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Paired-Associate Learning in Attention-Deficit/Hyperactivity Disorder as a Function of Hyperactivity-Impulsivity and Oppositional Defiant Disorder

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Abstract

A paired-associate learning (PAL) test was administered to 22 community volunteers without disruptive disorders and 197 children (7.5–13.5 years-old) presenting with the inattentive and combined subtypes of attention-deficit/hyperactivity disorder (ADHD) either in combination with or without oppositional defiant disorder (ODD). Participants were screened for learning disorders. In comparison to non-ADHD participants, children with ADHD achieved worse PAL and made errors rated as more acoustically and less semantically similar to the correct paired associates. These deficits were not related to hyperactivity–impulsivity or comorbid ODD. These results suggest that ADHD children are less competent at PAL and use less efficient learning strategies than their non-ADHD peers.

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Authors and Affiliations

  1. University of Rochester, USA

    H. Theresa Chang, Rafael Klorman & Joan T. Brumaghim

  2. Yale University, USA

    Sally E. Shaywitz, Karen E. Marchione, John M. Holahan & Bennett A. Shaywitz

  3. University of Texas-Houston, USA

    Jack M. Fletcher & Karla K. Stuebing

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  1. H. Theresa Chang
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  2. Rafael Klorman
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Chang, H.T., Klorman, R., Shaywitz, S.E. et al. Paired-Associate Learning in Attention-Deficit/Hyperactivity Disorder as a Function of Hyperactivity-Impulsivity and Oppositional Defiant Disorder. J Abnorm Child Psychol 27, 237–245 (1999). https://doi.org/10.1023/A:1021956507983

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