Strategic memory deficits in attention deficit disorder with hyperactivity participants: The role of executive processes

Abstract

Children with attention deficit disorder and hyperactivity (ADHD) may present with a variety of cognitive deficits, including memory impairment. This study examines the strategic memory of Italian 6th to 8th graders diagnosed with ADHD and contrasts them with matched controls. In a series of 3 experiments, participants were administered a 4‐trial free recall task of partially categorizable and partially repeated material. ADHD participants had less recall and a higher number of intrusions. However, when they were informed and assisted in the use of the appropriate strategy (Experiment 2), they performed as well as controls. A difference between groups appeared again when only information, but not assistance was given to the participants on the use of the strategy (Experiment 3). Other executive control measures, such as, a planning‐mon‐itoring task (Experiment 2) and the Tower of London task (Experiment 3), differentiated between groups and predicted memory performance better than scores on Metamemory Questionnaires. Differentiation of ADHD children in subgroups based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; American Psychiatric Association, 1994) classification (Experiment 3) did not yield significant differences between subgroups. The results were interpreted in terms of a distinction between knowledge and an executive component. The ADHD syndrome seems particularly associated with a deficit in the latter component.