A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Elements of Working Memory as Predictors of Goal-Setting Skills in Children With Attention-Deficit/Hyperactivity Disorder
Tekijät: Nyman A, Taskinen T, Gronroos M, Haataja L, Lahdetie J, Korhonen T
Kustantaja: SAGE PUBLICATIONS INC
Julkaisuvuosi: 2010
Journal: Journal of Learning Disabilities
Tietokannassa oleva lehden nimi: JOURNAL OF LEARNING DISABILITIES
Lehden akronyymi: J LEARN DISABIL-US
Numero sarjassa: 6
Vuosikerta: 43
Numero: 6
Aloitussivu: 553
Lopetussivu: 562
Sivujen määrä: 10
ISSN: 0022-2194
DOI: https://doi.org/10.1177/0022219410375001
Tiivistelmä
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.
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