Imaxe de Portada

Paired-associate learning in attention-deficit/hyperactivity disorder as a function of hyperactivity-impulsivity and oppositional defiant disorder

Gardado en:
Publicado en:Journal of Abnormal Child Psychology vol. 27, no. 3 (Jun 1999), p. 237-245
Autor Principal: Chang, H Theresa
Outros autores: Klorman, Rafael, Shaywitz, Sally E, Fletcher, Jack M, et al
Publicado:
Springer Nature B.V.
Materias:
Adolescent
Attention Deficit Disorder with Hyperactivity > complications
Attention Deficit Disorder with Hyperactivity > psychology
Attention Deficit & Disruptive Behavior Disorders > psychology
Child
Cognition
Female
Humans
Male
Paired-Associate Learning
Hyperactivity
Behavior disorders
Learning disabilities
Children & youth
Attention deficit hyperactivity disorder
Community volunteers
Volunteers
Subtypes
Learning strategies
Comorbidity
Impulsivity
Oppositional defiant disorder
Children
Errors
Disorders
Paired Associate Learning
Individualized Instruction
Adolescents
Cognitive Development
Acceso en liña:Citation/Abstract
Full Text + Graphics
Full Text - PDF
Etiquetas: Engadir etiqueta
Sen Etiquetas, Sexa o primeiro en etiquetar este rexistro!
Resumo:A paired-associate learning (PAL) test was administered to 22 community volunteers without disruptive disorders and 197 children (7.5-13.5 years-old) presenting with the inattentive and combined subtypes of attention-deficit/hyperactivity disorder (ADHD) either in combination with or without oppositional defiant disorder (ODD). Participants were screened for learning disorders. In comparison to non-ADHD participants, children with ADHD achieved worse PAL and made errors rated as more acoustically and less semantically similar to the correct paired associates. These deficits were not related to hyperactivity-impulsivity or comorbid ODD. These results suggest that ADHD children are less competent at PAL and use less efficient learning strategies than their non-ADHD peers.
ISSN:0091-0627
1573-2835
2730-7166
2730-7174
Fonte:Science Database