Context-specific memory in children with ADHD

Abstract

Objectives:Memory for where and when information is learned, or contextual aspects of memory, as opposed to fact or item memory, has been suggested to be more dependent on frontal brain and related executive control systems. Children with neurodevelopmental disorders involving frontal brain systems have been noted to have problems on contextual memory tasks. Children with attention deficit hyperactivity disorder (ADHD) have difficulties with forgetfulness and are known to have deficits in aspects of executive control with associated dysfunction in frontal brain systems; therefore, while their item memory is not typically impaired, they may have difficulty on tasks requiring contextual memory abilities. The goal of this study was to compare children with ADHD to typically developing children, on two different contextual memory tasks (source memory and memory for temporal recency) and to compare this with their respective performance on traditional fact/item memory tasks.Methods:Participants included 36 children with combined type ADHD and 36 typically developing controls ages 6–13 years, matched by age and gender. In addition to a measure of intellectual ability, children completed two different contextual memory tasks; one assessing recall for the source of new information and one assessing recall of the temporal context of information (recency). Incorporated into these tasks were standard measures of item/fact memory recall.Results:Results revealed that children with ADHD performed similarly to control participants on memory recognition tasks, but differed from controls on the contextual memory tasks. Children with ADHD outperformed control participants when recalling the source from which they had learned information, but performed more poorly than control on a task that required them to make a recency/temporal order judgment.Conclusion:The data suggest that while children with ADHD may have somewhat similar capacity to recognise new information, they differ in aspects of their performance on contextual aspects of memory. These differences are not uniform and mirror neuroscience findings supporting dissociable contextual memory systems. Potential theoretical explanations for the dissociations seen are discussed.