Working Memory Weaknesses in Students With ADHD: Implications for Instruction

被引：16

作者：

Martinussen, Rhonda ^{[1
]}

Major, Ashley ^{[2
]}

机构：

[1] Univ Toronto, Inst Child Study, Toronto, ON M5S 1V6, Canada

[2] Univ Toronto, Dept Human Dev & Appl Psychol, Toronto, ON M5S 1V6, Canada

来源：

THEORY INTO PRACTICE | 2011年 / 50卷 / 01期

关键词：

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; DEFICIT HYPERACTIVITY DISORDER; REGULATED STRATEGY-DEVELOPMENT; EXECUTIVE FUNCTIONS; CHILDREN; COMPREHENSION; ADOLESCENTS; PERFORMANCE; BEHAVIOR; SKILLS;

D O I：

10.1080/00405841.2011.534943

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Students with attention deficit hyperactivity disorder (ADHD) are at risk for academic underachievement. Children and youth with ADHD have been found to exhibit impairments on neuropsychological measures of executive functions, including working memory. Working memory is important to attentional control and learning. This article defines working memory, describes its importance to scholastic functioning, and highlights recent studies examining working memory functioning in students with ADHD. Finally, the authors discuss how educators can address working memory weaknesses in the classroom.

引用

页码：68 / 75

页数：8

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