Impaired memory for instructions in children with attention-deficit hyperactivity disorder is improved by action at presentation and recall

Frontiers in Psychology

Volumn 8, Issue JAN, 2017, Pages

  Yang, Tian Xiao ^a   Allen, Richard J ^b   Holmes, Joni ^c   Chan, Raymond C K ^a,d  

^a INSTITUTE OF PSYCHOLOGY   (China)

^b UNIVERSITY OF LEEDS   (United Kingdom)

^c MRC COGNITION AND BRAIN SCIENCES UNIT   (United Kingdom)

^d UNIVERSITY OF CHINESE ACADEMY OF SCIENCES   (China)

Author keywords

Action benefits; ADHD; Enactment; Following instructions; Working memory

Indexed keywords

EID: 85012054064     PISSN: None     EISSN: 16641078     Source Type: Journal    
DOI: 10.3389/fpsyg.2017.00039     Document Type: Article

References (53)

1. Abikoff, H. B., Jensen, P. S., Arnold, L. L., Hoza, B., Hechtman, L., Pollack, S., et al. (2002). Observed classroom behavior of children with ADHD: relationship to gender and comorbidity. J. Abnorm. Child Psychol. 30, 349-359. doi: 10.1023/A:1015713807297
2. Allen, R. J., and Waterman, A. H. (2015). How does enactment affect the ability to follow instructions in working memory? Mem. Cogn. 43, 555-561. doi: 10.3758/s13421-014-0481-3
3. Alloway, T. P., Gathercole, S. E., Kirkwood, H., and Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Dev. 80, 606-621. doi: 10.1111/j.1467-8624.2009.01282.x
4. Archibald, L. M. D., and Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. Int. J. Lang. Commun. Disord. 41, 675-693. doi: 10.1080/13682820500442602
5. American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders, 4th Edn. Arlington, VA: American Psychiatric Publishing, Inc.
6. Baddeley, A. D. (1986). Working Memory. Oxford: Oxford University Press.
7. Baddeley, A. D. (2012). Working memory: theories, models, and controversies. Annu. Rev. Psychol. 63, 1-29. doi: 10.1146/annurev-psych-120710-100422
8. Baddeley, A. D., and Hitch, G. J. (1974). "Working memory, " in The Psychology of Learning and Motivation: Advances in Research and Theory, ed. G. H. Bower (New York, NY: Academic Press), 47-89.
9. Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychol. Bull. 121, 65-94. doi: 10.1037/0033-2909.121.1.65
10. Bell-McGinty, S., Podell, K., Franzen, M., Baird, A. D., and Williams, M. J. (2002). Standard measures of executive function in predicting instrumental activities of daily living in older adults. Int. J. Geriatr. Psychiatry 17, 828-834. doi: 10.1002/gps.646
11. Bledsoe, J. C., Semrud-Clikeman, M., and Pliszka, S. R. (2010). Response inhibition and academic abilities in typically developing children with attention-deficit-hyperactivity disorder-combined subtype. Arch. Clin. Neuropsychol. 25, 671-679. doi: 10.1093/arclin/acq048
12. Cahn-Weiner, D. A., Malloy, P. F., Boyle, P. A., Marran, M., and Salloway, S. (2000). Prediction of functional status from neuropsychological tests in community-dwelling elderly individuals. Clin. Neuropsychol. 14, 187-195. doi: 10.1076/1385-4046(200005)14:2;1-Z;FT187
13. Castellanos, F. X., and Proal, E. (2012). Large-scale brain systems in ADHD: beyond the prefrontal-striatal model. Trends Cogn. Sci. 16, 17-26. doi: 10.1016/j.tics.2011.11.007
14. Chan, R. C. K., Wang, L., Ye, J., Leung, W. W. Y., and Mok, M. Y. K. (2008). A psychometric study of the test of everyday attention for children in the Chinese setting. Arch. Clin. Neuropsychol. 23, 455-466. doi: 10.1016/j.acn.2008.03.007
15. Charlesworth, L. A., Allen, R. J., Morson, S., Burn, W. K., and Souchay, C. (2014). Working memory and the enactment effect in early Alzheimer's disease. ISRN Neurol. 2014, 1-5. doi: 10.1155/2014/694761
16. Cohen, R. L. (1981). On the generality of some memory laws. Scand. J. Psychol. 22, 267-281. doi: 10.1111/j.1467-9450.1981.tb00402.x
17. Cortese, S., Kelly, C., Chabernaud, C., Proal, E., Di Martino, A., Milham, M. P., et al. (2012). Toward systems neuroscience of ADHD: a meta-analysis of 55 fMRI studies. Am. J. Psychiatry 169, 1038-1055. doi: 10.1176/appi.ajp.2012.11101521
18. Cowan, N. (2005). Working Memory Capacity. New York, NY: Psychology Press.
19. Engle, R. W., Carullo, J. J., and Collins, K. W. (1991). Individual differences in working memory for comprehension and following directions. J. Educ. Res. 84, 253-262. doi: 10.1080/00220671.1991.10886025
20. Gathercole, S. E., and Alloway, T. P. (2008). Working Memory and Learning: A Guide for Teachers. London: SAGE Publications.
21. Gathercole, S. E., Durling, E., Evans, M., Jeffcock, S., and Stone, S. (2008). Working memory abilities and children's performance in laboratory analogues of classroom activities. Appl. Cogn. Psychol. 22, 1019-1037. doi: 10.1002/acp.1407
22. Gathercole, S. E., Lamont, E., and Alloway, T. P. (2006). "Working memory in the classroom, " in Working Memory and Education, ed. S. Pickering (London: Academic Press), 219-240.
23. Germano, E., Gagliano, A., and Curatolo, P. (2010). Comorbidity of ADHD and dyslexia. Dev. Neuropsychol. 35, 475-493. doi: 10.1080/87565641.2010.494748
24. Gong, Y. X. (1992). Manual of Wechsler Adult Intelligence Scale (Chinese Version). Changsha: Chinese Map Press.
25. Gong, Y. X., and Cai, T. S. (1993). Chinese Adapted Version of Wechsler Intelligence Scale for Children. Changsha: Hunan Cartographic Publishing House.
26. Halperin, J. M., Trampush, J. W., Miller, C. J., Marks, D. J., and Newcorn, J. H. (2008). Neuropsychological outcome in adolescents/young adults with childhood ADHD: profiles of persisters, remitters and controls. J. Child Psychol. Psychiatry 49, 958-966. doi: 10.1111/j.1469-7610.2008.01926.x
27. Hawkins, E., Gathercole, S., Astle, D., The Calm, T., and Holmes, J. (2016). Language problems and ADHD symptoms: how specific are the links? Brain Sci. 6:E50. doi: 10.3390/brainsci6040050
28. Helland, W. A., Posserud, M. B., Helland, T., Heimann, M., and Lundervold, A. J. (2016). Language impairments in children with ADHD and in children with reading disorder. J. Atten. Disord. 20, 581-589. doi: 10.1177/1087054712461530
29. Holmes, J., Hilton, K. A., Place, M., Alloway, T. P., Elliott, J. G., and Gathercole, S. E. (2014). Children with low working memory and children with ADHD: same or different? Front. Hum. Neurosci. 8:976. doi: 10.3389/fnhum.2014.00976
30. Hommel, B., Brown, S. B., and Nattkemper, D. (eds). (2016). "Neurobiological foundations of action planning and execution, " in Human Action Control: From Intentions to Movements (Cham: Springer International Publishing), 11-45.
31. Jaroslawska, A. J., Gathercole, S. E., Allen, R. J., and Holmes, J. (2016a). Following instructions from working memory: why does action at encoding and recall help? Mem. Cognit. 44, 1183-1191. doi: 10.3758/s13421-016-0636-5
32. Jaroslawska, A. J., Gathercole, S. E., Logie, M. R., and Holmes, J. (2016b). Following instructions in a virtual school: does working memory play a role? Mem. Cognit. 44, 580-589. doi: 10.3758/s13421-015-0579-2
33. JASP Team (2016). JASP (Version 0.8. 0.0). [Computer software].
34. Koriat, A., Ben-Zur, H., and Nussbaum, A. (1990). Encoding information for future action: memory for to-be-performed tasks versus memory for to-be-recalled tasks. Mem. Cognit. 18, 568-578. doi: 10.3758/BF03197099
35. Loe, I. M., and Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. J. Pediatr. Psychol. 32, 643-654. doi: 10.1093/jpepsy/jsl054
36. Manly, T., Nimmo-Smith, I., Watson, P., Anderson, V., Turner, A., and Robertson, I. H. (2001). The differential assessment of children's attention: the test of everyday attention for children (TEA-Ch), normative sample and ADHD performance. J. Child Psychol. Psychiatry 42, 1065-1081. doi: 10.1017/S0021963001007909
37. Martinussen, R., Hayden, J., Hogg-Johnson, S., and Tannock, R. (2005). A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. J. Am. Acad. Child Adolesc. Psychiatry 44, 377-384. doi: 10.1097/01.chi.0000153228.72591.73
38. Martinussen, R., and Tannock, R. (2006). Working memory impairments in children with attention-deficit hyperactivity disorder with and without comorbid language learning disorders. J. Clin. Exp. Neuropsychol. 28, 1073-1094. doi: 10.1080/13803390500205700
39. Oades, R. D., and Christiansen, H. (2008). Cognitive switching processes in young people with attention-deficit/hyperactivity disorder. Arch. Clin. Neuropsychol. 23, 21-32. doi: 10.1016/j.acn.2007.09.002
40. Prinz, W. (1997). Perception and action planning. Eur. J. Cogn. Psychol. 9, 129-154. doi: 10.1080/713752551
41. Pitcher, T. M., Piek, J. P., and Hay, D. A. (2003). Fine and gross motor ability in males with ADHD. Dev. Med. Child Neurol. 45, 525-535. doi: 10.1111/j.1469-8749.2003.tb00952.x
42. Rapport, M. D., Bolden, J., Kofler, M. J., Sarver, D. E., Raiker, J. S., and Alderson, R. M. (2009). Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): a ubiquitous core symptom or manifestation of working memory deficits? J. Abnorm. Child Psychol. 37, 521-534. doi: 10.1007/s10802-008-9287-8
43. Rubia, K., Halari, R., Christakou, A., and Taylor, E. (2009). Impulsiveness as a timing disturbance: neurocognitive abnormalities in attention-deficit hyperactivity disorder during temporal processes and normalization with methylphenidate. Philos. Trans. R. Soc. B Biol. Sci. 364, 1919-1931. doi: 10.1098/rstb.2009.0014
44. Simon, V., Czobor, P., Balint, S., Meszaros, A., and Bitter, I. (2009). Prevalence and correlates of adult attention-deficit hyperactivity disorder: meta-analysis. Br. J. Psychiatry 194, 204-211. doi: 10.1192/bjp.bp.107.048827
45. Solanto, M., Gilbert, S., Raj, A., Zhu, J., Pope-Boyd, S. B., Stepak, B., et al. (2007). Neurocognitive functioning in AD/HD, predominantly inattentive and combined subtypes. J. Abnorm. Child Psychol. 35, 729-744. doi: 10.1007/s10802-007-9123-6
46. Sonuga-Barke, E. J. S., and Castellanos, F. X. (2007). Spontaneous attentional fluctuations in impaired states and pathological conditions: a neurobiological hypothesis. Neurosci. Biobehav. Rev. 31, 977-986. doi: 10.1016/j.neubiorev.2007.02.005
47. Su, Y. E., Wang, H., Geng, Y. G., Sun, L., Du, Y. S., Fan, F., et al. (2012). Parent ratings of ADHD symptoms in Chinese urban schoolchildren: assessment with the Chinese ADHD rating scale-IV: home version. J. Atten. Disord. 19, 1022-1033. doi: 10.1177/1087054712461177
48. Tirosh, E., and Cohen, A. (1998). Language deficit with attention-deficit disorder: a prevalent comorbidity. J. Child Neurol. 13, 493-497. doi: 10.1177/088307389801301005
49. Willcutt, E. G., and Pennington, B. F. (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. J. Learn. Disabil. 33, 179-191. doi: 10.1177/002221940003300206
50. Wojcik, D. Z., Allen, R. J., Brown, C., and Souchay, C. (2011). Memory for actions in autism spectrum disorder. Memory 19, 549-558. doi: 10.1080/09658211.2011.590506
51. Yang, T., Gathercole, S. E., and Allen, R. J. (2014). Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding. Psychon. Bull. Rev. 21, 186-192. doi: 10.3758/s13423-013-0471-7
52. Yang, T.-X., Allen, R. J., and Gathercole, S. E. (2016). Examining the role of working memory resources in following spoken instructions. J. Cogn. Psychol. 28, 186-198. doi: 10.1080/20445911.2015.1101118
53. Yang, T.-X., Allen, R. J., Yu, Q.-J., and Chan, R. C. K. (2015). The influence of input and output modality on following instructions in working memory. Sci. Rep. 5:17657. doi: 10.1038/srep17657