Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall

Yang, T-X, Allen, RJ orcid.org/0000-0002-1887-3016, Holmes, J et al. (1 more author) (2017) Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall. Frontiers in Psychology, 8. 39.

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Copyright, Publisher and Additional Information: © 2017 Yang, Allen, Holmes and Chan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CCBY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor 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.
Keywords: ADHD; working memory; following instructions; enactment; action benefits
Dates:
  • Published: 24 January 2017
  • Accepted: 6 January 2017
  • Published (online): 24 January 2017
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 08 Feb 2017 11:23
Last Modified: 05 Oct 2017 16:24
Published Version: http://doi.org/10.3389/fpsyg.2017.00039
Status: Published
Publisher: Frontiers Media
Identification Number: https://doi.org/10.3389/fpsyg.2017.00039

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