Publication: Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)
Authors
Gallego-Martínez, Ana ; García-Sevilla, Julia ; Fenollar-Cortés, Javier
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Introducción: Recientemente se ha incrementado el interés en el
estudio de los déficits neuropsicológicos que subyacen al TDAH. Entre
ellos, destaca la Memoria de Trabajo (MT) en sus dimensiones visoespacial
y fonológica. El objetivo del presente estudio fue explorar las diferencias de
rendimiento en memoria a corto plazo y memoria de trabajo visoespacial y
fonológica entre un grupo control y un grupo clínico, teniendo en cuenta la
heterogeneidad clínica del trastorno.
Método: Se formó un grupo clínico de 76 niños con un diagnóstico previo de
TDAH, divididos según su subtipo clínico: TDAH predominantemente
inatento (n = 26, edad M = 10,9, SD = 1,8; 66% varones), y TDAH combi-
nado (n = 50, edad M = 10.8, DT = 1.9; 61.5% varones). Además, se formó
un grupo control conformado por niños sin diagnóstico TDAH (n = 40,
edad M = 10.2, SD = 1.9; 57.5% varones). A todo ellos se les administró un
batería de pruebas para medir la memoria a corto plazo y la memoria de
trabajo, tanto visoespacial como fonológica.
Resultados: El grupo TDAH obtuvo un peor rendimiento en las tareas de
Memoria de Trabajo visoespacial (Tarea Corsi) y fonológica (“Letras y
Números” de WISC). Este peor rendimiento se mantuvo también para los
subtipos clínicos. No se halló relación entre las dimensiones del TDAH y el
rendimiento en las tareas neuropsicológicas empleadas.
Discusión: Este estudio aporta evidencia empírica a la hipótesis que sugiere
que los niños con TDAH presentan un menor rendimiento en tareas que
implican la memoria de Trabajo, tanto respecto a la memoria de trabajo fo-
nológica como visoespacial. Además, los resultados de este estudio sugieren
que no existiría una relación entre las dimensiones principales del TDAH y
el rendimiento en las tareas de memoria de trabajo.
Introduction: The interest in studying the neuropsychological defi- cits that lie behind ADHD, among which the Working Memory (WM) stands out in its visuospatial and phonological dimensions, has been on in- crease. The aim of the current study was to explore the performance differ- ences concerning the short-term memory and the visuospatial and phono- logical working memory among control and clinical groups acknowledging the clinical heterogeneity of the disorder. Method: A group of 76 children with a prior diagnosis of ADHD was divid- ed by the clinical subtype of the disorder: ADHD predominantly inatten- tive (n = 26, age M = 10,9, SD = 1,8; 66% male), and combined ADHD (n = 50, age M = 10.8, DT = 1.9; 61.5% male). Additionally, a control group of typically developing children was formed (n = 40, age M = 10.2, SD = 1.9; 57.5% male). Both groups completed a task battery to aimed to measure the short-term memory, as well as the visuospatial and phonological work- ing memory. Results: The ADHD group showed a decreased performance at visuospatial (Corsi Block Task), as well as phonological (WISC Letter-Number Se- quencing) working memory tasks. The decreased performance was con- sistent among the clinical subtypes. The dimensions of ADHD and the performance output in the neuropsychological tasks used in the study were not related. Discussion: This study offers empirical evidence to the hypothesis that sug- gests that children with ADHD show a poor performance than controls at Working Memory tasks, including both visuospatial and phonological WM. In addition, the results of the study suggested that there is no correlation between the dimensions of the ADHD and the performance output in the Working Memory tasks.
Introduction: The interest in studying the neuropsychological defi- cits that lie behind ADHD, among which the Working Memory (WM) stands out in its visuospatial and phonological dimensions, has been on in- crease. The aim of the current study was to explore the performance differ- ences concerning the short-term memory and the visuospatial and phono- logical working memory among control and clinical groups acknowledging the clinical heterogeneity of the disorder. Method: A group of 76 children with a prior diagnosis of ADHD was divid- ed by the clinical subtype of the disorder: ADHD predominantly inatten- tive (n = 26, age M = 10,9, SD = 1,8; 66% male), and combined ADHD (n = 50, age M = 10.8, DT = 1.9; 61.5% male). Additionally, a control group of typically developing children was formed (n = 40, age M = 10.2, SD = 1.9; 57.5% male). Both groups completed a task battery to aimed to measure the short-term memory, as well as the visuospatial and phonological work- ing memory. Results: The ADHD group showed a decreased performance at visuospatial (Corsi Block Task), as well as phonological (WISC Letter-Number Se- quencing) working memory tasks. The decreased performance was con- sistent among the clinical subtypes. The dimensions of ADHD and the performance output in the neuropsychological tasks used in the study were not related. Discussion: This study offers empirical evidence to the hypothesis that sug- gests that children with ADHD show a poor performance than controls at Working Memory tasks, including both visuospatial and phonological WM. In addition, the results of the study suggested that there is no correlation between the dimensions of the ADHD and the performance output in the Working Memory tasks.
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