Abstract
ABSTRACT Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.
Highlights
The prevalence of children with difficulties in some academic domains is alarming
A Brazilian study[1] has shown that approximately 55% of children of school age (1st to 5th year of Elementary School) exhibited inferior performance in the Portuguese language and/ or mathematics. This group of children contains those diagnosed with specific learning disorders (SLD) such as dyslexia and children diagnosed with secondary learning disorders
There was a significant difference in retroactive interference (p= 0.002) and long-term memory (p=0.01), with a higher percentage of children classified as showing inferior performance in Group 1 (G1)
Summary
A Brazilian study[1] has shown that approximately 55% of children of school age (1st to 5th year of Elementary School) exhibited inferior performance in the Portuguese language and/ or mathematics. This group of children contains those diagnosed with specific learning disorders (SLD) such as dyslexia and children diagnosed with secondary learning disorders. In the present national study[1] the two most prevalent conditions among children with altered school performance were Attention Deficit and Hyperactivity Disorder (ADHD) and Anxiety Disorder (approximately 55%), exceeding the number of children with specific learning disorders. Unsatisfactory school performance is cited as the main impairment during school age as a consequence of the cognitive changes present in this population[2]
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