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Verbal læring og hukommelse hos voksne med ADHD: implikasjoner for jobbstatus?

Sletten, Eirik Aleksander Akse
Master thesis
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master thesis (442.0Kb)
URI
https://hdl.handle.net/1956/16010
Date
2017-06-13
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Abstract
Cognitive impairment in adult ADHD is associated with poor occupational outcomes. The aim of this study was to investigate differences in verbal learning and memory function between groups of adults with (n = 68) and without ADHD (n = 57), and whether these cognitive functions are associated with occupational status (work or not work). Compared to controls, participants with ADHD performed worse on tests of verbal learning and free recall, measured by the California Verbal Learning Test-II (CVLT-II). The CVLT-II revealed no statistical significant group differences in recognition. In the ADHD group, none of the CVLT-II variables were associated with occupational status after controlling for sex, age, and education. In this group, higher age was associated with not being in work (OR = 0.92, p = .02), while longer education was associated with being in work (OR = 1.45, p = .005). The results show that adults with ADHD demonstrate a weaker performance than adults without ADHD on tests of verbal learning and memory. Verbal learning and memory function are not associated with occupational status in this group. However, higher age and lower education seem to be risk factors for not being in work. Future studies of occupational status in groups of adults with ADHD should include a broader set of cognitive functions.
 
Voksne med ADHD som har svekkelser i kognitiv funksjon er spesielt utsatt for negative utfall relatert til arbeid. Målet med denne studien var å undersøke forskjeller i verbal læring og hukommelse mellom grupper av voksne med (n = 68) og uten ADHD (n = 57), og om disse kognitive funksjonene er assosiert med jobbstatus (om en er i arbeid eller ikke). ADHD-gruppen presterte svakere enn kontrollgruppen på innlæring og fri gjenkalling, målt med California Verbal Learning Test-II (CVLT-II). CVLT-II avdekket ingen statistisk signifikante gruppeforskjeller i gjenkjenning. I ADHD-gruppen var ingen av CVLT-II-variablene assosiert med jobbstatus da kjønn, alder og utdanningslengde ble kontrollert for. I denne gruppen var høyere alder forbundet med å ikke være i arbeid (OR = 0.92, p = .02), mens lengre utdanning var assosiert med å være i arbeid (OR = 1.45, p = .005). Resultatene viser at voksne med ADHD presterer svakere enn voksne uten ADHD ved prøver på verbal læring og hukommelse. Jobbstatus i denne gruppen er uavhengig av prestasjoner på tester av verbal læring og hukommelse. Derimot synes høyere alder og lavere utdanning å være risikofaktorer for å ikke være i arbeid. Fremtidige studier av jobbstatus i utvalg av voksne med ADHD bør omfatte et bredere sett av kognitive funksjoner.
 
Publisher
The University of Bergen
Copyright
Copyright the Author. All rights reserved

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