An Investigation into Spatial Memory of ADHD Children by Using an A-B A-C Paradigm

Atalay-Ata D., CİNAN S., Saydam R., Alyanak B.

STUDIES IN PSYCHOLOGY-PSIKOLOJI CALISMALARI DERGISI, cilt.32, sa.1, ss.31-42, 2012 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 32 Sayı: 1
  • Basım Tarihi: 2012
  • Dergi Adı: STUDIES IN PSYCHOLOGY-PSIKOLOJI CALISMALARI DERGISI
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.31-42
  • Anahtar Kelimeler: Spatial memory, attention deficit and hyperactivity disorder, paired-associate learning
  • İstanbul Üniversitesi Adresli: Evet

Özet

The present study aimed to examine priority effect on object-location memory in children with ADHD, in comparison to children without ADHD, by using an A-B A-C paradigm. An A-B A-C paired position learning task was administered to both ADHD and non-ADHD children. The children learned positions of 14 different objects (7 B-and 7 C-objects) around 7 referent objects (A-objects) in two successive presentations (first Bs followed by Cs) and then they were given A object positions and asked to recall positions of B and C. The results revealed a significant priority effect on object location memory of the ADHD group, similar to that of the control group. B positions were recalled better than C positions by both groups. The number of B objects correctly recalled did not differ significantly between the two groups. On the other hand, the difference in recall of C objects approached, but did not reach, the significance level. According to the mediational theory, priority effect is a result of a learning strategy that involves retainment of B during A-C learning, therefore the effect observed in performances of the ADHD and non-ADHD children indicated that both groups used the strategy. This suggests that spatial memory abilities of children with ADHD may be improved with the use of appropriate learning strategies.