A Characterization of Visual, Semantic and Auditory Memory in Children with Combination-Type Attention Deficit, Primarily Inattentive, and a Control Group

Autor/inn/en	Ramirez, Luz Angela; Arenas, Angela Maria; Henao, Gloria Cecilia
Titel	A Characterization of Visual, Semantic and Auditory Memory in Children with Combination-Type Attention Deficit, Primarily Inattentive, and a Control Group
Quelle	In: Electronic Journal of Research in Educational Psychology, 3 (2005) 3, S.89-108 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Control Groups; Quasiexperimental Design; Public Schools; Private Schools; Semantics; Hyperactivity; Intelligence Quotient; Memory; Metropolitan Areas; Semiotics; Attention Deficit Disorders; Clinical Diagnosis; Foreign Countries; Measures (Individuals); Visual Stimuli; Cognitive Processes; Listening Skills; Neuropsychology; Colombia + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Semantik; Hyperaktivität; Intelligenzquotient; Gedächtnis; Ballungsraum; Semiotik; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Ausland; Messdaten; Cognitive process; Kognitiver Prozess; Neuropsychologie; Kolumbien
Abstract	Introduction: This investigation describes and compares characteristics of visual, semantic and auditory memory in a group of children diagnosed with combined-type attention deficit with hyperactivity, attention deficit predominating, and a control group. Method: 107 boys and girls were selected, from 7 to 11 years of age, all residents in the Medellin metropolitan area, belonging to different socioeconomic strata (high, medium, low), and all associated with a public or private school. The sample was distributed into three groups according to the diagnosis: inattentive (n=38), combined (n=37) and control (n=32), controlling for variables of age and intelligence quotient (less than 85). In order to complete a neuropsychological evaluation of participants, the following tests were used: WISC-R, point memory, verbal memory curve, associative memory with semantic increase, Wechsler Scale of memory, Rey Osterrieth's Complex Figure, test of visual and auditory continuous execution. Results: By comparing scores obtained in this transversal cut research, of analytical empirical type, descriptive-comparative level and quasi-experimental design on the different types of semantic, visual and auditory memory in groups diagnosed with combined-type attention deficit with hyperactivity, attention deficit predominating, we were able to demonstrate differences in the memory processes of these groups with respect to the control group. Conclusions: Difficulties in visual memory are related to a deficit in use of planning strategies for evoking stored information. Educational implications drawn from these results are presented. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10