Abstract

Children with ADHD exhibit impairments in memory retrieval processes that are required for successful performance in a wide range of activities including social/interpersonal interactions, as well as academic success. There have been few attempts of explaining the relationship between these memory retrieval deficits in children with ADHD and specific executive functions such as working memory. The current study addresses the possible mediating effects of the subsystems of working memory (phonological short-term memory, visual-spatial short-term memory, and the central executive) on memory retrieval. Children ages 8-12 with ADHD and typically developing children completed a counterbalanced series of working memory tasks that were specific to the subsystems (phonological and visual-spatial). The Central Executive portion of working memory was obtained using a regression approach of these measures. The children also completed the Kaufman Test of Educational Achievement (KTEA-II), as the associational fluency task was used as the memory retrieval measure for this investigation.

Thesis Completion

2019

Semester

Spring

Thesis Chair/Advisor

Rapport, Mark D.

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Department

Psychology

Degree Program

Psychology

Language

English

Access Status

Campus Access

Length of Campus-only Access

5 years

Release Date

5-1-2024

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