Working Memory and Motor Activity: A Comparison Across Attention-Deficit/Hyperactivity Disorder, Generalized Anxiety Disorder, and Healthy Control Groups

2018 ◽  
Vol 49 (3) ◽  
pp. 419-434 ◽  
Author(s):  
Sarah E. Lea ◽  
R. Matt Alderson ◽  
Connor H.G. Patros ◽  
Stephanie J. Tarle ◽  
Elaine F. Arrington ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Anxiety Disorder ◽  
Motor Activity ◽  
Generalized Anxiety Disorder ◽  
Attention Deficit ◽  
Generalized Anxiety ◽  
Control Groups ◽  
Hyperactivity Disorder ◽  
Healthy Control

Treatment of Comorbid Adult Attention-deficit/Hyperactivity Disorder and Generalized Anxiety Disorder

2018 ◽  
Vol 24 (4) ◽  
pp. 292-298 ◽  
Author(s):  
FRANCESCO OLIVA ◽  
CLAUDIO CAREZANA ◽  
GABRIELE NIBBIO ◽  
STEFANO BRAMANTE ◽  
ALBERTO PORTIGLIATTI POMERI ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Anxiety Disorder ◽  
Generalized Anxiety Disorder ◽  
Attention Deficit ◽  
Generalized Anxiety ◽  
Hyperactivity Disorder

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

Revista CEFAC ◽  
2018 ◽  
Vol 20 (6) ◽  
pp. 692-702 ◽  
Author(s):  
Patrícia Aparecida Zuanetti ◽  
Marília Buzzo Lugli ◽  
Ângela Cristina Pontes Fernandes ◽  
Mônica da Silva Trabuco Soares ◽  
Kelly da Silva ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Anxiety Disorder ◽  
Episodic Memory ◽  
Attention Deficit ◽  
Memory Performance ◽  
Phonological Loop ◽  
Group Comparison ◽  
Children With Adhd ◽  
Hyperactivity Disorder

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.

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