A1 Refereed original research article in a scientific journal
Elements of Working Memory as Predictors of Goal-Setting Skills in Children With Attention-Deficit/Hyperactivity Disorder
Authors: Nyman A, Taskinen T, Gronroos M, Haataja L, Lahdetie J, Korhonen T
Publisher: SAGE PUBLICATIONS INC
Publication year: 2010
Journal: Journal of Learning Disabilities
Journal name in source: JOURNAL OF LEARNING DISABILITIES
Journal acronym: J LEARN DISABIL-US
Number in series: 6
Volume: 43
Issue: 6
First page : 553
Last page: 562
Number of pages: 10
ISSN: 0022-2194
DOI: https://doi.org/10.1177/0022219410375001
Abstract
The aim of the study was to examine how goal-setting skills of children with attention-deficit/hyperactivity disorder (ADHD) can be predicted with elements of working memory. The study involved 30 children with an ADHD diagnosis and 30 healthy volunteers. The IQ of the participants was assessed, and ADHD symptoms were evaluated by parents. Each of the elements of working memory was assessed with two measures as well as goal-setting skills. In the tests of the central executive and in one of the tests of the visuospatial sketch pad, children with ADHD performed more poorly than did controls but not in the tests of the phonological loop. Children with ADHD performed more poorly than controls did on the mastery scores of the goal-setting measures but not on the Strategy scores. According to regression analysis, central executive functions are critical for the variance in goal-setting skills in children with ADHD.
The aim of the study was to examine how goal-setting skills of children with attention-deficit/hyperactivity disorder (ADHD) can be predicted with elements of working memory. The study involved 30 children with an ADHD diagnosis and 30 healthy volunteers. The IQ of the participants was assessed, and ADHD symptoms were evaluated by parents. Each of the elements of working memory was assessed with two measures as well as goal-setting skills. In the tests of the central executive and in one of the tests of the visuospatial sketch pad, children with ADHD performed more poorly than did controls but not in the tests of the phonological loop. Children with ADHD performed more poorly than controls did on the mastery scores of the goal-setting measures but not on the Strategy scores. According to regression analysis, central executive functions are critical for the variance in goal-setting skills in children with ADHD.