TY - JOUR
T1 - Phonological Working Memory Deficits in ADHD Revisited
T2 - The Role of Lower Level Information-Processing Deficits in Impaired Working Memory Performance
AU - Raiker, Joseph S.
AU - Friedman, Lauren M.
AU - Orban, Sarah A.
AU - Kofler, Michael J.
AU - Sarver, Dustin E.
AU - Rapport, Mark D.
N1 - Publisher Copyright:
© The Author(s) 2017.
PY - 2019/4/1
Y1 - 2019/4/1
N2 - Objective: The current study dissociates lower level information-processing abilities (visual registration/encoding, visual-to-phonological conversion, and response output) and examines their contribution to ADHD-related phonological working memory (PHWM) deficits. Method: Twenty children with ADHD and 15 typically developing (TD) children completed tasks assessing PHWM, visual registration/encoding, visual-to-phonological conversion, and response output. Results: Relative to TD children, children with ADHD exhibited deficient visual registration/encoding (d = 0.60), visual-to-phonological conversion (d = 0.56), and PHWM (d = 0.72) but faster response output (d = −0.66). Bias-corrected, bootstrapped mediation analyses revealed that visual registration/encoding, but not visual-to-phonological conversion, partially mediated ADHD-related PHWM impairments. In contrast, faster response output in children with ADHD served as a suppressor variable, such that greater PHWM deficits were observed in children with ADHD after controlling for their faster response output (d = 0.72 vs. 0.85). Conclusion: Results implicate both lower level (visual registration/encoding) and higher order (PHWM) impairments in ADHD. Implications for designing educationally relevant cognitive interventions are discussed.
AB - Objective: The current study dissociates lower level information-processing abilities (visual registration/encoding, visual-to-phonological conversion, and response output) and examines their contribution to ADHD-related phonological working memory (PHWM) deficits. Method: Twenty children with ADHD and 15 typically developing (TD) children completed tasks assessing PHWM, visual registration/encoding, visual-to-phonological conversion, and response output. Results: Relative to TD children, children with ADHD exhibited deficient visual registration/encoding (d = 0.60), visual-to-phonological conversion (d = 0.56), and PHWM (d = 0.72) but faster response output (d = −0.66). Bias-corrected, bootstrapped mediation analyses revealed that visual registration/encoding, but not visual-to-phonological conversion, partially mediated ADHD-related PHWM impairments. In contrast, faster response output in children with ADHD served as a suppressor variable, such that greater PHWM deficits were observed in children with ADHD after controlling for their faster response output (d = 0.72 vs. 0.85). Conclusion: Results implicate both lower level (visual registration/encoding) and higher order (PHWM) impairments in ADHD. Implications for designing educationally relevant cognitive interventions are discussed.
KW - ADHD
KW - encoding
KW - information processing
KW - phonological conversion
KW - working memory
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U2 - 10.1177/1087054716686182
DO - 10.1177/1087054716686182
M3 - Article
C2 - 28077012
AN - SCOPUS:85041380021
SN - 1087-0547
VL - 23
SP - 570
EP - 583
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 6
ER -