Degree Name
Master of Science
Graduate Program
Psychology
Advisor
Kibby, Michelle Y.
Abstract
The contributions of working memory to structural language have been well studied in the general population. Additionally, many studies have examined working memory in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Although children with ADHD often present with difficulties in structural language, few studies have examined the relationship between the three areas: ADHD, structural language and working memory. Hence, the present review will examine the literature on the relationship between working memory and structural language within the context of ADHD and the accompanying symptom dimensions, thereby attempting to address this dearth in the literature. A greater understanding of this relationship may contribute to a more holistic understanding of language profiles in ADHD and inform future studies. It also may inform and facilitate the development of specialized interventions targeting structural language deficits by encouraging the field to consider working memory in its intervention work.