Isolating Metamemory Deficits in the Self-Regulated Learning of Adults With ADHD

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Arthur D. Anastopoulos, Professor and Director of ADHD Clinic (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: ADHD in adulthood is associated with chronic academic impairments and problems with strategic memory encoding on standardized memory assessments, but little is known about self-regulated learning that might guide intervention. Objective: Examine the contribution of metamemory judgment accuracy and use of learning strategies to self-regulated learning in adults with ADHD, focusing on the use of self-testing. Method: A total of 34 adults with ADHD and 34 matched controls predicted their memory performance and regulated their learning of paired associates. Results: Adults with ADHD were as accurate as controls at predicting memory performance, despite remembering fewer words. By observation and self-report, they were less likely to use self-testing to learn the pairs. Conclusion: Across groups, self-testing was associated with significantly better recall and largely accounted for differences between diagnostic groups. Adults with ADHD often failed to employ a strategy that was associated with improved memory, identifying an intervention target that may improve self-regulated learning.

Additional Information

Journal of Attention Disorders, 16(8), 650-660
Language: English
Date: 2012
self-regulated learning, memory, metamemory, metacognition, monitoring judgments, strategies, adult ADHD

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