Working Memory Deficits and Social Problems in Children with ADHD. Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. Journal of Abnormal Child Psychology, 39(6):805–817, August, 2011. ![Working Memory Deficits and Social Problems in Children with ADHD [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Social problems are a prevalent feature of ADHD and reflect a major source of functional impairment for these children. The current study examined the impact of working memory deficits on parent- and teacher-reported social problems in a sample of children with ADHD and typically developing boys (N = 39). Bootstrapped, bias-corrected mediation analyses revealed that the impact of working memory deficits on social problems is primarily indirect. That is, impaired social interactions in children with ADHD reflect, to a significant extent, the behavioral outcome of being unable to maintain a focus of attention on information within working memory while simultaneously dividing attention among multiple, on-going events and social cues occurring within the environment. Central executive deficits impacted social problems through both inattentive and impulsive-hyperactive symptoms, whereas the subsidiary phonological and visuospatial storage/rehearsal systems demonstrated a more limited yet distinct relationship with children’s social problems.
@article{kofler_working_2011,
title = {Working {Memory} {Deficits} and {Social} {Problems} in {Children} with {ADHD}},
volume = {39},
issn = {1573-2835},
url = {https://doi.org/10.1007/s10802-011-9492-8},
doi = {10.1007/s10802-011-9492-8},
abstract = {Social problems are a prevalent feature of ADHD and reflect a major source of functional impairment for these children. The current study examined the impact of working memory deficits on parent- and teacher-reported social problems in a sample of children with ADHD and typically developing boys (N = 39). Bootstrapped, bias-corrected mediation analyses revealed that the impact of working memory deficits on social problems is primarily indirect. That is, impaired social interactions in children with ADHD reflect, to a significant extent, the behavioral outcome of being unable to maintain a focus of attention on information within working memory while simultaneously dividing attention among multiple, on-going events and social cues occurring within the environment. Central executive deficits impacted social problems through both inattentive and impulsive-hyperactive symptoms, whereas the subsidiary phonological and visuospatial storage/rehearsal systems demonstrated a more limited yet distinct relationship with children’s social problems.},
language = {en},
number = {6},
urldate = {2021-04-05},
journal = {Journal of Abnormal Child Psychology},
author = {Kofler, Michael J. and Rapport, Mark D. and Bolden, Jennifer and Sarver, Dustin E. and Raiker, Joseph S. and Alderson, R. Matt},
month = aug,
year = {2011},
pages = {805--817},
}
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