The role of working memory and social encoding in children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)

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dc.contributor Lochman, John E.
dc.contributor Conners, Frances A.
dc.contributor Casper, Deborah M.
dc.contributor Salekin, Karen L.
dc.contributor.advisor Jarrett, Matthew A.
dc.contributor.author Hilton, Dane
dc.date.accessioned 2018-12-14T18:11:54Z
dc.date.available 2018-12-14T18:11:54Z
dc.date.issued 2018
dc.identifier.other u0015_0000001_0003092
dc.identifier.other Hilton_alatus_0004D_13384
dc.identifier.uri http://ir.ua.edu/handle/123456789/5224
dc.description Electronic Thesis or Dissertation
dc.description.abstract Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are known to have difficulty with peer relations, though the mechanisms by which these children struggle with interpersonal relationships are not well known. The current study examined the relation between working memory (WM) and the encoding of nonverbal social cues using a dual-task paradigm tested in children with and without ADHD. Children and their parents were screened for the presence of ADHD or other exclusionary diagnoses, first through a phone screening and then through semi-structured diagnostic interview and rating scales. A total of 40 children were recruited (20 ADHD; 20 control) and were matched on age, sex, and IQ. Participants completed measures of intelligence, anxiety, sluggish cognitive tempo (SCT), and computerized tasks of social encoding and WM in both single- and dual-task conditions. Participant’s parents completed measures of psychological, behavioral, and social functioning in a separate room. A series of t-tests showed large between group differences on parent-reported externalizing problems, attention problems, social problems, and executive function. A series of repeated measures mixed-model ANOVAs revealed that both children with ADHD and control children performed significantly worse during the dual-task condition compared to the single task conditions. Also, children with ADHD had significantly lower performance than control children on task-based social encoding and WM. This study supports the role of WM in nonverbal social encoding in children, both with and without ADHD.
dc.format.extent 61 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Clinical psychology
dc.title The role of working memory and social encoding in children with and without Attention-Deficit/Hyperactivity Disorder (ADHD)
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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