Minear Meredith E, Coane Jennifer H, Cooney Leah H, Boland Sarah C, Serrano Judah W
Department of Psychology, University of Wyoming, Laramie, WY, United States.
Department of Psychology, Colby College, Waterville, ME, United States.
Front Psychol. 2023 Jul 20;14:1186566. doi: 10.3389/fpsyg.2023.1186566. eCollection 2023.
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.
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.
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.
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.
目前，相当一部分在校大学生患有注意力缺陷多动障碍（ADHD）并接受相关治疗，这些学生往往面临学业失败的风险。检索练习或自我测试是提高学业成绩的一种有效、便捷且经济的方法。最近的三项研究对于检索练习在这一人群中的有效性得出了相互矛盾的结果。
本研究将36名患有ADHD的个体与36名对照组进行比较。参与者学习了难度各异的斯瓦希里语-英语单词对。其中一半的单词对进行反复学习，另一半则进行反复测试。
在最终测试中，所有参与者都显示出检索练习相对于重新学习的优势，且参与者的状态并未调节这一效果。然而，未接受药物治疗的ADHD个体在整个编码阶段和最终测试中的表现总体较差，而接受药物治疗的参与者与对照组没有显著差异。
对自我报告的编码策略进行检查发现，未接受药物治疗的参与者在编码时使用的深度策略较少，这与先前关于ADHD和记忆的研究结果一致。尽管检索练习在该组中有效，但可能需要改进策略的使用，以确保表现与没有ADHD的学生完全相当。
