Keywords

Adhd, phonological, working memory, information processing, orthographic conversion

Abstract

Working memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory performance. Thirty-four boys between 8 and 12 years of age (20 ADHD, 14 typically developing) were administered novel information processing and phonological working memory tasks. Between-group differences were examined and bootstrap mediation analysis was used to evaluate the mediating effect of information processing deficits on phonological working memory performance. Results revealed moderate to large magnitude deficits in visual registration and encoding, orthographic to phonological conversion, and phonological working memory in children with ADHD. Subsequent mediation analyses, however, revealed that visual registration/encoding alone mediated the diagnostic group status/phonological working memory relationship and accounted for approximately 32% of the variance in children's phonological working memory performance. Diagnostic and treatment implications for understanding the complex interplay among multiple cognitive deficits in children with ADHD are discussed.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2014

Semester

Summer

Advisor

Rapport, Mark

Degree

Doctor of Philosophy (Ph.D.)

College

College of Sciences

Department

Psychology

Degree Program

Psychology; Clinical Psychology

Format

application/pdf

Identifier

CFE0005694

URL

http://purl.fcla.edu/fcla/etd/CFE0005694

Language

English

Release Date

February 2018

Length of Campus-only Access

3 years

Access Status

Doctoral Dissertation (Campus-only Access)

Share

COinS