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| Research article summary (published 29 Apr 2009): |
A pilot study of working memory and academic achievement in college students with ADHD.
Full Abstract
OBJECTIVE: To investigate working memory (WM), academic achievement, and their relationship in university students with attention-deficit/hyperactivity disorder (ADHD). METHOD: Participants were university students with previously confirmed diagnoses of ADHD (n = 16) and normal control (NC) students (n = 30). Participants completed 3 auditory-verbal WM measures, 2 visual-spatial WM measures, and 1 control executive function task. Also, they self-reported grade point averages (GPAs) based on university courses. RESULTS: The ADHD group displayed significant weaknesses on auditory-verbal WM tasks and 1 visual-spatial task. They also showed a nonsignificant trend for lower GPAs. Within the entire sample, there was a significant relationship between GPA and auditory-verbal WM. CONCLUSION: WM impairments are evident in a subgroup of the ADHD population attending university. WM abilities are linked with, and thus may compromise, academic attainment. Parents and physicians are advised to counsel university-bound students with ADHD to contact the university accessibility services to provide them with academic guidance.
Author information
Author/s: Gropper, Rachel J (RJ); Tannock, Rosemary (R);
Affiliation: Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada.
Journal and publication information
Publication Type: Comparative Study; Journal Article; Research Support, Non-U.S. Gov't
Journal: Journal of attention disorders (J Atten Disord), published in United States. (Language: eng)
Reference: 2009-May; vol 12 (issue 6) : pp 574-81
Dates: Created 2009/04/21; Completed 2009/06/18;
PMID: 19380519, status: MEDLINE (last retrieval date: 6/18/2009, IMS Date: 18 Jun 2009 00:00:00)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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