Adult ADHD
Visual Abstract
Contribution of organizational strategy to verbal learning and memory in adults with attention-deficit/hyperactivity disorder
How ADHD affects working memory and verbal learning
Robert M Roth, Heather A Wishart, Laura A Flashman, Henry J Riordan, Leighton Huey, Andrew J Saykin
Summarized by:
April 22, 2023
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What they studied
Researchers examined the link between verbal learning, working memory, and ADHD. In particular, they wanted more information on what might cause this link.
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What they found
Those with ADHD have more trouble with working memory and verbal learning. This might be caused by anxiety rather than challenges with organizing thoughts.
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What this means
These results change our understanding of how ADHD affects learning. It also suggests that working on anxiety may be worthwhile, in addition to ADHD treatment, for those who suffer from anxiety.
How ADHD affects working memory and verbal learning
Background and methods
ADHD has been linked with difficulties in certain forms of thinking. For example, individuals with ADHD have been shown to have more problems with working memory and verbal learning.
Some experts have theorized that this may be because of difficulties with organizing concepts.
When we face challenges, it can be helpful to sit back and organize our thoughts to get a clear picture of what we’re working with.
This type of thinking is associated with executive function, which those with ADHD can struggle with.
The authors of this study wanted to test this theory and get a better idea of what might be causing difficulties with working memory in those with ADHD.
They ran a small study comparing adults with ADHD and adults without ADHD to see whether there were differences in memory, learning, anxiety, and semantic organization.
Study Quote
Statistical mediation modeling was used to test the hypothesis that poor use of a semantic organizational strategy contributes to verbal learning and memory deficits in adults with attention-deficit/hyperactivity disorder (ADHD).
Results
As expected, researchers found that adults with ADHD had more difficulty with verbal learning, working memory, and sustaining attention.
These are known effects of ADHD, that have been found in previous studies.
Researchers wanted to see what factors might be linked to these deficits. Are difficulties with working memory and verbal learning truly caused by a lack of organization?
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Consistent with previous investigations (Seidman et al., 1998), our sample of adults with ADHD demonstrated poorer verbal learning and memory, as well as less use of a semantic organization strategy during learning, than healthy controls.
Seidman et al., 1998
As expected, those with ADHD used fewer organizational strategies while dealing with the cognitive challenges in the study. But, this wasn’t linked to performance with working memory and verbal learning.
It turns out the only factor studied that was significantly linked to the deficits was situational anxiety.
According to the data in the study, one significant reason those with ADHD have difficulty with working memory and verbal learning is anxiety during the test.
Participants with more anxiety during the test had more difficulties with verbal learning and working memory.
ADHD: Mediating factors for verbal learning and working memory
Study Quote
Comparison of 28 adults with ADHD and 34 healthy controls revealed lower performance by the ADHD group on tests of verbal learning and memory, sustained attention, and use of semantic organization during encoding. Mediation modeling indicated that state anxiety, but not semantic organiza...
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Conclusions
Given that people with ADHD tend to have difficulty organizing their thoughts and lives, the theory that semantic organization contributes to verbal learning and memory is a reasonable hypothesis.
However, based on the data, that may not be the whole story. While those with ADHD use fewer organization strategies when dealing with complex challenges, this is not linked with verbal learning and memory performance.
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We extended previous findings by showing that differences between adults with
ADHD and healthy controls in verbal learning and recall are mediated by situational (state) anxiety but not semantic organization, sustained attention, or depression...Thus, the present findings do not support the hypothesis that memory dysfunction in ADHD is accounted for by executive dysfunction
These findings also suggest that difficulties with executive function, an essential aspect of ADHD, might not cause ADHD memory dysfunction.
Study Quote
The pattern of findings suggests that decreased verbal learning and memory in adult ADHD is due in part to situational anxiety and not to poor use of organizational strategies during encoding.
These findings are consistent with other studies showing that children with ADHD and anxiety disorders have more difficulty with their working memory and attention.
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Children with ADHD and anxiety do better on stop signal paradigms that measure response inhibition (Brown, 2000, p. 141). On the other hand, working memory tasks and serial addition tasks are particularly challenging for patients with comorbid ADHD and anxiety (Brown, 2000, p. 141).
Brown, 2000
This information is potentially helpful for those with ADHD struggling with schoolwork. These data suggest that working on our anxiety might be a useful strategy for improving school performance, in addition to treating ADHD.