2016 Fiscal Year Final Research Report
Research on children with ADHD who have difficulty in spatial sequential memory
| Project/Area Number |
26380897
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Tokyo University of Social Welfare |
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Principal Investigator |
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Keywords | ADHD児 / 空間短期記憶 |
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| Outline of Final Research Achievements |
The ability to temporarily maintain spatial information (sequentially presented target locations and presented order) in children with ADHD is lower than the ability in typically developing children. In the present study, we investigated whether children with ADHD have difficulty either correctly encoding spatial targets as a result of inattention or maintaining the targets as a result of the deficit in storage function.
Results of this study indicate that the cause of low spatial memory in children with ADHD is a deficit in the storage function per se. Therefore, it is beneficial for children with ADHD to practice correctly and sufficiently writing down materials in learning at school, not to memorize them.
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| Free Research Field |
教育心理学
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