By Estelle LEVAL
Key words: Attention-deficit hyperactivity disorder (ADHD), Memory errors, Executive functions, Memory, False memory, Children
Although there is lot of research about the attention-deficit hyperactivity disorder (ADHD), there is little information about the memory profile of children with this disorder and about their production of memory errors. Indeed, several researches have quantitatively studied the episodic memory of children with ADHD (August, 1987; Voelker, Carter, Sprague, Gdowski, & Lacher, 1989; Tannock, Purvis, & Schachar, 1993; O’Neill & Douglas, 1996; Comoldi, Barbieri, Gaiani, & Zocchi, 1999; Skowronek, Leichtman, & Pillemer, 2008). Overall, the findings point to difficulties in setting up an encoding strategy (Voelker and al., 1989, O’Neill & Douglas, 1996) and in the organization when retrieving information in memory (August, 1987, Comoldi and al., 1999, Skowronek and al., 2008). However, it appears that their memory storage capacities are equivalent to those of control children (Voelker et al., 1989, Skowronek and al., 2008). From a qualitative point of view memory errors produced by children with ADHD have been little studied. In the study by Comoldi and al. (1999) they produce more intrusions than control children. In that of Mirandola, Paparella, Ghetti and Cornoldi (2012) they produce more “backward-causal inference error” than the control children. These errors consist of mistakenly recognizing a distractive scene of a script because it represents the cause or consequence of an action presented in the script. These inferences would be more dependent on episodic processes and would be more difficult to inhibit. In view of these different studies, it seems important to investigate the entire memory profile of children with ADHD quantitatively but also and above all qualitatively. The main purpose of this thesis is therefore to investigate qualitatively and quantitatively the episodic verbal and visuospatial memory of children with ADHD based on research of Skowronek and al. (2008), seeking to evaluate memory errors produced during episodic memory tasks.
This work constitutes the first part of a more consistent research (i.e., doctoral thesis of Mr. MARTIN, director of thesis) aimed at evaluating the sensitivity of children with ADHD to false memories. To do this, it is essential to know in a global way the memory profile of these children. Their production of memory errors is also a good indicator to formulate hypotheses about their production of false memories. Finally, in a more ecological way, the objective of this work is, through the understanding of the global memory function of children with AD / HD, to adapt their environment, especially school, in order to overcome their learning difficulties.
The main hypothesis of this research is as follows: Children with ADHD produce more memory errors than control children. According to previous studies, these errors are due to deficits in the use of attentional resources, organization, inhibition, and spontaneous implementation of memory recovery strategies (August 1987; Voelker and al., 1989; Comoldi and al., 1999; Skowronek and al., 2008). They are therefore linked to attentional and executive performances.
The secondary hypotheses of this research are as follows: as mentioned earlier, there is a correlation between attentional and executive performance and memory errors produced by children with ADHD.
The encoding and recovery capabilities in Long Term Memory (LTM) are significantly lower than those of the control children.
The Working Memory (WM) abilities of children with ADHD are also significantly lower than those of the control children.
Children with ADHD have significantly lower attention and executive abilities than control children.
Because of lower executive, attentional and WM capacities than control children, children with ADHD have a significantly greater gap in information processing capabilities and reasoning skills than control children.
This study gathered 30 participants, between 8 and 12 years old (average of 10 years). They form two different groups: children with ADHD (average of 9 years and 5 months) and control children (10 years and 9 months). A protocol consisting of psychometric tests and questionnaires (for parents) was used to evaluate the memory, attention, executive functions, learning and overall intellectual level of the children encountered.
The findings are actually in analyse. Generally, the hypotheses about memory errors, attention and memory capacities are confirmed. The final part of the study consists in the discussion of findings and limitations of the study. In conclusion, an opening will be made on the doctoral thesis about the sensitivity of children with ADHD to false memories.
Bibliographical references
August, G. J. (1987). Production deficiencies in free recall: a comparison of hyperactive, learning-disabled, and normal children. Journal of Abnormal Child Psychology, 15(3), 429‑40. https://doi.org/10.1007/BF00916459
Comoldi, C., Barbieri, A., Gaiani, C., & Zocchi, S. (1999). Strategic memory deficits in attention deficit disorder with hyperactivity participants: the role of executive processes. Developmental Neuropsychology, 15(1), 53‑71. https://doi.org/10.1080/87565649909540739
Mirandola, C., Paparella, G., Re, A.M., Ghetti, S., & Cornoldi, C. (2012). Children with ADHD symptoms are less susceptible to gap-filling errors than typically developing children. Learning and Individual Differences, 22(6), 896‑900. https://doi.org/10.1016/j.lindif.2012.05.008
O’Neill, M. E., & Douglas, V. I. (1996). Rehearsal strategies and recall performance in boys with and without attention deficit hyperactivity disorder. Journal of Pediatric Psychology, 21(1), 73‑88. https://doi.org/10.1093/jpepsy/21.1.73
Skowronek, J. S., Leichtman, M. D., et Pillemer, D. B. (2008). Long-term episodic memory in children with attention-deficit/hyperactivity disorder. Learning Disabilities Research & Practice, 23(1), 25‑35. https://doi.org/10.1111/j.1540-5826.2007.00260.x
Tannock, R., Purvis, K. L., & Schachar, R. J. (1993). Narrative abilities in children with attention deficit hyperactivity disorder and normal peers. Journal of Abnormal Child Psychology, 21(1), 103‑117. https://doi.org/10.1007/BF00910492
Voelker, S. L., Carter, R. A., Sprague, D. J., Gdowski, C. L., & Lachar, D. (1989). Developmental trends in memory and metamemory in children with attention deficit disorder. Journal of Pediatric Psychology, 14(1), 75‑88. https://doi.org/10.1093/jpepsy/14.1.75