Contribution of Organizational Strategy to Verbal Learning and Memory in Adults with Attention-Deficit/Hyperactivity Disorder

Robert M. Roth, Heather A. Wishart, Laura A. Flashman, Henry J. Riordan, Leighton Huey, Andrew Saykin

Research output: Contribution to journalArticle

27 Citations (Scopus)

Abstract

Statistical mediation modeling was used to test the hypothesis that poor use of a semantic organizational strategy contributes to verbal learning and memory deficits in adults with attention-deficit/hyperactivity disorder (ADHD). Comparison of 28 adults with ADHD and 34 healthy controls revealed lower performance by the ADHD group on tests of verbal learning and memory, sustained attention, and use of semantic organization during encoding. Mediation modeling indicated that state anxiety, but not semantic organization, significantly contributed to the prediction of both learning and delayed recall in the ADHD group. The pattern of findings suggests that decreased verbal learning and memory in adult ADHD is due in part to situational anxiety and not to poor use of organizational strategies during encoding.

Original languageEnglish (US)
Pages (from-to)78-84
Number of pages7
JournalNeuropsychology
Volume18
Issue number1
DOIs
StatePublished - Jan 2004
Externally publishedYes

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Verbal Learning
Attention Deficit Disorder with Hyperactivity
Semantics
Anxiety
Memory Disorders
Learning

ASJC Scopus subject areas

  • Biological Psychiatry
  • Neuropsychology and Physiological Psychology

Cite this

Contribution of Organizational Strategy to Verbal Learning and Memory in Adults with Attention-Deficit/Hyperactivity Disorder. / Roth, Robert M.; Wishart, Heather A.; Flashman, Laura A.; Riordan, Henry J.; Huey, Leighton; Saykin, Andrew.

In: Neuropsychology, Vol. 18, No. 1, 01.2004, p. 78-84.

Research output: Contribution to journalArticle

Roth, Robert M. ; Wishart, Heather A. ; Flashman, Laura A. ; Riordan, Henry J. ; Huey, Leighton ; Saykin, Andrew. / Contribution of Organizational Strategy to Verbal Learning and Memory in Adults with Attention-Deficit/Hyperactivity Disorder. In: Neuropsychology. 2004 ; Vol. 18, No. 1. pp. 78-84.
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