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Working Memory

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.

Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

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Published on: July 16, 2015

Attention-Deficit/Hyperactivity Disorder and working memory: a task switching paradigm.

K K Wu¹, V Anderson, U Castiello

¹Department of Clinical Psychology, Caritas Medical Centre, Hospital Authority of Hong Kong.

Journal of Clinical and Experimental Neuropsychology

|October 20, 2006

Summary

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) struggle to adjust response speed for demanding tasks, indicating a specific difficulty beyond general working memory (WM) deficits in task switching.

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Area of Science:

Neuroscience
Developmental Psychology
Cognitive Science

Background:

Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently associated with working memory (WM) impairments.
Task switching paradigms are crucial for assessing cognitive flexibility and WM load.
Previous research suggests a link between ADHD and primary WM deficits in task switching.

Purpose of the Study:

To investigate working memory (WM) performance in children with ADHD using a task switching paradigm.
To compare high and low WM load conditions in children with ADHD.
To examine the influence of Learning Disability (LD) on WM in children with ADHD.

Main Methods:

Employed a task switching paradigm with Stroop color-word stimuli.
Manipulated task reminders to create high and low WM load conditions.
Recruited 83 children with ADHD and 29 typically developing children (ages 7-13).

Main Results:

Children with ADHD exhibited generally slower and less accurate responses.
ADHD groups did not consistently show slower responses under high WM load.
An impairment in adjusting response speed to meet higher task demands was observed in children with ADHD.

Conclusions:

Findings do not support a primary WM deficit in task switching for ADHD.
Children with ADHD demonstrate a specific difficulty in slowing down for demanding tasks.
Results suggest renewed attention to under-arousal and state regulation theories in ADHD.