You are here

Are Episodic Buffer Processes Intact in ADHD?

Title: Are Episodic Buffer Processes Intact in ADHD? : Experimental Evidence and Linkage with Hyperactive Behavior.
Name(s): Kofler, Michael J., author
Spiegel, Jamie A., author
Austin, Kristin E., author
Sarver, Dustin E., author
Soto, Elia F., author
Irwin, Lauren N, author
Type of Resource: text
Genre: Text
Journal Article
Date Issued: 2017-09-27
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Objective: Social problems are a key area of functional impairment for children with ADHD, and converging evidence points to executive dysfunction as a potential mechanism underlying ADHD-related social dysfunction. The evidence is mixed, however, with regard to which neurocognitive abilities account for these relations. Method: A well-characterized group of 117 children ages 8-13 (M=10.45, SD=1.53; 43 girls; 69.5% Caucasian/Non-Hispanic) with ADHD (n=77) and without ADHD (n=40) were administered multiple, counterbalanced tests of neurocognitive functioning and assessed for social skills via multi-informant reports. Results: Bayesian linear regressions revealed strong support for working memory and cross-informant interfering behaviors (inattention, hyperactivity/impulsivity) as predictors of parent- and teacher-reported social problems. Working memory was also implicated in social skills acquisition deficits, performance deficits, and strengths based on parent and/or teacher report; inattention and/or hyperactivity showed strong correspondence with cross-informant social problems in all models. There was no evidence for, and in most models strong evidence against, effects of inhibitory control and processing speed. The ADHD group was impaired relative to the non-ADHD group on social skills (d=0.82-0.88), visuospatial working memory (d=0.89), and phonological working memory (d=0.58). In contrast, the Bayesian ANOVAs indicated that the ADHD and Non-ADHD groups were equivalent on processing speed, IQ, age, gender, and SES. There was no support for or against group differences in inhibition. Conclusions: These findings confirm that ADHD is associated with impaired social performance, and implicate working memory and core ADHD symptoms in the acquisition and performance of socially-skilled behavior.
Identifier: FSU_libsubv1_scholarship_submission_1507141126_8cab5e22 (IID), 10.1007/s10802-017-0346-x (DOI)
Keywords: ADHD, Working memory, Episodic buffer, Phonological, Visuospatial, Actigraph
Publication Note: The original published version can be found at
Preferred Citation: Kofler, M.J., Spiegel, J., Austin, K. et al. J Abnorm Child Psychol (2017).
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Journal of Abnormal Child Psychology.

Choose the citation style.
Kofler, M. J., Spiegel, J. A., Austin, K. E., Sarver, D. E., Soto, E. F., & Irwin, L. N. (2017). Are Episodic Buffer Processes Intact in ADHD? : Experimental Evidence and Linkage with Hyperactive Behavior. Journal Of Abnormal Child Psychology. Retrieved from