointsQuestion: What mechanistic processes are involved in phonological working memory impairments in children with ADHD? Findings: Phonological working memory impairments in ADHD appear to be associated with central executive-related updating and reordering processes. Importance: Findings contribute to a more precise understanding of underlying mechanistic processes in ADHD-related working memory deficits and are expected to improve the development of novel working memory metrics and working memory-based interventions. Next Steps: Additional examinations of central executive-related deficits in children with ADHD are needed.

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Attention-Deficit/Hyperactivity Disorder (ADHD) and Forgetfulness: Does Time-Related Decay Reflect Deficient Rehearsal?

Rapport

Friedman

Pothoven

et al. 2022

J Psychopathol Behav Assess

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Evaluation of Working Memory in Children with Attention Deficit/Hyperactivity Disorder

Cited by 3 publications

References 17 publications

Home assessment of visual working memory in pre-schoolers reveals associations between behaviour, brain activation and environmental measures.

Home assessment of visual working memory in pre-schoolers reveals associations between behaviour, brain activation and environmental measures.

Phonological working memory in children with and without ADHD: A systematic evaluation of recall errors.

Attention-Deficit/Hyperactivity Disorder (ADHD) and Forgetfulness: Does Time-Related Decay Reflect Deficient Rehearsal?

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