Isolating Metamemory Deficits in the Self-Regulated Learning of Adults With ADHD

Abstract

ADHD in adulthood is associated with chronic academic impairments and problems with strategic memory encoding on standardized memory assessments, but little is known about self-regulated learning that might guide intervention. Objective: Examine the contribution of metamemory judgment accuracy and use of learning strategies to self-regulated learning in adults with ADHD, focusing on the use of self-testing. Method: A total of 34 adults with ADHD and 34 matched controls predicted their memory performance and regulated their learning of paired associates. Results: Adults with ADHD were as accurate as controls at predicting memory performance, despite remembering fewer words. By observation and self-report, they were less likely to use self-testing to learn the pairs. Conclusion: Across groups, self-testing was associated with significantly better recall and largely accounted for differences between diagnostic groups. Adults with ADHD often failed to employ a strategy that was associated with improved memory, identifying an intervention target that may improve self-regulated learning.