Autobiographical Memory in ADHD Subtypes

Autor/inn/en	Fabio, Rosa Angela; Caprì, Tindara
Titel	Autobiographical Memory in ADHD Subtypes
Quelle	In: Journal of Intellectual & Developmental Disability, 40 (2015) 1, S.26-36 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2014.983057
Schlagwörter	Memory; Autobiographies; Attention Deficit Hyperactivity Disorder; Elementary School Students; Matched Groups; Age Differences; Gender Differences; Control Groups; Comparative Analysis; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Gedächtnis; Autobiography; Autobiografie; Autobiographie; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ausland; Italien
Abstract	Background: Episodic autobiographical memory (EAM) has not been extensively investigated in children with attention-deficit/hyperactivity disorder (ADHD). The objective of this study was to examine EAM in school-age children with ADHD in reference to the encoding period: recent memories (previous school years) and remote memories (first years of life). Methods: A sample of 29 children with ADHD and 29 typically developing children, matched for age and gender, completed a questionnaire to assess EAM. These participants were recruited from an initial sample of 572 participants. Developmental differences in accessing and recalling specific personal events and episodic details in groups with ADHD were predicted. Results: The control group showed a typical trend of EAM with fewer remote and episodic memories than recent ones. The ADHD groups showed a general EAM deficit. More precisely, the ADHD-I group performed equally poorly on remote and recent EAMs, whereas the ADHD-C group showed a higher number of remote EAMs than recent ones. Conclusions: The findings suggest that EAM can be impaired in children with ADHD. Clinical and medicolegal implications of these results and the relation between age and childhood amnesia are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01