Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder

Detalhes bibliográficos
Autor(a) principal: Zuanetti,Patrícia Aparecida
Data de Publicação: 2018
Outros Autores: Lugli,Marília Buzzo, Fernandes,Ângela Cristina Pontes, Soares,Mônica da Silva Trabuco, Silva,Kelly da, Fukuda,Marisa Tomoe Hebihara
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista CEFAC (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462018000600692
Resumo: ABSTRACT Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.
id CEFAC-1_8611f2cff357378336495a6ea73acaed
oai_identifier_str oai:scielo:S1516-18462018000600692
network_acronym_str CEFAC-1
network_name_str Revista CEFAC (Online)
repository_id_str
spelling Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorderMemoryLearningComprehensionAnxiety DisordersAttention Deficit Disorder with HyperactivityChild LanguageABSTRACT Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.ABRAMO Associação Brasileira de Motricidade Orofacial2018-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462018000600692Revista CEFAC v.20 n.6 2018reponame:Revista CEFAC (Online)instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC)instacron:CEFAC10.1590/1982-0216201820614218info:eu-repo/semantics/openAccessZuanetti,Patrícia AparecidaLugli,Marília BuzzoFernandes,Ângela Cristina PontesSoares,Mônica da Silva TrabucoSilva,Kelly daFukuda,Marisa Tomoe Hebiharaeng2018-11-26T00:00:00Zoai:scielo:S1516-18462018000600692Revistahttp://www.revistacefac.com.br/https://old.scielo.br/oai/scielo-oai.php||revistacefac@cefac.br1982-02161516-1846opendoar:2018-11-26T00:00Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC)false
dc.title.none.fl_str_mv Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
title Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
spellingShingle Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
Zuanetti,Patrícia Aparecida
Memory
Learning
Comprehension
Anxiety Disorders
Attention Deficit Disorder with Hyperactivity
Child Language
title_short Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
title_full Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
title_fullStr Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
title_full_unstemmed Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
title_sort Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder
author Zuanetti,Patrícia Aparecida
author_facet Zuanetti,Patrícia Aparecida
Lugli,Marília Buzzo
Fernandes,Ângela Cristina Pontes
Soares,Mônica da Silva Trabuco
Silva,Kelly da
Fukuda,Marisa Tomoe Hebihara
author_role author
author2 Lugli,Marília Buzzo
Fernandes,Ângela Cristina Pontes
Soares,Mônica da Silva Trabuco
Silva,Kelly da
Fukuda,Marisa Tomoe Hebihara
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Zuanetti,Patrícia Aparecida
Lugli,Marília Buzzo
Fernandes,Ângela Cristina Pontes
Soares,Mônica da Silva Trabuco
Silva,Kelly da
Fukuda,Marisa Tomoe Hebihara
dc.subject.por.fl_str_mv Memory
Learning
Comprehension
Anxiety Disorders
Attention Deficit Disorder with Hyperactivity
Child Language
topic Memory
Learning
Comprehension
Anxiety Disorders
Attention Deficit Disorder with Hyperactivity
Child Language
description ABSTRACT Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462018000600692
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462018000600692
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1982-0216201820614218
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv ABRAMO Associação Brasileira de Motricidade Orofacial
publisher.none.fl_str_mv ABRAMO Associação Brasileira de Motricidade Orofacial
dc.source.none.fl_str_mv Revista CEFAC v.20 n.6 2018
reponame:Revista CEFAC (Online)
instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
instacron:CEFAC
instname_str Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
instacron_str CEFAC
institution CEFAC
reponame_str Revista CEFAC (Online)
collection Revista CEFAC (Online)
repository.name.fl_str_mv Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
repository.mail.fl_str_mv ||revistacefac@cefac.br
_version_ 1754122581808513024

Registros relacionados