The ADHD-Combined subtype exhibits problems with attention, impulsivity and hyperactivity whereas the ADHD-I subtype exhibits problems with attention primarily. Studying memory and ADHD may better help us understand the differences between the three.

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ADHD and Memory: Forgetting to Remember

Sue Mahone

PSYC 321

Teresa Huggins

May 01, 2011

ADHD and Memory: Forgetting to Remember

     Attention Deficit Hyperactivity Disorder (ADHD) is often misunderstood because many of the characteristics associated with ADHD, like attention problems and forgetfulness are symptoms that everyone experiences from time to time.   A current song by Francesca Battistelli opens with “I’ve lost my keys in the great unknown, and call me please cause I can’t find my phone” (Battistelli, 2011).  This statement could be about anyone at one time or another but for those with ADHD, it may be more often unless they find ways to manage their symptoms. This paper aims to better understand how forgetting to remember affects those with ADHD.

     Individuals with ADHD suffer from problems with attention, impulsivity and hyperactivity and the consequences of these deficits can affect all aspects of life (Re, Franchis, Cornoldi,  2010).   ADHD is diagnosed using different subgroups including ADHD-Combined and ADHD-I (Castel, Lee, Humphreys & Moore, 2011).   The ADHD-Combined subtype exhibits problems with attention, impulsivity and hyperactivity whereas the ADHD-I subtype exhibits problems with attention primarily.  Studying memory and ADHD may better help us understand the differences between the three.    

      The process of forming new memories begins when we first pay attention to something.  The dual-component model defines working memory as two related processes: holding new information in the primary memory (PM) and retrieving information from secondary memory (SM) (Gibson, Gondoli, Flies, Dobrzenski, & Unsworth, 2010).  This paper will examine current research on ADHD and working memory by reporting on three recent studies in which working memory is the dependent variable and group (ADHD vs. non-ADHD) is the independent variable.  The studies examined progress from the youngest participants to oldest. The first study assessed a group of 5 year olds, the second study examined 6-9 year olds and the third study examined 11-14 year olds.  Evidence presented in these studies provides evidence for the persistence of memory problems throughout the school age years in children with ADHD.

     Working memory problems are associated with ADHD and may be identified as early as age five years according to a recent research study in Italy (Re, et al., 2010).  The authors used a visuospatial working memory task to determine if children with ADHD had trouble remembering certain information while other distracting information was presented.  They hypothesized that children with ADHD would not score as well on this type of memory task.  This study sought to find out more about working memory problems in pre-school children to improve early interventions.  

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     In Re’s study, 46 five year old students were divided into two groups.  A total of 23 students without ADHD comprised the control group and 23 students diagnosed with ADHD comprised the second group.  ADHD diagnosis was confirmed using the “Identificazione Precoce del Disturbo da Deficit di Attenzione/iperattivita per Insegnanti” (IPDDAI) reported by teachers and the IPDDAG reported by parents.  The groups had equal numbers of boys and girls.  IQ and socioeconomic status were controlled.  

     The test used to test memory in Re’s research was the Dual Request Selective Task (DRST).  The test was a ...

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