title: Memory for object locations in boys with and without ADHD.
abstract: OBJECTIVE
  To determine whether 7- to 12-year-old boys with ADHD, relative to non-ADHD age-mates, exhibit greater difficulty learning and remembering object locations. The second purpose was to examine the functional utility of mnemonic strategies, specifically speech-to-self, used by boys with and without ADHD.
  
  
  METHODS
  Boys with and without ADHD were videotaped while completing a well-established, laboratory-based object location learning and memory task.
  
  
  RESULTS
  Boys with ADHD evinced a deficit while learning the location of objects and employed less sophisticated forms of private speech during the memory task.
  
  
  CONCLUSIONS
  These findings reveal details about the utility of private speech during spatial working memory performance and further a theoretical understanding of ADHD. (J. of Att. Dis. 2010; 13(5) 505-515).
authors.affiliation: Illinois State University, USA.
authors.forename: Sarah G
authors.initials: SG
authors.lastname: Reck
authors.forename: Alycia M
authors.initials: AM
authors.lastname: Hund
authors.forename: Steven
authors.initials: S
authors.lastname: Landau
mesh_terms: D000704:Analysis of Variance; D001289:Attention Deficit Disorder with Hyperactivity / Q000503:physiopathology*; D002648:Child; D005106:Exploratory Behavior / Q000502:physiology; D006801:Humans; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology*; D011340:Problem Solving / Q000502:physiology; D013028:Space Perception / Q000502:physiology*; D013037:Spatial Behavior / Q000502:physiology*