| Summary: | Objective: Education is becoming an area of particular importance, specifically in
developing countries, such as South Africa. Consequently, teachers are becoming
more cognisant of children at risk of developmental disorders such as ADHD. It has
been suggested that working memory (and short-term memory) is deficient in children
diagnosed with ADHD. Moreover, it has been noted that the inability to utilise the
working memory system (and short-term memory system) efficiently may be linked
to poor academic attainment. It has also been suggested that working memory and IQ
are strongly related. Owing to these assertions, this research focused on the
differences between short-term and working memory capacities of children with
ADHD and those without an ADHD diagnosis, over and above that which can be
explained by IQ. Moreover, this research looked at the differences in verbal and
visuo-spatial short-term and working memory between children diagnosed with
ADHD and those without ADHD, over and above that which can be explained by IQ.
Method: Ninety-two children ages 6 to 11 from several remedial and mainstream
schools were included in the study sample. Results: Findings suggested global shortterm
and working memory capacity deficits for children diagnosed with ADHD.
Moreover, verbal and visuo-spatial short-term and working memory impairments
were noted in those with ADHD. Lastly, it was suggested that spatial reasoning
deficits might account for the observed differences in IQ found between those with
and without an ADHD diagnosis. Conclusion: Working memory and short-term
memory appear to be impaired in children diagnosed with ADHD.
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