Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

  1. Ana Gallego-Martínez
  2. Julia García-Sevilla
  3. Javier Fenollar-Cortés
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2018

Volumen: 34

Número: 1

Páginas: 16-22

Tipo: Artículo

DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Anales de psicología

Resumen

Introducción: Recientemente se ha incrementado el interés en el estudio de los déficits neuropsicológicos que subyacen al TDAH. Entre ellos, destaca la Memoria de Trabajo (MT) en sus dimensiones visoespacial y fonológica. El objetivo del presente estudio fue explorar las diferencias de rendimiento en memoria a corto plazo y memoria de trabajo visoespacial y fonológica entre un grupo control y un grupo clínico, teniendo en cuenta la heterogeneidad clínica del trastorno. Método: Se formó un grupo clínico de 76 niños con un diagnóstico previo de TDAH, divididos según su subtipo clínico: TDAH predominantemente inatento (n = 26, edad M = 10,9, SD = 1,8; 66% varones), y TDAH combinado (n = 50, edad M = 10.8, DT = 1.9; 61.5% varones). Además, se formó un grupo control conformado por niños sin diagnóstico TDAH (n = 40, edad M = 10.2, SD = 1.9; 57.5% varones). A todo ellos se les administró un batería de pruebas para medir la memoria a corto plazo y la memoria de trabajo, tanto visoespacial como fonológica. Resultados: El grupo TDAH obtuvo un peor rendimiento en las tareas de Memoria de Trabajo visoespacial (Tarea Corsi) y fonológica (“Letras y Números” de WISC). Este peor rendimiento se mantuvo también para los subtipos clínicos. No se halló relación entre las dimensiones del TDAH y el rendimiento en las tareas neuropsicológicas empleadas. Discusión: Este estudio aporta evidencia empírica a la hipótesis que sugiere que los niños con TDAH presentan un menor rendimiento en tareas que implican la memoria de Trabajo, tanto respecto a la memoria de trabajo fonológica como visoespacial. Además, los resultados de este estudio sugieren que no existiría una relación entre las dimensiones principales del TDAH y el rendimiento en las tareas de memoria de trabajo.

Referencias bibliográficas

  • Alderson, R. M., Hudec, K. L., Patros, C. H., & Kasper, L. J. (2013a). Working memory deficits in adults with attention-deficit/hyperactivity disorder (ADHD): An examination of central executive and storage/rehearsal processes. Journal of abnormal psychology, 122(2), 532. DOI:10.1037/a0031742
  • Alderson, R. M., Kasper, L. J., Hudec, K. L., & Patros, C. H. (2013b). Attention-deficit/hyperactivity disorder (ADHD) and working memory in adults: a meta-analytic review. Neuropsychology, 27(3), 287. DOI:10.1037/a0032371
  • Baddeley, A. (1992). Working memory. Science, 255(5044), 556. DOI:10.1126/science.1736359
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of learning and motivation, 8, 47-89.
  • Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121(1), 65. DOI:10.1037/0033-2909.121.1.65
  • Barkley, R. A. & Murphy, K. R. (2010). Impairment in occupational functioning and adult ADHD: The predictive utility of executive function (EF) ratings versus EF tests. Archives of Clinical Neuropsychology, 25, 157-173. DOI: 10.1093/arclin/acq014
  • Belsley, D. A., Kuh, E, & Welsch, R. E. (1980). Regression Diagnostics: Identifying Influential Data and Sources of Collinearity. New York: John Wiley and Sons.
  • Bolden, J., Rapport, M. D., Raiker, J. S., Sarver, D. E., & Kofler, M. J. (2012). Understanding phonological memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): dissociation of short-term storage and articulatory rehearsal processes. Journal of abnormal child psychology, 40(6), 999-1011. DOI:10.1007/s10802-012-9619-6
  • Brocki, K. C., Randall, K. D., Bohlin, G., & Kerns, K. A. (2008). Working memory in school-aged children with attention-deficit/hyperactivity disorder combined type: Are deficits modality specific and are they independent of impaired inhibitory control? Journal of Clinical and Experimental Neuropsychology, 30(7), 749-759. DOI:10.1080/13803390701754720
  • Burgess, G. C., Depue, B. E., Ruzic, L., Willcutt, E. G., Du, Y. P., & Banich, M. T. (2010). Attentional control activation relates to working memory in attention-deficit/hyperactivity disorder. Biological psychiatry, 67(7), 632-640. DOI:10.1016/j.biopsych.2009.10.036
  • Castellanos, F. X., & Tannock, R. (2002). Neuroscience of attention-deficit/hyperactivity disorder: the search for endophenotypes. Nature Reviews Neuroscience, 3(8), 617-628. DOI:10.1038/nrn896
  • Chhabildas, N., Pennington, B. F., & Willcutt, E. G. (2001). A comparison of the neuropsychological profiles of the DSM-IV subtypes of ADHD. Journal of abnormal child psychology, 29(6), 529-540. DOI: 0091-0627/01/1200-0529$19.50/0.
  • Coghill, D. R., Seth, S., & Matthews, K. (2014). A comprehensive assessment of memory, delay aversion, timing, inhibition, decision making and variability in attention deficit hyperactivity disorder: advancing beyond the three-pathway models. Psychological medicine, 44(09), 1989-2001. DOI:10.1017/S0033291713002547
  • Corsi, P. M. (1973). Human memory and the medial temporal region of the brain (Doctoral dissertation, ProQuest Information & Learning).
  • Diamond, A. (2005). Attention-deficit disorder (attention-deficit/hyperactivity disorder without hyperactivity): a neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with hyperactivity). Development and psychopathology, 17(03), 807-825. DOI:10.1017/S0954579405050388
  • Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. (2013). What part of working memory is not working in ADHD? Short-term memory, the central executive and effects of reinforcement. Journal of abnormal child psychology,41(6), 901-917. DOI:10.1007/s10802-013-9729-9
  • DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. ADHD Rating Scale-IV: checklists, norms, and clinical interpretation. New York: Guilford; 1998.
  • Faraone, S. V., Biederman, J., Weber, W., & Russell, R. L. (1998). Psychiatric, neuropsychological, and psychosocial features of DSM-IV subtypes of attention-deficit/hyperactivity disorder: results from a clinically referred sample. Journal of the American Academy of Child & Adolescent Psychiatry, 37(2), 185-193. DOI: http://dx.doi.org/10.1097/00004583-199802000-00011
  • Fenollar-Cortés, J., & Fuentes, L. J. (2016). The ADHD Concomitant Difficulties Scale (ADHD-CDS), a Brief Scale to Measure Comorbidity Associated to ADHD. Frontiers in Psychology, 7, 871. DOI: 10.3389/fpsyg.2016.00871
  • Coolican, H. (2009). Research methods and statistics in psychology. London, United Kingdom: Hodder.
  • Gau, S. S. F., & Shang, C. Y. (2010). Executive functions as endophenotypes in ADHD: evidence from the Cambridge Neuropsychological Test Battery (CANTAB). Journal of Child Psychology and Psychiatry, 51(7), 838-849. DOI:10.1111/j.1469-7610.2010.02215.x
  • Guérard, K., & Tremblay, S. (2008). Revisiting evidence for modularity and functional equivalence across verbal and spatial domains in memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(3), 556. DOI:10.1037/0278-7393.34.3.556
  • Holmes, J., Gathercole, S. E., Place, M., Alloway, T. P., Elliott, J. G., & Hilton, K. A. (2010). The diagnostic utility of executive function assessments in the identification of ADHD in children. Child and Adolescent Mental Health,15(1), 37-43. DOI:10.1111/j.1475-3588.2009.00536.x
  • Kane, M. J., Brown, L. H., McVay, J. C., Silvia, P. J., Myin-Germeys, I., & Kwapil, T. R. (2007). For whom the mind wanders, and when an experience-sampling study of working memory and executive control in daily life. Psychological science, 18(7), 614-621. DOI: 10.1111/j.1467-9280.2007.01948.x
  • Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): a meta-analytic review. Clinical psychology review, 32(7), 605-617. DOI:10.1016/j.cpr.2012.07.001
  • Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2010). ADHD and working memory: the impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior. Journal of Abnormal Child Psychology, 38(2), 149-161. DOI:10.1007/s10802-009-9357-6
  • Martinussen, R., Hayden, J., Hogg-Johnson, S., & Tannock, R. (2005). A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 44(4), 377-384. DOI:10.1097/01.chi.0000153228.72591.73
  • Martinussen, R., & Tannock, R. (2006). Working memory impairments in children with attention-deficit hyperactivity disorder with and without comorbid language learning disorders. Journal of clinical and experimental neuropsychology, 28(7), 1073-1094. DOI:10.1080/13803390500205700
  • McInerney, R. J., Hrabok, M., & Kerns, K. A. (2005). The children’s size-ordering task: a new measure of nonverbal working memory. Journal of Clinical and Experimental Neuropsychology, 27(6), 735-745. DOI:10.1081/13803390490918633
  • McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R. (2003). Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment. Journal of abnormal child psychology, 31(4), 427-443. DOI:10.1023/A:1023895602957
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis.Cognitive psychology, 41(1), 49-100. DOI:10.1006/cogp.1999.0734
  • Nyman, A., Taskinen, T., Grönroos, M., Haataja, L., Lähdetie, J., & Korhonen, T. (2010). Elements of working memory as predictors of goal-setting skills in children with attention-deficit/hyperactivity disorder. Journal of learning disabilities, 43(6), 553-562. DOI:10.1177/0022219410375001
  • Passolunghi, M. C., & Mammarella, I. C. (2010). Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving.European Journal of Cognitive Psychology, 22(6), 944-963. DOI:10.1080/09541440903091127
  • Pickering, S. J., & Gathercole, S. E. (2004). Distinctive working memory profiles in children with special educational needs. Educational Psychology, 24(3), 393-408. DOI:10.1080/0144341042000211715
  • Raiker, J. S., Rapport, M. D., Kofler, M. J., & Sarver, D. E. (2012). Objectively-measured impulsivity and attention-deficit/hyperactivity disorder (ADHD): testing competing predictions from the working memory and behavioral inhibition models of ADHD. Journal of abnormal child psychology, 40(5), 699-713. DOI:10.1007/s10802-011-9607-2
  • Rapport, M. D., Alderson, R. M., Kofler, M. J., Sarver, D. E., Bolden, J., & Sims, V. (2008). Working memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): the contribution of central executive and subsystem processes. Journal of Abnormal Child Psychology, 36(6), 825-837. DOI:10.1007/s10802-008-9215-y
  • Richardson, J. T. (2007). Measures of short-term memory: a historical review. Cortex, 43(5), 635-650. DOI:10.1016/S0010-9452(08)70493-3
  • Rommelse, N. N. J., Van der Stigchel, S., Witlox, J., Geldof, C., Deijen, J. B., Theeuwes, J., ... & Sergeant, J. A. (2008). Deficits in visuo-spatial working memory, inhibition and oculomotor control in boys with ADHD and their non-affected brothers. Journal of neural transmission, 115(2), 249-260. DOI:10.1007/s00702-007-0865-7
  • Schweitzer, J. B., Hanford, R. B., & Medoff, D. R. (2006). Working memory deficits in adults with ADHD: is there evidence for subtype differences?. Behavioral and Brain Functions, 2(1), 1. DOI:10.1186/1744-9081-2-43
  • Schoechlin, C., & Engel, R. R. (2005). Neuropsychological performance in adult attention-deficit hyperactivity disorder: Meta-analysis of empirical data. Archives of Clinical Neuropsychology, 20(6), 727-744. DOI:10.1016/j.acn.2005.04.005
  • Sergeant, J. A., Geurts, H., & Oosterlaan, J. (2002). How specific is a deficit of executive functioning for attention-deficit/hyperactivity disorder? Behavioural brain research, 130(1), 3-28. DOI:10.1016/S0166-4328(01)00430-2
  • Shimoni, M. A., Engel-Yeger, B., & Tirosh, E. (2012). Executive dysfunctions among boys with Attention Deficit Hyperactivity Disorder (ADHD): Performance-based test and parents report. Research in developmental disabilities, 33(3), 858-865. DOI:10.1016/j.ridd.2011.12.014
  • Sjöwall, D., Backman, A., & Thorell, L. B. (2015). Neuropsychological heterogeneity in preschool ADHD: Investigating the interplay between cognitive, affective and motivation-based forms of regulation. Journal of abnormal child psychology, 43(4), 669-680. DOI:10.1007/s10802-014-9942-1
  • Smith, E. E., & Jonides, J. (1999). Storage and executive processes in the frontal lobes. Science, 283(5408), 1657-1661. DOI:10.1126/science.283.5408.1657
  • Thorell, L. B. (2007). Do delay aversion and executive function deficits make distinct contributions to the functional impact of ADHD symptoms? A study of early academic skill deficits. Journal of Child Psychology and Psychiatry, 48(11), 1061-1070. DOI:10.1111/j.1469-7610.2007.01777.x
  • Tillman, C., Eninger, L., Forssman, L., & Bohlin, G. (2011). The relation between working memory components and ADHD symptoms from a developmental perspective. Developmental Neuropsychology, 36(2), 181-198. DOI:10.1080/87565641.2010.549981
  • van Ewijk, H., Heslenfeld, D. J., Luman, M., Rommelse, N. N., Hartman, C. A., Hoekstra, P., ... & Oosterlaan, J. (2014). Visuospatial working memory in ADHD patients, unaffected siblings, and healthy controls. Journal of Attention Disorders, 18(4), 369-378. DOI:10.1177/1087054713482582
  • Wåhlstedt, C., Thorell, L. B., & Bohlin, G. (2009). Heterogeneity in ADHD: neuropsychological pathways, comorbidity and symptom domains. Journal of abnormal child psychology, 37(4), 551-564. DOI:10.1007/s10802-008-9286-9
  • Wechsler, D. (2005). Escala de Inteligencia de Wechsler para niños. Cuarta Edición (WISC-IV). Madrid: TEA Ediciones.
  • Westerberg, H., Hirvikoski, T., Forssberg, H., & Klingberg, T. (2004). Visuo-spatial working memory span: a sensitive measure of cognitive deficits in children with ADHD. Child Neuropsychology, 10(3), 155-161. DOI:10.1080/09297040409609806
  • Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005a). Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review. Biological psychiatry, 57(11), 1336-1346. DOI:10.1016/j.biopsych.2005.02.006
  • Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., ... & Lahey, B. B. (2012). Validity of DSM-IV attention deficit/hyperactivity disorder symptom dimensions and subtypes. Journal of abnormal psychology, 121(4), 991-1010. DOI:10.1037/a0027347
  • Willcutt, E. G., Pennington, B. F., Olson, R. K., Chhabildas, N., & Hulslander, J. (2005b). Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: In search of the common deficit. Developmental neuropsychology, 27(1), 35-78.
Fuente de los datos: Dialnet