Auditory and Visual Working Memory Functioning in College Students with Attention-Deficit/Hyperactivity Disorder and/or Learning Disabilities
| Autor: | Jason M. Nelson, Spencer W. Liebel |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Adult
Male 050103 clinical psychology Adolescent Universities Academic achievement Neuropsychological Tests Young Adult 03 medical and health sciences 0302 clinical medicine medicine Humans Attention deficit hyperactivity disorder 0501 psychology and cognitive sciences Clinical control group Medical diagnosis Students Analysis of Variance Learning Disabilities Working memory 05 social sciences Neuropsychology General Medicine medicine.disease Comorbidity Psychiatry and Mental health Clinical Psychology Memory Short-Term Neuropsychology and Physiological Psychology Acoustic Stimulation Reading Attention Deficit Disorder with Hyperactivity Learning disability Female medicine.symptom Cognition Disorders Psychology Mathematics Photic Stimulation 030217 neurology & neurosurgery Clinical psychology |
| Zdroj: | Archives of Clinical Neuropsychology. 32:980-991 |
| ISSN: | 1873-5843 0887-6177 |
| Popis: | Objective We investigated the auditory and visual working memory functioning in college students with attention-deficit/hyperactivity disorder, learning disabilities, and clinical controls. We examined the role attention-deficit/hyperactivity disorder subtype status played in working memory functioning. The unique influence that both domains of working memory have on reading and math abilities was investigated. Method A sample of 268 individuals seeking postsecondary education comprise four groups of the present study: 110 had an attention-deficit/hyperactivity disorder diagnosis only, 72 had a learning disability diagnosis only, 35 had comorbid attention-deficit/hyperactivity disorder and learning disability diagnoses, and 60 individuals without either of these disorders comprise a clinical control group. Participants underwent a comprehensive neuropsychological evaluation, and licensed psychologists employed a multi-informant, multi-method approach in obtaining diagnoses. Results In the attention-deficit/hyperactivity disorder only group, there was no difference between auditory and visual working memory functioning, t(100) = -1.57, p = .12. In the learning disability group, however, auditory working memory functioning was significantly weaker compared with visual working memory, t(71) = -6.19, p < .001, d = -0.85. Within the attention-deficit/hyperactivity disorder only group, there were no auditory or visual working memory functioning differences between participants with either a predominantly inattentive type or a combined type diagnosis. Visual working memory did not incrementally contribute to the prediction of academic achievement skills. Conclusion Individuals with attention-deficit/hyperactivity disorder did not demonstrate significant working memory differences compared with clinical controls. Individuals with a learning disability demonstrated weaker auditory working memory than individuals in either the attention-deficit/hyperactivity or clinical control groups. |
| Databáze: | OpenAIRE |
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