Auditory and visual working memory functioning in college students with attention-deficit/hyperactivity disorder and/or learning disabilities

Abstract

Objective: We investigated the auditory and visual working memory functioning in college students with attention-deficit/hyperactivity disorder, learning disabilities, and clinical controls. We examined the role attention-deficit/hyperactivity disorder subtype status played in working memory functioning. The unique influence that both domains of working memory have on reading and math abilities was investigated. Method: A sample of 268 individuals seeking postsecondary education comprise four groups of the present study: 110 had an attentiondeficit/ hyperactivity disorder diagnosis only, 72 had a learning disability diagnosis only, 35 had comorbid attention-deficit/hyperactivity disorder and learning disability diagnoses, and 60 individuals without either of these disorders comprise a clinical control group. Participants underwent a comprehensive neuropsychological evaluation, and licensed psychologists employed a multi-informant, multi-method approach in obtaining diagnoses. Results: In the attention-deficit/hyperactivity disorder only group, there was no difference between auditory and visual working memory functioning, t(100) =-1.57, p = .12. In the learning disability group, however, auditory working memory functioning was significantly weaker compared with visual working memory, t(71) =-6.19, p