Feature Binding and Working Memory in Children with ADHD: Evidence of Episodic Buffer Impairment.

Autor: Alderson RM; Department of Psychology, Oklahoma State University, Stillwater, USA. matt.alderson@okstate.edu., Tarle SJ; Department of Psychology, California Lutheran University, Thousand Oaks, USA., Roberts DK; Department of Psychology, Oklahoma State University, Stillwater, USA., Betancourt JL; Department of Psychology, Oklahoma State University, Stillwater, USA., Bullard CC; Department of Psychology, Oklahoma State University, Stillwater, USA.
Jazyk: angličtina
Zdroj: Research on child and adolescent psychopathology [Res Child Adolesc Psychopathol] 2022 Apr; Vol. 50 (4), pp. 463-475. Date of Electronic Publication: 2021 Oct 06.
DOI: 10.1007/s10802-021-00868-z
Abstrakt: Previous examinations of working memory impairments in children with attention-deficit/hyperactivity disorder (ADHD) have predominantly focused on discreet visuospatial and phonological subsystem processes, as well as the domain-general central executive. The episodic buffer component of working memory, a neurocognitive process that allows for temporary storage and maintenance of bound episodes/features of information, is understudied in ADHD and initial findings have been equivocal. Heterogeneity in previous findings may reflect between-study methodological variability, floor effects unrelated to episodic buffer processes (i.e., excessive central executive demands), and limitations associated with previous investigations' use of novel paradigms. This study examined ADHD-related episodic buffer processing via an established paradigm (Allen et al., 2006) in well-defined groups of children with attention-deficit/hyperactivity disorder (ADHD) and typically developing peers (TD). Seventy-one children (ADHD n = 34, TD n = 37) aged 8-12 years (M = 9.81, SD = 1.50; 32% female) completed two conditions of a computerized working memory task that presented single feature stimuli (color and shape), and a third condition that presented dual-feature stimuli (color/shape binding). Overall, the ADHD group exhibited a large-magnitude deficit during the color/shape binding condition (d = .77), and both groups evinced worse performance accuracy in the color/shape binding condition compared to the single feature color and shape conditions. Collectively, these findings appear to provide evidence that children with ADHD exhibit large magnitude episodic buffer deficits that are not attributable to visuospatial subsystem or domain-general central executive processes.
(© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
Databáze: MEDLINE
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