| Autor: |
Phillips MS; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Bing-Canar H; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Shields AN; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Cerny B; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Chang F; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Wisinger AM; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Leib SI; Psychology Department, Rosalind Franklin University of Medicine and Science, North Chicago, IL, USA., Ovsiew GP; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Resch ZJ; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Jennette KJ; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA., Soble JR; Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA.; Department of Neurology and Rehabiliation, University of Illinois College of Medicine, Chicago, IL, USA. |
| Abstrakt: |
This cross-sectional study compared adults diagnosed with Attention-Deficit/Hyperactivity Disorder-Inattentive (ADHD-I) and ADHD-Combined (ADHD-C) presentations with a non-ADHD group on verbal and visual learning and delayed recall using the Rey Auditory Verbal Learning Test (RAVLT) and Brief Visuospatial Memory Test-Revised (BVMT-R), respectively. Data from 380 predominately college student adult outpatients were used, with 155 who met criteria for ADHD-I, 165 who met criteria for ADHD-C, and 60 who did not meet criteria for ADHD but were diagnosed with a primary depressive or anxiety disorder or received no diagnosis. Each patient was administered the RAVLT and BVMT-R as part of a comprehensive neuropsychological evaluation. Significant main effects of study group were found, such that patients with ADHD-C demonstrated worse learning and delayed recall of both verbal and visual information than patients with ADHD-I and the non-ADHD group. Patients with ADHD-I performed comparably to the non-ADHD group, apart from visual learning and delayed recall. Notably, more patients in the ADHD groups had possible or probable learning and memory impairment compared to the non-ADHD group. Findings were consistent with previous research indicating that those with ADHD exhibit poorer verbal and visual learning and delayed recall than those without ADHD. |
