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Learning styles of LD and NLD ADHD children
Author(s) -
Kataria Sudesh,
Wong Margaret M.,
Hall Cathy W.,
Keys Ginger F.
Publication year - 1992
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(199205)48:3<371::aid-jclp2270480316>3.0.co;2-f
Subject(s) - recall , psychology , term (time) , short term memory , learning disability , developmental psychology , audiology , cognitive psychology , cognition , working memory , psychiatry , medicine , physics , quantum mechanics
Attention Deficit Hyperactive Disorder (ADHD) children ( N = 26) with a learning disability (LD) and without (NLD) were compared on measures of information processing using the Learning Efficiency Test (LET). Method of presentation (visual vs. auditory), order of recall (ordered vs. nonordered), and memory processes (immediate, short‐term, and long‐term) were assessed. While both groups showed more difficulty with short‐term and long‐term memory processes than with immediate memory processes, the ADHD‐LD subjects demonstrated more difficulty processing information effectively. Ordered recall was significantly more difficult for both short‐term and long‐term memory processes than was unordered recall. While both groups demonstrated difficulty with auditory ordered recall under short‐term and long‐term conditions, the ADHD‐LD subjects lost the most information under auditory conditions.