Elements of Working Memory as Predictors of Goal-Setting Skills in Children with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Nyman, Anna; Taskinen, Taina; Gronroos, Matti; Haataja, Leena; Lahdetie, Jaana; Korhonen, Tapio
Titel	Elements of Working Memory as Predictors of Goal-Setting Skills in Children with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Learning Disabilities, 43 (2010) 6, S.553-562 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410375001
Schlagwörter	Attention Deficit Hyperactivity Disorder; Attention Deficit Disorders; Short Term Memory; Clinical Diagnosis; Symptoms (Individual Disorders); Intelligence Quotient; Goal Orientation; Measures (Individuals); Control Groups; Scores; Tests; Phonology; Regression (Statistics); Children; Cognitive Processes; Predictor Variables; Visual Perception; Spatial Ability; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Kurzzeitgedächtnis; Psychiatrische Symptomatik; Intelligenzquotient; Zielorientierung; Zielvorstellung; Messdaten; Examination; Prüfung; Examen; Fonologie; Regression; Regressionsanalyse; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Prädiktor; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen
Abstract	The aim of the study was to examine how goal-setting skills of children with attention-deficit/hyperactivity disorder (ADHD) can be predicted with elements of working memory. The study involved 30 children with an ADHD diagnosis and 30 healthy volunteers. The IQ of the participants was assessed, and ADHD symptoms were evaluated by parents. Each of the elements of working memory was assessed with two measures as well as goal-setting skills. In the tests of the central executive and in one of the tests of the visuospatial sketch pad, children with ADHD performed more poorly than did controls but not in the tests of the phonological loop. Children with ADHD performed more poorly than controls did on the mastery scores of the goal-setting measures but not on the Strategy scores. According to regression analysis, central executive functions are critical for the variance in goal-setting skills in children with ADHD. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10