Do low-effort learning strategies mediate impaired memory in ADHD?

Journal of Learning Disabilities

Volumn 43, Issue 5, 2010, Pages 430-440

  Egeland, Jens ^a   Johansen, Susanne Nordby ^a   Ueland, Torill ^a  

^a Vestfold Mental Health Care Trust   (Norway)

Author keywords

ADHD; effort; elaborative encoding; memory; proactive and retroactive interference; semantic organization; serial position effect

Indexed keywords

ADOLESCENT; ARTICLE; ATTENTION; ATTENTION DEFICIT DISORDER; CASE CONTROL STUDY; CHILD; CLASSIFICATION; COMORBIDITY; CONDUCT DISORDER; DIFFERENTIAL DIAGNOSIS; FEMALE; HUMAN; INTELLIGENCE; LEARNING; MALE; MEMORY; PSYCHOLOGICAL ASPECT; REGRESSION ANALYSIS; RISK FACTOR; SEMANTICS;

ADOLESCENT; ATTENTION; ATTENTION DEFICIT AND DISRUPTIVE BEHAVIOR DISORDERS; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; CASE-CONTROL STUDIES; CHILD; COMORBIDITY; CONDUCT DISORDER; DIAGNOSIS, DIFFERENTIAL; FEMALE; HUMANS; INTELLIGENCE; MALE; MEMORY; REGRESSION ANALYSIS; RISK FACTORS; SEMANTICS; VERBAL LEARNING;

EID: 77956255547     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219409355473     Document Type: Article

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