Abstract
The effects of verbal interference and strategy instruction on recall of visual and auditory material were assessed in children with and without attention deficit/hyperactivity disorder (AD/HD). Children were randomly assigned to a strategy instruction or to a control group and (a) completed two sets (four administrations) of the Learning Efficiency Test (LET)-II, (b) a self-report measure of ‘task-unrelated thoughts (TUTs),’ and (c) an incidental sentence recall task. Recall of both visual and auditory material was greater for those children who received strategy instruction and when there was no added interference. Poor memory and failure to filter incoming stimulation were not supported as explanations of AD/HD under the conditions of this study.
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