A Neuropsychological Perspective on ADHD: Quantitative Insights into Working Memory Components

Background One of the primary cognitive impairments in people with attention deficit/hyperactivity disorder (ADHD) is working memory difficulties. This study investigates the connection between teenage ADHD symptom subtypes and working memory components, including verbal, visuospatial and central executive. Purpose To examine how specific working memory subcomponents predict ADHD symptoms (inattention and learning problems), and to investigate potential gender differences in working memory performance among adolescents with ADHD. Methods Fifty children and adolescents (8–16.4 years old) with a clinical diagnosis of ADHD who were receiving treatment and medication in a hospital in Delhi-NCR were assessed. Parents completed the Conners 3 Parent Rating Scale, and adolescents were administered the Digit Span and Letter-Number Sequencing subtests from the WISC-IV and the Bender-Gestalt Test. Statistical analyses included Pearson’s correlation, Mann–Whitney U test. Results Learning problems and inattention as components were negatively associated with working memory. The visuospatial component assessed by the Bender–Gestalt Test had no significant correlation with ADHD components. No significant gender differences in working memory performance were observed. Conclusion These findings highlight the importance of targeted cognitive interventions for both genders, emphasising working memory enhancement to reduce ADHD-related impairments. Future studies should use larger and more diverse sample sizes and examine working memory in relation to ADHD severity and comorbid conditions.