Learning styles of LD and NLD ADHD children.
Attention Deficit Hyperactive Disorder (ADHD) children (N = 26) with a learning disability (LD) and without (NLD) were compared on measures of information processing using the Learning Efficiency Test (LET). Method of presentation (visual vs. auditory), order of recall (ordered vs. non-ordered), and memory processes (immediate, short-term, and long-term) were assessed. While both groups showed more difficulty with short-term and long-term memory processes than with immediate memory processes, the ADHD-LD subjects demonstrated more difficulty processing information effectively. Ordered recall was significantly more difficult for both short-term and long-term memory processes than was unordered recall. While both groups demonstrated difficulty with auditory ordered recall under short-term and long-term conditions, the ADHD-LD subjects lost the most information under auditory conditions.
Kataria
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East Carolina University School of Medicine.
Hall
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CW
Wong
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Keys
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D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000523:psychology*; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000523:psychology*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology*; D008297:Male; D008570:Memory, Short-Term; D011939:Mental Recall; D010552:Personality Assessment; D012153:Retention, Psychology; D012931:Social Environment; D013315:Stress, Psychological / Q000150:complications