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Cited by 273Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyLanguage Development and Disorders

The DOI matches its Crossref record; 58 of the 61 references it cites were found in a registry or an index.

Listening Comprehension and Working Memory Are Impaired in Attention-Deficit Hyperactivity Disorder Irrespective of Language Impairment

McInnes, Alison, Humphries, Tom, Hogg-Johnson, Sheilah, Tannock, Rosemary·2003·Journal of Abnormal Child Psychology
DOI 10.1023/a:1023895602957
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Abstract

This study investigated listening comprehension and working memory abilities in children with attention-deficit hyperactivity disorder (ADHD), presenting with and without language impairments (LI). A 4-group design classified a community sample (n = 77) of boys aged 9-12 into ADHD, ADHD + LI, LI, and Normal groups. Children completed tests of basic language and cognitive skills, verbal and spatial working memory, and passage-level listening comprehension. Multivariate analyses and post hoc comparisons indicated that ADHD children who did not have co-occurring LI comprehended factual information from spoken passages as well as normal children, but were poorer at comprehending inferences and monitoring comprehension of instructions. ADHD children did not differ from normal children in verbal span, but showed significantly poorer verbal working memory, spatial span, and spatial working memory. The ADHD + LI and LI groups were most impaired in listening comprehension and working memory performance, but did not differ from each other. Listening comprehension skills were significantly correlated with both verbal and spatial working memory, and parent-teacher ratings of inattention and hyperactivity/impulsivity. Findings that children with ADHD but no LI showed subtle higher-level listening comprehension deficits have implications for both current diagnostic practices and conceptualizations of ADHD.

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Research works printed but not linked: 10

  1. Adams, W., & Sheslow, D. (1990). Wide range assessment of memory and llearning. Wilmington, Delaware: Wide Rang.
  2. Chall, J. (1995). Dale Chall Readability—Revisited. The Dale Chall Readability Formula. New York: Brookline Books.
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  8. Wechsler, D. (1991). The Wechsler Intelligence Scale for Children—Third edition, San Antonio, TX: The Psychological Corporation.
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Metadata

Authors
McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R.
Affiliations
Hospital for Sick Children (CA)
Corresponding author
Tannock, Rosemary
ORCID
McInnes, Alison
Venue
Journal of Abnormal Child Psychology
Publisher
Springer Science and Business Media LLC
Published
2003-08
Volume
31
Issue
4
Pages
427-443
ISSN
  • 0091-0627 (ISSN-L)
  • 1573-2835
DOI
10.1023/a:1023895602957
OpenAlex
W2158227210
Cited by
273
References
61
Citations by year
2026: 6 · 2025: 3 · 2024: 11 · 2023: 4 · 2022: 2 · 2021: 8 · 2020: 17 · 2019: 6 · 2018: 19 · 2017: 15 · 2016: 10 · 2015: 20 · 2014: 22 · 2013: 16 · 2012: 21
FWCI
6.92
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Research on Child and Adolescent Psychopathology (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • Hospital for Sick Children
  • Medical Research Council Canada
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Keywords
attention deficit hyperactivity disorder, language impairment, listening comprehension, working memory, verbal working memory, spatial working memory, children, inference, inattention, hyperactivity/impulsivity
MeSH terms
Attention Deficit Disorder with Hyperactivity, Child, Humans, Language Disorders, Male, Memory Disorders, Perceptual Disorders, Severity of Illness Index, Speech Perception, Diagnostic and Statistical Manual of Mental Disorders

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