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Memory for object locations in boys with and without ADHD
Sarah G Reck1, Alycia M Hund, Steven Landau
1Illinois State University, USA.
Objective:
To determine whether 7- to 12-year-old boys with ADHD, relative to non-ADHD age-mates, exhibit greater difficulty learning and remembering object locations. The second purpose was to examine the functional utility of mnemonic strategies, specifically speech-to-self, used by boys with and without ADHD.
Method:
Boys with and without ADHD were videotaped while completing a well-established, laboratory-based object location learning and memory task.
Results:
Boys with ADHD evinced a deficit while learning the location of objects and employed less sophisticated forms of private speech during the memory task.
Conclusion:
These findings reveal details about the utility of private speech during spatial working memory performance and further a theoretical understanding of ADHD. (J. of Att. Dis. 2010; 13(5) 505-515).
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