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Working memory deficits in ADHD: the contribution of age, learning/language difficulties, and task parameters
Paula Sowerby1, Simon Seal, Gail Tripp
1Department of Psychology, University of Otago, Dunedin, New Zealand. paula@psy.otago.ac.nz
Journal of Attention Disorders
|June 25, 2010
Summary
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) show deficits in visuo-spatial working memory. Verbal working memory impairments are present in younger children with ADHD but not older ones.
Area of Science:
- Neuroscience
- Developmental Psychology
- Child Psychiatry
Background:
- Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder.
- Working memory (WM) deficits are frequently reported in children with ADHD, but the nature of these impairments requires further clarification.
Purpose of the Study:
- To investigate the specific characteristics of working memory (WM) impairments in children with combined-type ADHD.
- To examine the influence of age and learning/language difficulties on WM performance in this population.
Main Methods:
- A cohort of 40 children diagnosed with ADHD and 40 age- and gender-matched controls participated.
- Participants completed standardized assessments for both visuo-spatial and verbal working memory.
Main Results:
- Children with ADHD performed significantly worse than controls on both visuo-spatial and verbal WM tasks.
- Verbal WM deficits in children with ADHD were found to be age-dependent.
Conclusions:
- Children with ADHD exhibit significant impairments in visuo-spatial working memory.
- Verbal working memory deficits are evident in younger children (under 8 years) with ADHD, but not in older children.
- These findings highlight the importance of considering developmental trajectories in understanding working memory challenges in ADHD.
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