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Listening Comprehension and Working Memory Are Impaired in Attention-Deficit Hyperactivity Disorder Irrespective of Language Impairment
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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“However, studies assessing verbal skills like listening comprehension, story retelling or semantic aspects of language, found that low performances on those verbal tasks of children with ADHD might be explained by general executive dysfunctions rather than an underlying deficit of linguistic functions in ADHD (McInnes et al. 2003; Purvis and Tannock 1997).”
From Measurement Invariance of the WISC-V across a Clinical Sample of Children and Adolescents with ADHD and a Matched Control Group (2024) · cites this paper as McInnes et al. 2003
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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
- Published
- 2003-08
- Volume
- 31
- Issue
- 4
- Pages
- 427-443
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- 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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