Skip Navigation

This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (21)
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Voelker, S. L.
Right arrow Articles by Lachar, D.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Voelker, S. L.
Right arrow Articles by Lachar, D.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Journal of Pediatric Psychology 14(1) pp. 75-88, 1989
© 1989 Society of Pediatric Psychology

research-article

Developmental Trends in Memory and Metamemory in Children with Attention Deficit Disorder

Sylvia L. Voelker1, Ruth Anne Carter, Donna J. Sprague, Charles L. Gdowski and David Lachar

Lafayette Clinic Detroit and University of Windsor, University of Windsor, Wayne State University, Lafayette Clinic and Wayne State University, University of Texas Medical Center

1All correspondence should be sent to Sylvia L. Voelker, Department of Psychology, Lafayette Clinic, 951 E. Lafayette Street, Detroit, Michigan 48207.

Examined the development of memory strategy knowledge and spontaneous use of strategy by 6- to 12-year-old boys with ADD-H. Metamemory knowledge of 12 ADD-H boys, unmedicated for study participation, and 12 matched control Ss was compared using a structured interview. Use of categorization was assessed using free recall of word lists differing in category composition (acoustic vs semantic categories) and list organization (clustered by category vs unclustered). Interview data indicated no difference between groups in development of metamemory knowledge. Analysis of free recall performance showed that ADD-H Ss were less likely than controls to benefit from that knowledge when strategy was less salient and involved effortful reorganization of stimuli (p < .05). The results were consistent with a production deficiency. Developmental trends and implications for remediation are discussed.

Key words: attention deficit disorder-hyperactive children; memory; metamemory; production deficiency; mediational deficiency.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
J. K. Williams, L. C. Richman, and D. B. Yarbrough
Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities
J Learn Disabil, December 1, 1992; 25(10): 658 - 664.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
S. R. Forness, J. M. Swanson, D. P. Cantwell, D. Youpa, and G. L. Hanna
Stimulant Medication and Reading Performance: Follow-up on Sustained Dose in ADHD Boys with and Without Conduct Disorders
J Learn Disabil, February 1, 1992; 25(2): 115 - 123.
[Abstract] [PDF]


Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.