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Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall
Yang, Tian-xiao1; Allen, Richard J.2; Holmes, Joni3; Chan, Raymond C. K.1,4; Tian-xiao Yang
First AuthorYang, Tian-xiao
2017-01-24
Source PublicationFRONTIERS IN PSYCHOLOGY
Correspondent Emailyangtx@psych.ac.cn
ISSN1664-1078
SubtypeArticle
Volume8Issue:0Pages:1-9
Abstract

Children with attention deficit hyperactivity disorder (ADHD) often fail to comply with teacher instructions in the classroom. Using action during presentation or recall can enhance typically developing childrens abilities to complete multi-step instruction sequences. In this study, we tested the ability to following instructions in children with ADHD under different conditions to explore whether they show the same beneficial effects of action. A total of 24 children with ADHD and 27 typically developing children either listened to or viewed demonstrations of instructions during encoding, and then either verbally repeated or physically performed the sequences during recall. This resulted in four conditions: spoken-verbal, spoken-enacted, demonstration-verbal, and demonstration-enacted. Children with ADHD were significantly impaired in all conditions of the following instructions task relative to the typically developing group. Both groups showed an enacted-recall advantage, with superior recall by physical performance than oral repetition. Both groups also benefitted from demonstration over spoken presentation, but only when the instructions were recalled verbally. These findings suggest that children with ADHD struggle to complete multi-step instructions, but that they benefit from action-based presentation and recall in the same way as typically developing children. These findings have important implications for educators, suggesting that motor-based methods of instruction-delivery might enhance classroom learning both for children with and without developmental disorders.

KeywordADHD working memory following instructions enactment action benefits
DOI10.3389/fpsyg.2017.00039
Indexed BySSCI
Language英语
Funding OrganizationNational Natural Science Foundation of China(31400873) ; China Postdoctoral Science Foundation(2013M530760) ; Beijing Training Project for Leading Talents in ST(Z151100000315020) ; CAS/SAFEA International Partnership Program for Creative Research Teams(Y2CX131003) ; CAS Key Laboratory of Mental Health, Institute of Psychology(KLMH2015ZG02) ; MRC Cognition and Brain Sciences Unit intramural programme(MC-APQ500)
WOS Research AreaPsychology
WOS SubjectPsychology, Multidisciplinary
WOS IDWOS:000392636600002
WOS HeadingsSocial Sciences
WOS KeywordWORKING-MEMORY ; DEFICIT/HYPERACTIVITY DISORDER ; EVERYDAY-ATTENTION ; ADHD ; COMORBIDITY ; METAANALYSIS ; IMPAIRMENTS ; PERFORMANCE ; INHIBITION ; ABILITIES
Citation statistics
Cited Times:4[WOS]   [WOS Record]     [Related Records in WOS]
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/21138
Collection中国科学院心理健康重点实验室
Corresponding AuthorTian-xiao Yang
Affiliation1.Inst Psychol, Neuropsychol & Appl Cognit Neurosci Lab, CAS Key Lab Mental Hlth, Beijing, Peoples R China
2.Univ Leeds, Sch Psychol, Leeds, W Yorkshire, England
3.MRC Cognit & Brain Sci Unit, Cambridge, England
4.Univ Chinese Acad Sci CAS, Beijing, Peoples R China
Recommended Citation
GB/T 7714
Yang, Tian-xiao,Allen, Richard J.,Holmes, Joni,et al. Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall[J]. FRONTIERS IN PSYCHOLOGY,2017,8(0):1-9.
APA Yang, Tian-xiao,Allen, Richard J.,Holmes, Joni,Chan, Raymond C. K.,&Tian-xiao Yang.(2017).Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall.FRONTIERS IN PSYCHOLOGY,8(0),1-9.
MLA Yang, Tian-xiao,et al."Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall".FRONTIERS IN PSYCHOLOGY 8.0(2017):1-9.
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