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.

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).…”

Attention-Deficit Hyperactivity Disorder (ADHD) versus Specific Learning Disorder-Reading Subtype (Dyslexia): performance in writing tasks

“…As previously mentioned, the diagnostic criteria for ADHD are mainly based on attentional difficulties and/ or agitated/impulsive behavior 8 , and their standard neuropsychological profile is that of deficits in executive functions (working memory, cognitive flexibility, impulse control, and so on) [11][12][13][14][15][16]25 . Hence, when they have deficits in reading and writing, they are generally a consequence of this condition.…”

Transtorno do Déficit de Atenção e Hiperatividade (TDAH) versus Transtorno Específico de Aprendizagem - Subtipo Leitura (Dislexia): desempenho em tarefas de escrita

“…Como já dito, os critérios diagnósticos do TDAH baseiam-se, principalmente, nas dificuldades atencionais e/ou no comportamento agitado/ impulsivo 8 , sendo que o perfil neuropsicológico padrão dessas crianças são déficits em funções executivas (memória de trabalho, flexibilidade cognitiva, controle de impulsos e outros) 11,12,[13][14][15][16]25 . Logo, o déficit em leitura e escrita, quando presente, geralmente é uma consequência dessa condição.…”