Topics: Attention-deficit hyperactivity disorder, Working memory, Executive functions Pages: 4 (1003 words) Published: September 22, 2013
The examination of central executive (CE) and storage/rehearsal processes to working memory (WM) deficits in adults with ADHD was the first to utilize a statistical procedure to determine the relationship these variables. Objective observation of adults completing phonological and visuospatial working memory tasks, which consist of ADHD-21 and HC-16 a total of thirty-seven. Although each adult group worked well throughout the phonological task versus the visuospatial task, which indicates adults who have ADHD posses’ notable deficits through these working memory modes. On another note, the twenty-one adults with ADHD remember out of proportion less phonological and visuospatial reaction requires growth. Overall, the central executive and phonological storage/rehearsal events of adults with ADHD have been damaged in comparison to healthy control adults; moreover, the size of the central executive significance was less than prior research of children, who have ADHD. The results support a lasting path of working memory shortage in ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is commonly known as a childhood psychiatric condition that may be outgrown. Research show that 70 % o children, who have been diagnosed with ADHD, exist in both adolescences and adults. The rate of ADHD cases in adults are estimated in the U.S. at 4.4% (Kessler, Adler, Barkley, Biederman, Conners, Demler, Zaslavsky, 2006) and worldwide 3.4% (Fayyad, de Graaf, Kessler, Alonso, Angermeyer, Demyttenaere, Jin, 2007). The continued existence of ADHD in adults comes with several disapprovals, such as occupational, relationship, and economic difficulties. Identifying the lasting path of diagnosing ADHD has increased in research of adults with this disorder, which include ADHD related executive function deficits exams, known to found in children.

Executive function is a set of mental processes that helps perform activities such as planning, organizing,...

References: 1. Kessler, R. C., Adler, L., Barkley, R., Biederman, J., Conners, C. K., Demler, O., . . . Zaslavsky, A. M. (2006). The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. The American Journal of Psychiatry, 163,716–723.
2. Fayyad, J., de Graaf, R., Kessler, R., Alonso, J., Angermeyer, M., Demyttenaere, K., . . . Jin, R. (2007). Cross-national prevalence and correlates of adult attention-deficit hyperactivity disorder. The British Journal of Psychiatry, 190, 402–409.
3. Baddeley, A. (2007). Working memory, thought, and action. New York: Oxford University Press.
4. Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clinical Psychology Review,32, 605–617.
5. Barkley, R. A., Murphy, K. R., DuPaul, G. J., & Bush, T. (2002). Driving knowledge, competence, and adverse outcomes in teens and young adults with attention-deficit/hyperactivity disorder. Journal of the International Neuropsychology Society, 8, 655– 672.
6. Alderson R, Hudec K, Patros C, Kasper L. Working Memory Deficits in Adults with Attention-Deficit/Hyperactivity Disorder (ADHD): An Examination of Central Executive and Storage/Rehearsal Processes. Journal of Abnormal Psychology 2013; 122: 532-541
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