Cognitive functioning of ADHD and non-ADHD boys on the WISC-III and WRAML: An analysis within a memory model

Abstract

This study examined differences in patterns of cognitive functioning, as assessed by the Wechsler Intelligence Scale for Children-Third Revision (WISC-III) and Wide Range Assessment of Memory and Learning (WRAML), in 20 boys with ADHD and 20 boys referred for other psychological problems. The two groups were comparable in age (6 to 13 years) and WISC-III Full-Scale IQ. The ADHD group showed significantly lower scores on the WISC-III Freedom from Distractibility Index and the WRAML General Memory Index, Learning Index, and Visual Memory Index. Patterns of index scores and subtest scores, interpreted with relation to Atkinson and Shiffrin's Store Model of Memory, indicated that ADHD children show special problems on tasks requiring attention and processing through initial stages of memory. However, once material gets beyond initial stages to the long-term store, ADHD children tend to retain and apply the information as well as other children.