12/13/2023 0 Comments Digit span bad for kids with adhd![]() Topographic memory involves several cognitive processes and skills such as the ability to retain the spatial layout of an environment, to memorize and recognize complex visuo-spatial configurations, to find a shortcut between two locations, or to create an interconnected network among different paths ( 6– 8). ![]() Topographic memory is one component of spatial cognition that corresponds to the ability to reach various places in the environment, recognize spatial layouts, orient in familiar environments ( 2, 3), and to encode and maintain online sequences of environmental cues that are central during navigation ( 4, 5). Indeed spatial awareness and spatial relations allow children to locate objects and navigate successfully in their environment, while spatial language allows children to express specific needs and describe the world ( 1). This knowledge allows children to mentally and physically organize objects in their world. The visual and tactile world consists of objects situated in space, so it is essential from the first months of life to understand the characteristics of the surrounding area and object positions in it. Human spatial cognition is a fundamental ability in humans. Introduction Development of Topographic Memory and Spatial Cognition In particular, these impairments seem to be linked with difficulties in sustained attention, in spatial memory for novel visual materials, in a poor working memory, and in perseverative behaviors. No statistically significant differences were found between the ADHD-C group and TD group in the TL task in the WalCT condition.Ĭonclusion: In ADHD-C, initial topographic learning was compromised whereas the long-term retention of learned topographical material seemed to not be impaired. Zero-order correlations showed a positive correlation between TSTM and auditory attention, and memory of design of NEPSY-II and digit span of WISC-IV. Perseverative errors were reported in performing the square-sequence in the WalCT. Results: A higher impairment was observed in ADHD-C than TD with significant differences in the WalCT, in particular on the topographic short-term memory (TSTM) task, on the topographic learning (TL) task, and on the repetition number (RN) task during the TL task. The walking Corsi test (WalCT), a large-scale version of the Corsi block-tapping test, was used to assess topographic memory in experimental environment. All children performed Raven's colored progressive matrices (CPM) test to obtain a measure related with cognitive functioning. Method: Fifteen children (8–10 years) with a diagnosis of ADHD-C (DSM-5) (ADHD-C group) were compared to 15 children with typical development (TD group) of the same age. Children with attention deficit hyperactivity disorder (ADHD) show impairments in inhibitory control, regulation of attention, planning, and working memory.Īim: The aim of this study was to evaluate the topographic memory in children with ADHD-combined subtype (ADHD-C). It involves several different cognitive abilities, in particular executive functions (EF), such as attention, working memory, and planning. 5Department of Public Health and Infectious Diseases, Sapienza University of Rome, Rome, Italyīackground: Topographic memory is the ability to reach various places by recognizing spatial layouts and getting oriented in familiar environments.4Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy.3Cognitive and Motor Rehabilitation and Neuroimaging Unit, Scientific Institute for Research, Hospitalization and Healthcare (IRCCS) Fondazione Santa Lucia, Rome, Italy. ![]()
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