Long-Term Memory Performance in Adult ADHD

Skodzik, Timo; Holling, Heinz; Pedersen, Anya

doi:10.1177/1087054713510561

Cited by 88 publications

(72 citation statements)

References 72 publications

(133 reference statements)

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“…Children and adults suffering from ADHD are known to display long-term memory deficits [9,45] which are often ascribed to deviant encoding rather than to problems during consolidation or retrieval [6]. Studies concerning long-term memory performance, however, often focused on memory encoding and retrieval on the same day, thus neglecting the supporting role of sleep in memory performance.…”

Section: Discussionmentioning

confidence: 99%

Transcranial Oscillatory Direct Current Stimulation During Sleep Improves Declarative Memory Consolidation in Children With Attention-deficit/hyperactivity Disorder to a Level Comparable to Healthy Controls

et al. 2014

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Section: Discussionmentioning

confidence: 99%

Transcranial Oscillatory Direct Current Stimulation During Sleep Improves Declarative Memory Consolidation in Children With Attention-deficit/hyperactivity Disorder to a Level Comparable to Healthy Controls

et al. 2014

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“…Given that Boot et al used measures of verbal divergent thinking, and that inattentive characteristics are associated with verbal memory deficits (see Schoechlin & Engel, 2005), it is possible that the characteristics of ADHD related to inattention may be more accurately assessed with figural, rather than verbal, divergent thinking measures. However, this possibility is speculative at this point as most research examining verbal and visual processes in ADHD does not specify subtypes (see Hervey et al, 2004;Skodzik, Holling, & Pedersen, 2017).…”

Section: Relation To Previous Researchmentioning

confidence: 99%

Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering

Taylor

Zaghi

Kaufman

et al. 2020

J of Engineering Edu

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Background Creativity is increasingly recognized as an important skill for success in the field of engineering, but most traditional, post‐secondary engineering education programs do not reward creative efforts. Failing to recognize creativity or creative efforts can have particularly negative effects for those students with attention deficit hyperactivity disorder (ADHD), who may exhibit enhanced divergent thinking ability yet struggle in the traditional educational environment. Purpose/Hypothesis This study was conducted to investigate how ADHD characteristics, academic aptitude, and one important component of creativity (divergent thinking) contribute to academic performance in engineering programs and how traditional markers of academic performance and ADHD characteristics predict divergent thinking. Design/Method Undergraduate engineering students (n = 60) completed measures of ADHD symptoms and divergent thinking. Scholastic Aptitude Test (SAT) scores and grade point average (GPA) were collected from university records, and hypotheses were tested using a series of multivariate regression models. Results Verbal SAT scores were the only positive predictor of overall GPA and engineering GPA. ADHD characteristics did not significantly predict overall GPA but negatively predicted engineering GPA. ADHD characteristics were the only positive predictor of divergent thinking ability. Conclusions ADHD characteristics negatively predict academic performance (i.e., GPA) in engineering programs but are more predictive of divergent thinking ability than traditional markers of academic performance.

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“…Similar results were derived from qualitative reviews (Seidman, 2006; Woods et al, 2002). Recent meta-analyses in adult ADHD focused solely on deficits found in working memory (Alderson et al, 2013) and long-term memory (Skodzik et al, 2013). Furthermore, recent experimental studies on adult ADHD show deficits in attention (Fuermaier et al, 2015; Grane et al, 2014), set-shifiting (Boonstra et al, 2010; Hallehand et al, 2012; Rohlf et al, 2012) inhibition (Boonstra et al, 2010; Fuermaier et al, 2015), (working) memory (Fuermaier et al, 2015; Lundervold et al, 2015; Rohlf et al, 2012), delay discounting (Marx et al, 2010), and increased reaction time variability (Feige et al, 2013; Gmehlin et al, 2014; Grane et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Cognitive heterogeneity in adult attention deficit/hyperactivity disorder: A systematic analysis of neuropsychological measurements

Mostert

Onnink

Klein

et al. 2015

European Neuropsychopharmacology

120

112

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Attention Deficit / Hyperactivity Disorder (ADHD) in childhood is associated with impaired functioning in multiple cognitive domains: executive functioning (EF), reward and timing. Similar impairments have been described for adults with persistent ADHD, but an extensive investigation of neuropsychological functioning in a large sample of adult patients is currently lacking. We systematically examined neuropsychological performance on tasks measuring EF, delay discounting, time estimation and response variability using univariate ANCOVA's comparing patients with persistent ADHD (N = 133, 42% male, mean age 36) and healthy adults (N = 132, 40% male, mean age 36). In addition, we tested which combination of variables provided the highest accuracy in predicting ADHD diagnosis. We also estimated for each individual the severity of neuropsychological dysfunctioning. Lastly, we investigated potential effects of stimulant medication and a history of comorbid major depressive disorder (MDD) on performance. Compared to healthy adults, patients with ADHD showed impaired EF, were more impulsive, and more variable in responding. However, effect sizes were small to moderate (range: 0.05 – 0.70) and 11% of patients did not show neuropsychological dysfunctioning. The best fitting model predicting ADHD included measures from distinct cognitive domains (82.1% specificity, 64.9% sensitivity). Furthermore, patients receiving stimulant medication or with a history of MDD were not distinctively impaired. To conclude, while adults with ADHD as a group are impaired on several cognitive domains, the results confirm that adult ADHD is neuropsychologically heterogeneous. This provides a starting point to investigate individual differences in terms of impaired cognitive pathways.

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Long-Term Memory Performance in Adult ADHD

Abstract: Our results suggest that memory deficits in adult ADHD reflect a learning deficit induced at the stage of encoding. Implications for clinical and research settings are presented.

Cited by 88 publications

References 72 publications

Transcranial Oscillatory Direct Current Stimulation During Sleep Improves Declarative Memory Consolidation in Children With Attention-deficit/hyperactivity Disorder to a Level Comparable to Healthy Controls

Transcranial Oscillatory Direct Current Stimulation During Sleep Improves Declarative Memory Consolidation in Children With Attention-deficit/hyperactivity Disorder to a Level Comparable to Healthy Controls

Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering

Cognitive heterogeneity in adult attention deficit/hyperactivity disorder: A systematic analysis of neuropsychological measurements

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