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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 childrenwith ADHD may be improved with the use ofappropriate learning strategies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study aimed to examine priori-ty effect on object-location memory in childrenwith ADHD, in comparison to children withoutADHD, by using an A-B A-C paradigm.
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Key Findings & Data:The children learned positions of14 different objects (7 B- and 7 C-objects)around 7 referent objects (A-objects) in twosuccessive presentations (first Bs followed byCs) and then they were given A object positionsand asked to recall positions of B and C.
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Conclusion & Impact:This sug¬gests that spatial memory abilities of childrenwith ADHD may be improved with the use ofappropriate learning strategies.
🔬Design:Research Article
📍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 childrenwith ADHD, in comparison to children withoutADHD, by using an A-B A-C paradigm. AnA-B A-C paired position learning task wasadministered to both ADHD and non-ADHDchildren. The children learned positions of14 different objects (7 B- and 7 C-objects)around 7 referent objects (A-objects) in twosuccessive presentations (first Bs followed byCs) and then they were given A object positionsand asked to recall positions of B and C. Theresults revealed a significant priority effect onobject location memory of the ADHD group,similar to that of the control group. B positionswere recalled better than C positions by bothgroups. The number of B objects correctlyrecalled did not differ significantly between thetwo groups. On the other hand, the differencein recall of C objects approached, but didnot reach, the significance level. Accordingto the mediational theory, priority effect isa result of a learning strategy that involvesretainment of B during A-C learning, thereforethe effect observed in performances of theADHD and non-ADHD children indicatedthat both groups used the strategy. This sug¬gests that spatial memory abilities of childrenwith ADHD may be improved with the use ofappropriate 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/48922

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