Literaturnachweis - Detailanzeige
| Autor/inn/en | Knouse, Laura E.; Anastopoulos, Arthur D.; Dunlosky, John |
|---|---|
| Titel | Isolating Metamemory Deficits in the Self-Regulated Learning of Adults with ADHD |
| Quelle | In: Journal of Attention Disorders, 16 (2012) 8, S.650-660 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0547 |
| DOI | 10.1177/1087054711417231 |
| Schlagwörter | Memory; Testing; Intervention; Learning Strategies; Attention Deficit Hyperactivity Disorder; Metacognition; Memorization; Adults; Correlation; Control Groups; Prediction; Paired Associate Learning; Recall (Psychology); Clinical Diagnosis; Identification; Measures (Individuals) |
| Abstract | ADHD in adulthood is associated with chronic academic impairments and problems with strategic memory encoding on standardized memory assessments, but little is known about self-regulated learning that might guide intervention. Objective: Examine the contribution of metamemory judgment accuracy and use of learning strategies to self-regulated learning in adults with ADHD, focusing on the use of self-testing. Method: A total of 34 adults with ADHD and 34 matched controls predicted their memory performance and regulated their learning of paired associates. Results: Adults with ADHD were as accurate as controls at predicting memory performance, despite remembering fewer words. By observation and self-report, they were less likely to use self-testing to learn the pairs. Conclusion: Across groups, self-testing was associated with significantly better recall and largely accounted for differences between diagnostic groups. Adults with ADHD often failed to employ a strategy that was associated with improved memory, identifying an intervention target that may improve self-regulated learning. (Contains 2 tables, 1 figure, and 4 notes.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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