Phonological working memory and ADHD

This is a fascinating study of children with ADHD. Roberts, Alderson & Bullard (2023) published “Phonological Working Memory in Children with and Without ADHD: A systematic evaluation of recall errors” in Neuropsychology. Here are the edited abstract and impact statements:

Phonological working memory impairments associated with attention-deficit/hyperactivity disorder (ADHD) have garnered interest due to reliable evidence of moderate- to large-magnitude between-group (ADHD vs. control) effects, as well their association with a wide range of secondary impairments. However, previous studies are methodologically limited in their ability to identify potential underlying mechanistic processes. This study aimed to examine converging and diverging patterns of omission, intrusion, and transposition errors to parse-specific mechanistic processes that contribute to ADHD-related phonological working memory deficits. Fifty-four children with ADHD (45 males, nine females) and 65 typically developing (TD; 50 males, 15 females) children aged 8–12 (M = 9.62, SD = 1.52) years completed a computer-based phonological working memory task that aurally presented a random series of jumbled numbers and one letter. Children were instructed to verbally respond by stating the numbers from least to greatest, followed by the letter. Children’s incorrect responses were coded as errors of omission, intrusion errors, or transposition errors. Results indicated a significant moderate-magnitude between-group difference in total omission and transposition errors, and a significant small-magnitude between-group difference in total intrusion errors. An examination of specific error types supported evidence of ADHD-related deficits in reordering and updating central executive processes. Collectively, these findings contribute to a more precise understanding of underlying mechanistic processes in ADHD-related working memory deficits and hold potential to inform the development of novel working memory metrics and working memory-based interventions for ADHD. 

What mechanistic processes are involved in phonological working memory impairments in children with ADHD? Phonological working memory impairments in ADHD appear to be associated with central executive-related updating and reordering processes. Importance: Findings contribute to a more precise understanding of underlying mechanistic processes in ADHD-related working memory deficits and are expected to improve the development of novel working memory metrics and working memory-based interventions. Additional examinations of central executive-related deficits in children with ADHD are needed. 

Although the sample s small and largely male, I think this work is important in clarifying some of the challenges children with ADHD face in trying to quickly process information.