Keywords
Adhd, phonological working memory
Abstract
The current study dissociated and examined the two primary components of the phonological working memory subsystem – the short-term store and articulatory rehearsal mechanism – in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children’s ability to utilize the articulatory rehearsal mechanism to actively maintain information in the phonological short-term store was assessed using word lists at their established memory span but with extended rehearsal times (12 s and 21 s delays). Results indicate that both phonological short-term storage capacity and articulatory rehearsal are impaired or underdeveloped to a significant extent in boys with ADHD relative to typically developing boys, even after controlling for age, SES, IQ, reading ability, and reading speed. Larger magnitude deficits, however, were apparent in short-term storage capacity (ES = 1.15 to 1.98) relative to articulatory rehearsal (ES = 0.47 to 1.02). These findings are consistent with previous reports of deficient phonological short-term memory in boys with ADHD, and suggest that future attempts to develop remedial cognitive interventions for children with ADHD will need to include active components that require children to hold increasingly more information over longer time intervals
Notes
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Graduation Date
2012
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
CFE0004359
URL
http://purl.fcla.edu/fcla/etd/CFE0004359
Language
English
Release Date
August 2013
Length of Campus-only Access
1 year
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Sciences, Sciences -- Dissertations, Academic
STARS Citation
Bolden, Jennifer, "Understanding Phonological Memory Deficits In Boys With Attention-deficit/hyperactivity Disorder (adhd): Dissociation Of Short-term Storage And Articulatory Rehearsal Processes" (2012). Electronic Theses and Dissertations. 2468.
https://stars.library.ucf.edu/etd/2468