Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
ABSTRACT Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.
| Main Authors: | , , , , , |
|---|---|
| Format: | Digital revista |
| Language: | English |
| Published: |
ABRAMO Associação Brasileira de Motricidade Orofacial
2018
|
| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462018000600692 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|