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Journals / Psikoloji Çalışmaları / 2012 / Cilt: 32 Sayı: 1

An Investigation into Spatial Memory of ADHD Children by Using an A-B A-C Paradigm

Dikkat Eksikliği ve Hiperaktivite Bozukluğunda Mekansal Belleğin A-B A-C Paradigması ile Araştırılması

Deniz Atalay-ata
Sevtap Cinan
Reyhan Saydam
Behiye Alyanak
Pages
31–42
Publication Date
2012-12-24
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This sug¬ gests that spatial memory abilities of children with ADHD may be improved with the use of appropriate learning strategies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study aimed to examine priori- ty effect on object-location memory in children with ADHD, in comparison to children without ADHD, by using an A-B A-C paradigm.
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Key Findings & Data:The children learned positions of 14 different objects (7 B- and 7 C-objects) around 7 referent objects (A-objects) in two successive presentations (first Bs followed by Cs) and then they were given A object positions and asked to recall positions of B and C.
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Conclusion & Impact:This sug¬ gests that spatial memory abilities of children with ADHD may be improved with the use of appropriate learning strategies.
🔬Design:Makale
📍Scope:Comprehensive Sample
⚙️Variables:Mekânsal bellek · dikkat eksikliği ve hiperaktivite bozukluğu · eşlemeli-çağrışımsal öğrenme

Abstract

The present study aimed to examine priori- ty effect on object-location memory in children with ADHD, in comparison to children without ADHD, by using an A-B A-C paradigm. An A-B A-C paired position learning task was administered to both ADHD and non-ADHD children. The children learned positions of 14 different objects (7 B- and 7 C-objects) around 7 referent objects (A-objects) in two successive presentations (first Bs followed by Cs) and then they were given A object positions and asked to recall positions of B and C. The results revealed a significant priority effect on object location memory of the ADHD group, similar to that of the control group. B positions were recalled better than C positions by both groups. The number of B objects correctly recalled did not differ significantly between the two groups. On the other hand, the difference in recall of C objects approached, but did not reach, the significance level. According to the mediational theory, priority effect is a result of a learning strategy that involves retainment of B during A-C learning, therefore the effect observed in performances of the ADHD and non-ADHD children indicated that both groups used the strategy. This sug¬ gests that spatial memory abilities of children with ADHD may be improved with the use of appropriate learning strategies.

Özet

Bu çalışmada, A-B A-C paradigması kullanılarak

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Cite This Article

Atalay-ata, D., Cinan, S., Saydam, R., Alyanak, B. (2012). An Investigation into Spatial Memory of ADHD Children by Using an A-B A-C Paradigm. Psikoloji Çalışmaları, Cilt: 32 Sayı: 1, 31–42. https://ajindex.com/articles/1114659

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