Abstract
Objective: To investigate working memory (WM), academic achievement, and their relationship in university students with attention-deficit/hyperactivity disorder (ADHD). Method: Participants were university students with previously confirmed diagnoses of ADHD (n = 16) and normal control (NC) students (n = 30). Participants completed 3 auditory—verbal WM measures, 2 visual—spatial WM measures, and 1 control executive function task. Also, they self-reported grade point averages (GPAs) based on university courses. Results: The ADHD group displayed significant weaknesses on auditory—verbal WM tasks and 1 visual—spatial task. They also showed a nonsignificant trend for lower GPAs. Within the entire sample, there was a significant relationship between GPA and auditory—verbal WM. Conclusion: WM impairments are evident in a subgroup of the ADHD population attending university. WM abilities are linked with, and thus may compromise, academic attainment. Parents and physicians are advised to counsel university-bound students with ADHD to contact the university accessibility services to provide them with academic guidance. (J. of Att. Dis. 2008; 12(6) 574-581)
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