Analyzing Working Memory and Inhibitory Control Deficits in College Students With and Without Attention-deficit/ Hyperactivity Disorder
Location
Statesboro Campus (Room 2052)
Document Type and Release Option
Thesis Presentation (Open Access)
Faculty Mentor
Professor Marie Graf
Faculty Mentor Email
annennis@georgiasouthern.edu
Presentation Year
2022
Start Date
16-11-2022 7:05 PM
End Date
16-11-2022 8:05 PM
Description
Attention-Deficit Hyperactivity Disorder (ADHD) is a disorder that affects approximately 3%-6% of adults. However, that number includes college students who require working memory and inhibitory control to be successful. (Green & Rabiner, 2012) The present study investigated deficits in executive function, specifically working memory and inhibitory control, in college students who are diagnosed with Attention-Deficit/Hyperactivity Disorder relative to their classmates who are not diagnosed with ADHD. The purpose of this research is to contribute to the limited knowledge about college students with ADHD, precisely their challenges with inhibitory control and working memory, in comparison to their classmates who do not live with this mental health diagnosis. A better understanding of the certain functional deficits that accompany ADHD, and the college student population, may inform augmentation of interventions to increase academic performance and promote a positive college outcome for this population. (Woltering, 2013) Knowledge brings about awareness, awareness brings about empathy, and empathy will allow for students who struggle relative to their college classmates to be heard. In order to investigate these deficits, the ADEXI scale will be implemented. This scale has shown to be a reliable instrument in distinguishing between adults with ADHD relative to nonADHD controls while specifically investigating deficits in working memory and inhibitory control. (Holst & Thorell, 2018, Sjöwall, 2019, Thorell & Nyberg, 2008) In consideration of current research, an expected hypothesis is that college students diagnosed with ADHD will score higher on the self-reported ADEXI scale relative to the comparison group, illustrating a relationship between executive dysfunction and college students with ADHD.
Academic Unit
Waters College of Health Professions
Analyzing Working Memory and Inhibitory Control Deficits in College Students With and Without Attention-deficit/ Hyperactivity Disorder
Statesboro Campus (Room 2052)
Attention-Deficit Hyperactivity Disorder (ADHD) is a disorder that affects approximately 3%-6% of adults. However, that number includes college students who require working memory and inhibitory control to be successful. (Green & Rabiner, 2012) The present study investigated deficits in executive function, specifically working memory and inhibitory control, in college students who are diagnosed with Attention-Deficit/Hyperactivity Disorder relative to their classmates who are not diagnosed with ADHD. The purpose of this research is to contribute to the limited knowledge about college students with ADHD, precisely their challenges with inhibitory control and working memory, in comparison to their classmates who do not live with this mental health diagnosis. A better understanding of the certain functional deficits that accompany ADHD, and the college student population, may inform augmentation of interventions to increase academic performance and promote a positive college outcome for this population. (Woltering, 2013) Knowledge brings about awareness, awareness brings about empathy, and empathy will allow for students who struggle relative to their college classmates to be heard. In order to investigate these deficits, the ADEXI scale will be implemented. This scale has shown to be a reliable instrument in distinguishing between adults with ADHD relative to nonADHD controls while specifically investigating deficits in working memory and inhibitory control. (Holst & Thorell, 2018, Sjöwall, 2019, Thorell & Nyberg, 2008) In consideration of current research, an expected hypothesis is that college students diagnosed with ADHD will score higher on the self-reported ADEXI scale relative to the comparison group, illustrating a relationship between executive dysfunction and college students with ADHD.
