Diminished testing benefits in young adults with attention-deficit hyperactivity disorder

Dudukovic, Nicole M.; Gottshall, Jackie L.; Cavanaugh, Patricia A.; Moody, Christine T.

doi:10.1080/09658211.2014.977921

Cited by 12 publications

(21 citation statements)

References 60 publications

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“…When there was no corrective feedback in the practice phase, adults aged over 80 years, who showed impaired attention in psychometric tests, did not benefit from testing and even showed a better performance in the restudying than testing condition in the final test. This might show an important role of attention in the practice phase in producing the testing effect (see also Dudukovic et al, 2015, for similar findings in children with attention-deficit hyperactivity disorder). However, other studies directly manipulated the full vs. divided attention in young adults showed conflicting evidence.…”

Section: Introductionsupporting

confidence: 56%

Can the Testing Effect for General Knowledge Facts Be Influenced by Distraction due to Divided Attention or Experimentally Induced Anxious Mood?

et al. 2019

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Studies on testing effect have showed that a practice test on study materials leads to better performance in a final test than restudying the materials for the same amount of time. Two experiments were conducted to test how distraction, as triggered by divided attention or experimentally induced anxious mood in the practice phase, could modulate the benefit of testing (vs. restudying) on the learning of interesting and boring general knowledge facts. Two individual difference factors (trait test anxiety and working memory (WM) capacity) were measured. Under divided attention, participants restudied or recalled the missing information in visually presented general knowledge facts, while judging whether auditorily presented items were from a pre-specified category. To experimentally induce anxious mood, we instructed participants to view and interpret negative pictures with anxious music background before and during the practice phase. Immediate and two-day delayed tests were given. Regardless of item type (interesting or boring) or retention interval, the testing effect was not significantly affected by divided (vs. full) attention or anxious (vs. neutral) mood. These results remained unchanged after taking into account the influences of participants’ trait test anxiety and WM capacity. However, when analyses were restricted to the study materials that had been learnt in the divided attention condition while participants accurately responded to the concurrent distracting task, the testing effect was stronger in the divided attention condition than in the full attention condition. Contrary to previous studies (e.g., Tse and Pu, 2012 ), there was no WM capacity × trait test anxiety interaction in the overall testing effect. Theoretical and practical implications of these findings are discussed.

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Section: Introductionsupporting

confidence: 56%

Can the Testing Effect for General Knowledge Facts Be Influenced by Distraction due to Divided Attention or Experimentally Induced Anxious Mood?

et al. 2019

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“…Overall, this led the authors to conclude that the encoding effects of retrieval are reduced under DA, similar to other encoding processes (Dudukovic et al, 2009; see also Dudukovic, Gottshall, Cavanaugh, & Moody, 2015).…”

mentioning

confidence: 86%

The testing effect under divided attention: Educational application.

Buchin¹,

Mulligan²

2019

Journal of Experimental Psychology: Applied

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Taking a test enhances retention, often to a greater degree than restudying (i.e. the testing effect). Understanding how these encoding effects of retrieval differ from other forms of encoding is important when convincing educators of the benefits of testing. One potential difference relates to attention: Dividing attention disrupts memory encoding but typically has much less impact on retrieval. Less is known about the relative attentional demands of the encoding effects of retrieval. In three experiments, participants studied foreign language word pairs (Experiment's 1 and 2) or educational texts (Experiment 3), restudied or retrieved those materials under full attention (FA) or divided attention (DA), and then took a cuedrecall test. A testing effect was found under FA and DA and the level of DA disruption was similar for both learning conditions. Consequently, the encoding effects of retrieval and restudy appear to be similarly susceptible to distraction when learning complex educational information. iv

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“…Since we tested both STM and LTM in the same sample, individuals from our control group were probably able to profit from this retrieval effect and thus strengthened their memory of the word list. On the other hand, patients with ADHD again might have benefitted less from the additional memory test than typically developing participants, as a study with young adults with ADHD indicates that patients profit less from the testing effect than a healthy control group 107 .…”

Section: Exploration (Mansion) Exploration (Island) Immersion (Mansiomentioning

confidence: 99%

Exploration of a novel virtual environment improves memory consolidation in ADHD

Baumann

Birnbaum

Breitling-Ziegler

et al. 2020

Sci Rep

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Experimental evidence in rodents and humans suggests that long-term memory consolidation can be enhanced by the exploration of a novel environment presented during a vulnerable early phase of consolidation. This memory enhancing effect (behavioral tagging) is caused by dopaminergic and noradrenergic neuromodulation of hippocampal plasticity processes. In translation from animal to human research, we investigated whether behavioral tagging with novelty can be used to tackle memory problems observed in children and adolescents with attention-deficit/hyperactivity disorder (ADHD). 34 patients with ADHD and 34 typically developing participants (age 9–15 years) explored either a previously familiarized or a novel virtual environment 45 min after they had learned a list of 20 words. Participants took a free recall test both immediately after learning the word list and after 24 h. Patients who explored a familiar environment showed significantly impaired memory consolidation compared to typically developing peers. Exploration of a novel environment led to significantly better memory consolidation in children and adolescents with ADHD. However, we did not observe a beneficial effect of novel environment exploration in typically developing participants. Our data rather suggested that increased exploration of a novel environment as well as higher feelings of virtual immersion compromised memory performance in typically developing children and adolescents, which was not the case for patients with ADHD. We propose that behavioral tagging with novel virtual environments is a promising candidate to overcome ADHD related memory problems. Moreover, the discrepancy between children and adolescents with and without ADHD suggests that behavioral tagging might only be able to improve memory consolidation for weakly encoded information.

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Diminished testing benefits in young adults with attention-deficit hyperactivity disorder

Cited by 12 publications

References 60 publications

Can the Testing Effect for General Knowledge Facts Be Influenced by Distraction due to Divided Attention or Experimentally Induced Anxious Mood?

Can the Testing Effect for General Knowledge Facts Be Influenced by Distraction due to Divided Attention or Experimentally Induced Anxious Mood?

The testing effect under divided attention: Educational application.

Exploration of a novel virtual environment improves memory consolidation in ADHD

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