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Learning and Memory Impairments in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder
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Andersen, Per N.; Egeland, Jens; Øie, Merete – Journal of Learning Disabilities, 2013
There are relatively few studies on learning and delayed memory with attention-deficit/hyperactivity disorder (ADHD). The objective of the present study was to examine acquisition, free delayed memory, and recognition skills in medication naive children and adolescents aged 8-16 years with ADHD combined subtype (36 participants) and inattentive…
Descriptors: Learning Problems, Attention Deficit Hyperactivity Disorder, Memory, Neurological Impairments
Mathematics and Learning Disabilities
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Geary, D. C. – Journal of Learning Disabilities, 2004
Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential…
Descriptors: Memory, Mathematics Education, Learning Disabilities, Cognitive Processes
Auditory-Visual and Temporal-Spatial Pattern Matching Performance of Two Types of Learning-Disabled Children.
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Hatchette, Robert K.; Evans, James R. – Journal of Learning Disabilities, 1983
Results indicated a significant difference between the 18 normal readers and the 36 learning-disabled readers on tasks matching auditory temporal to visual-spatial and auditory-temporal to visual-temporal but not on the visual-temporal to visual-spatial task. Results were interpreted in terms of learning-disabled readers being deficient in…
Descriptors: Aural Learning, Elementary Education, Learning Disabilities, Learning Processes
Factors That Influence Phoneme-Grapheme Correspondence Learning.
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Mauer, Daria M.; Kamhi, Alan G. – Journal of Learning Disabilities, 1996
Forty children (ages five to nine) with or without reading disabilities, matched for mental age or reading age, completed a phoneme-grapheme learning task. Reading-disabled children took more trials than controls to learn correspondence pairs. Performance on the phonological processing task of short-term memory was the best predictor of overall…
Descriptors: Decoding (Reading), Learning Disabilities, Learning Processes, Performance Factors