The aim of our research is to evaluate the production of false memories in children with Attention Deficit Disorder with or without Hyperactivity (ADHD). First, ADHD can be defined as a neurodevelopmental disorder characterized by signs of inattention, hyperactivity and impulsivity. This trouble affects approximately 5% of children in the world. Furthermore, false memories are defined as a modification of the basic memory, or the invention of a memory, that doesn’t exist at all in reality. In the literature, false memories can be explained by an episodic memory deficit, but also by inhibition difficulties. Episodic memory is defined as a cognitive function allowing the encoding, storage and retrieval of information related to personal events situated in a temporal and spatial context. Some researchers (Barlett, 1932; Deese, 1959; Roediger & McDermott, 1995) have shown that the retrieval of a memory can sometimes deviate from the reality, especially when our memory is dysfunctional. In this case, false memories can appear. Inhibition is the ability of an individual to voluntarily suppress irrelevant information. So, if inhibitory abilities malfunction, this could create distortions in memories. ADHD children have difficulties with these two cognitive functions (episodic memory and inhibition), so we decided to investigate the quality of their memories. More specifically, our research aims to study the production of false memories in children with ADHD. To address this goal, we evaluated and compared the performance of 28 children diagnosed with ADHD, and 27 children without ADHD, (range = 8 years to 10 years, 11 months and 29 days), using a Deese-Roediger-McDermott (DRM) paradigm created specifically for this study. Indeed, there was no DRM paradigm assessing children’s memory, so we created this DRM task for our research. To do this, we used a program referencing the occurrence of words in textbooks, called Manulex. Therefore, the words used to build the DRM lists were often used by children. In this paradigm, young participants were asked to listen and memorize lists of words presented orally. Words in each list are semantically associated (e.g., flame, red, fireman, burn…) and also linked to a non-orally presented word, called the critical lure (here : fire). After listening to a list, the participant has to recall as many words as possible. The evocation of the critical lure by the participant, during this recall, is the manifestation of a false memory. The results of our study showed that ADHD children had poorer memory skills than children without ADHD. Indeed, they remembered less words. Moreover, we found that children with ADHD recalled the critical lure more often than other children, which means that ADHD children produce more false memories. Beyond the fact that our results are interesting for future research, these data will also permit to improve different managements for children with ADHD, such as cognitive remediation for exemple. In the longer term, it also seems necessary to think of pedagogical adaptations that better respond to the memory difficulties of children with ADHD and thus, promote their academic success. In conclusion, our study is one of the first to focus on the production of false memories in children with ADHD and therefore it permits us to have more knowledge about the memory functioning of these children.