Author(s)

Tais de Lima Ferreira^1*, Clay Brites¹, Cíntia Alves Salgado Azoni², Sylvia Maria Ciasca¹

¹Department of Neurology, Research Laboratory of Learning and Attention Disorders (DISAPRE), School of Medical Sciences, State University of Campinas (UNICAMP), Campinas, Brazil.
²Department of the Speech and Language Pathology, Federal University of Rio Grande do Norte (UFRN), Natal, Brazil.

Purpose: Evaluate the auditory and visual components of working memory in 60 students of both genders. The students were divided into two groups: an experimental group (EG) comprising 30 children with Attention Deficit Hyperactivity Disorder (ADHD) and a control group (CG) consisting of 30 children with neither attention deficits nor learning disabilities. The study found that EG exhibited lower performance than CG. A comparison of two types of working memory: auditory and visual indicated that subjects with ADHD performed best in auditory working memory, while CG subjects performed best in visual working memory. It was also noted that the performance of both groups suffered phonologically and semantically analogous interference effects and temporal effects with greater prejudice to the experimental group.

Working Memory, Evaluation, ADHD, Language

Ferreira, T. , Brites, C. , Alves Salgado Azoni, C. and Maria Ciasca, S. (2015) Evaluation of Working Memory in Children with Attention Deficit/Hyperactivity Disorder. Psychology, 6, 1581-1588. doi: 10.4236/psych.2015.613155.