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Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students
INTRODUCTION: A significant proportion of currently enrolled college students receive support for attention deficit/hyperactivity disorder (ADHD) and these students are often at risk of academic failure. Retrieval practice or self-testing is an effective, accessible, and affordable tool for improvin...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10397724/ https://www.ncbi.nlm.nih.gov/pubmed/37546447 http://dx.doi.org/10.3389/fpsyg.2023.1186566 |
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author | Minear, Meredith E. Coane, Jennifer H. Cooney, Leah H. Boland, Sarah C. Serrano, Judah W. |
author_facet | Minear, Meredith E. Coane, Jennifer H. Cooney, Leah H. Boland, Sarah C. Serrano, Judah W. |
author_sort | Minear, Meredith E. |
collection | PubMed |
description | INTRODUCTION: A significant proportion of currently enrolled college students receive support for attention deficit/hyperactivity disorder (ADHD) and these students are often at risk of academic failure. Retrieval practice or self-testing is an effective, accessible, and affordable tool for improving academic performance. Three recent studies found conflicting results with regards to the effectiveness of retrieval practice in this population. METHODS: The present study compared 36 individuals with ADHD to 36 controls. Participants studied Swahili-English word pairs that varied in difficulty. Half of the pairs were repeatedly studied, and the other half repeatedly tested. RESULTS: On a final test, all participants showed a benefit of retrieval practice relative to restudy and participant status did not moderate the effect. However, unmedicated individuals with ADHD performed worse overall, both during the encoding phase and on the final test, whereas medicated participants were not significantly different from controls. DISCUSSION: An examination of self-reported encoding strategies found unmedicated participants used fewer deep strategies at encoding, consistent with prior work on ADHD and memory. Although retrieval practice is effective in this group, improved strategy use may be necessary to ensure performance that is fully equivalent to that of students without ADHD. |
format | Online Article Text |
id | pubmed-10397724 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-103977242023-08-04 Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students Minear, Meredith E. Coane, Jennifer H. Cooney, Leah H. Boland, Sarah C. Serrano, Judah W. Front Psychol Psychology INTRODUCTION: A significant proportion of currently enrolled college students receive support for attention deficit/hyperactivity disorder (ADHD) and these students are often at risk of academic failure. Retrieval practice or self-testing is an effective, accessible, and affordable tool for improving academic performance. Three recent studies found conflicting results with regards to the effectiveness of retrieval practice in this population. METHODS: The present study compared 36 individuals with ADHD to 36 controls. Participants studied Swahili-English word pairs that varied in difficulty. Half of the pairs were repeatedly studied, and the other half repeatedly tested. RESULTS: On a final test, all participants showed a benefit of retrieval practice relative to restudy and participant status did not moderate the effect. However, unmedicated individuals with ADHD performed worse overall, both during the encoding phase and on the final test, whereas medicated participants were not significantly different from controls. DISCUSSION: An examination of self-reported encoding strategies found unmedicated participants used fewer deep strategies at encoding, consistent with prior work on ADHD and memory. Although retrieval practice is effective in this group, improved strategy use may be necessary to ensure performance that is fully equivalent to that of students without ADHD. Frontiers Media S.A. 2023-07-20 /pmc/articles/PMC10397724/ /pubmed/37546447 http://dx.doi.org/10.3389/fpsyg.2023.1186566 Text en Copyright © 2023 Minear, Coane, Cooney, Boland and Serrano. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Minear, Meredith E. Coane, Jennifer H. Cooney, Leah H. Boland, Sarah C. Serrano, Judah W. Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students |
title | Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students |
title_full | Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students |
title_fullStr | Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students |
title_full_unstemmed | Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students |
title_short | Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students |
title_sort | is practice good enough? retrieval benefits students with adhd but does not compensate for poor encoding in unmedicated students |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10397724/ https://www.ncbi.nlm.nih.gov/pubmed/37546447 http://dx.doi.org/10.3389/fpsyg.2023.1186566 |
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