研究目的：在真實生態中，環境中的訊息龐雜，而我們的記憶容量有限，當我們意識到此有限性，我們傾向選擇對自己來說較有價值的訊息，提高記憶的效能，此即為「價值導向記憶」。Castel等人(2010)初次探討ADHD兒童和正常發展兒童此能力的差異，發現不同組的兒童其記憶容量未有顯著差異，但ADHD-C’組之價值導向記憶表現較ADHD-I組與正常發展兒童組差。本研究則欲延伸Castel等人(2010)做進一步的探討：本研究欲驗證價值導向記憶的歷程中，參與者是在記憶的登錄或是提取階段展現選擇性，以及ADHD-C’組之缺陷是否源自於缺乏與自身能力相當之策略。也欲進一步推論價值導向記憶的歷程、各組於歷程中的差異以及可能協助ADHD-C’改善表現的方式。

研究方法：本研究共有120位10-12歲的參與者，其中有61位正常發展兒童，26位ADHD-I組兒童及33位ADHD-C’組兒童。起初，參與者會被隨機分派至指定策略或未指定策略情境，之後會進行選擇性作業。在選擇性作業中，參與者需記憶每回合16個字詞的清單，每個字詞會搭配1-16分其中一種價值，為其最後回憶該字詞所獲得的分數，作業目標為提升最終獲得分數。此部分結束後進行再認作業，參與者需判斷所見字詞是否曾經出現在前面的清單中。

研究結果：選擇性指標部分，參與者類型達顯著主要效果，F (2,114) = 3.479，p = .034，η2 = .058，事後檢定顯示Control組之選擇性指標顯著大於ADHD-C’組( p = .046)，ADHD-I組之選擇性指標亦顯著大於ADHD-C’組( p = .030)，而Control組與ADHD-I組之選擇性指標則無顯著差異，顯示無論是否指定策略、無論何種作答方式，ADHD-C’組之價值導向記憶表現皆顯著較其他兩組弱；策略情境達顯著主要效果，F (1,114) = 81.419，p < .001，η2 = .417，指定策略情境之選擇性指標顯著大於未指定策略情境，顯示指定策略的給予有效協助所有參與者提升價值導向記憶表現；作業方式達顯著主要效果，F (1,114) = 90.023，p < .001，η2 = .441，自由回想作業之選擇性指標顯著大於再認作業，顯示提取階段的選擇性表現較登錄階段更佳；而此三變項間則未有任何顯著交互作用。
回憶率的部分，參與者類型與價值(F (6,342) =3.057，p = .006，η2 =.051)、策略情境與價值(F (3,342) = 28.822，p < .001，η2 =.202)兩者之二因子交互作用達顯著，三因子交互作用未達顯著。參與者類型與價值交互作用之單純主要效果：在各價值區間下檢驗參與者類型之單純主要效果，發現參與者類型於中高價值下單純主要效果顯著(F (2,456) = 4.880，p = .008，η2 = .021)，其中Control組之回憶率顯著高於ADHD-C’組(p = .015)，ADHD-I組則與兩組皆無明顯差異；及參與者類型於低價值下單純主要效果顯著(F (2,456) = 2.990，p = .0514，η2 = .021)，ADHD-C’組之回憶率顯著高於ADHD-I組(p = .027)；顯示三組在登錄後的處理歷程有所差異。另，在各類型參與者下檢驗價值之單純主要效果，發現各組參與者皆有價值越高回憶率越高的趨勢。而策略的給予可以使高價值的回憶率更高，低價值的回憶率更低。

研究結論：參與者們在提取階段的選擇性表現較登錄階段更佳，登錄時較不受價值影響，不會忽略低價值字詞，處理過程至提取階段較受價值影響。研究也驗證ADHD-C’組兒童缺乏與自身能力相當之策略，但其於價值導向記憶表現不佳未能僅以此解釋。我們推論：處理過程中，參與者形成策略的能力及策略精緻化的程度(與執行功能中的計畫能力、後設認知有關)、執行策略的能力(注意力資源分配、抑制、工作記憶)在價值導向記憶中扮演重要的角色，這些也都是使ADHD-C’組表現較差的重要因素。另外，本研究發現依照參與者的能力給予明確的策略指導，ADHD-C’組能在短時間內習得此策略並有效應用，使得其價值導向記憶表現提升。

SUMMARY
There’s so much information in our environment that some is much more important than others. Because our cognitive resources are limited, it is important that we can selectively choose the most important information for us to know and to learn. In one recent study, researchers used selectivity task to study the difference between ADHD and normal children in this ability (selectively choose important information to learn).This ability is called value-directed memory (VDM). Researchers found that the performance of ADHD combined type(ADHD-C’) in selectivity task was worser than ADHD inattention type(ADHD-I) and normal children. In our study, we make a little modifications of the selectivity task and try to explore and discuss the process of VDM, which cognitive functions may be needed, what deficits that ADHD-C’ have in this process and the way we can help ADHD-C’ improve their VDM. There are 120 children in age of 10-12 participated in our study, which includes 26 ADHD-I, 33 ADHD-C’ and 61 normal children. The results suggest that all participants’ performance of selectivity in the retrieval stage is more obvious than the encoding stage. That the strategies the participants use, how elavorative the strategies are and the ability to execute the strategies(especially inhibition and working memory) all seem to play an important role in the VDM. And they are also the reasons why ADHD-C’ have worser VDM . In addition, Our study tries to help ADHD-C’ improve their performance via teaching them one specific strategy. We find that teaching ADHD-C’ this strategy is an efficient way to help them improve in short time.Thus, Their efficiency of learning and memory can be improved.

INTRODUCTION
As what we’ve already known, ADHD is a common neurodevelopmental disorder and the social and academic functions of children with ADHD are easily to be impaired. While we are learning, the ablility to selectively choose important information is necessary. In Castel, Lee, Humphreys, and Moore(2010), It was the first time that researchers tried to study the difference between ADHD and normal children in this ability.This ability is called value-directed memory (VDM). In addition, they also studied the difference between the subtypes of ADHD. The findings have implications for theories of memory dysfunction in childhood ADHD and the key role of metacognition, cognitive control, and value-directed remembering when considering the strategic use of memory.

The aim of our study is to extend the study of Castel et al.(2010). We try to explore and discuss the process of VDM, which cognitive functions may be needed, what deficits that ADHD-C’ have in this process and the way we can help ADHD-C’ improve their VDM.

MATERIALS AND METHODS
There are 120 children in age of 10-12 participated in this research, which includes 26 ADHD-I, 33 ADHD-C’ and 61 normal children.

First, participants are assigned randomly to two different conditions (directed strategy/non-directed strategy). In non-directed strategy condition, participants do the selectivity task on their own. In directed strategy condition, participants are taught the strategy to perform well in task. The examiner will consider the memory capacity of each participants and teach them the strategy they are able to do.

Then, participants do the selectivity task in two way : free recall and recognition . In the ‘free recall’ task, participants study words paired with values in 1-16 before recalling, and are asked to maximize their score, which was the sum of the value paired with those items recalled by them. After recalling, the examiner will tell participants the total score they’ve got. In the ‘recognition’ task, participants need to judge whether they have seen the word in previous ‘ free recall ‘task or not.

RESULTS AND DISCUSSION
There is no significant difference in age and gender between groups. Analysis of 3-way variance (ANOVA) reveals neither of 3-way and 2-way interaction is significant on the number of words recalled, total score and selectivity index(SI). The most important results here are (1) The group main effect on SI (F (2,114) = 3.479，p = .034，η2 = .058). Post hoc comparisons (scheffe’s test) reveal that the ADHD-C’ group exhibited significantly lower SI than both Control(p = .046)and ADHD-I(p = .030)groups while Control and ADHD-I did not differ from each other. (2) The condition main effect on SI (F (1,114) = 81.419，p < .001，η2 = .417) that the SI in directed strategy condition is higher than in non-directed condition. (3) The task main effect on SI (F (1,114) = 90.023，p < .001，η2 = .441) that the SI in recall task is higher than in recognition task. These statisitic results not only replicate previous findings in ADHD-C’group, but also find that participants, including ADHD-C’group, could improve their ablility to selectively choose important information to learn with external strategy. In addition, we also find that all participants’ performance of selectivity in the retrieval stage is more obvious than the encoding stage. Then, Our study goes a step further that we concern about the effect of the value. Although there is no significant 3-way interaction, there are significant 2-way interaction of Group x Value (F (6,342) =3.057，p = .006，η2 =.051)and Condition x Value(F (3,342) = 28.822，p < .001，η2 =.202). The result which is more interesting here is the Group x Value interaction. We check the simple main effect in Group x Value interaction. We find that the participants of 3 groups all recall significantly more high-valued(H) items than medium-high-valued(mH) items and significantly more mH items than medium-low-valued(mL) items. But they don’t recall significantly more mL items than low-valued(L) items. We also find that Control recall significantly more mL items than ADHD-C’ (p = .015) and ADHD-C’ recall significantly more L items than ADHD-I(p = .027). While there are no group difference in H items and mL items. These statisitic results suggest that ADHD-C’ deficits in the process of performing the ablility to selectively choose important information may be associated with the ability to generate appropriate strategies and the ability to execute strategies.

CONCLUSION
In our study, We discuss the process of VDM, which cognitive functions may be needed, what deficits that ADHD-C’ have in this process and the way we can help ADHD-C’ improve their VDM. We find that all participants’ performance of selectivity in the retrieval stage is more obvious than the encoding stage .The strategies the participants generate, how elavorative the strategies are and the ability to execute the strategies
(especially inhibition and working memory) all seem to play an important role in this process. They are also the reasons why ADHD-C’ have worser VDM. In addition, we find an efficient strategy to help ADHD-C’ improve their VDM and efficiency of learning and memory.

壹、中文文獻
中央研究院資訊科學研究所中文詞知識庫小組（民98）。中央研究院平衡語料庫內容與說明(修訂版)。台北市：中央研究院。
徐儷瑜（民100）。注意力缺陷過動症兒童的情緒能力探討。應用心理研究，49，65-87．
莊若蘭（民104）。記憶策略對於ADHD兒童在價值導向記憶上之影響(未出版碩士論文)。成功大學行為醫學研究所學位論文，1-76。
黃惠玲（民97）。注意力缺陷過動疾患研究回顧。應用心理研究，40，197-219。
詹雅雯、陳信昭、郭乃文（民95）。注意力缺失∕過動疾患不注意型與合併型之多面向注意力功能分析。臨床心理學刊，3，85-92。
廖柔涵（民102）。ADHD 兒童的價值導向記憶(未出版碩士論文)。成功大學行為醫學研究所學位論文，1-109。
貳、 英文文獻
Achenbach, T. M., & Rescorla, L. A. . (2001). Manual for the ASEBA School-Age Forms& Profiles: Burlington: University of Vermont, Research Center for Children, Youth, & Families.
Adams, Z. W., Derefinko, K. J., Milich, R., & Fillmore, M. T. (2008). Inhibitory Functioning across ADHD Subtypes: Recent Findings, Clinical Implications, and
Future Dorections. Developmental Disabilities Research Reviews, 14, 268-275.
Adcock, R. A., Thangavel, A., Whitfield-Gabrieli, S., Knutson, B., & Gabrieli, J. D. E.(2006). Reward-Motivated Learning: Mesolimbic Activation Precedes Memory
Formation. Neuron, 50, 507-517.
Alderson, R. M., Kasper, L. J., Patros, C. H. G., Hudec, K. L., Tarle, S. J., & Lea, S. E.
(2015). Working memory deficits in boys with attention deficit/hyperactivity disorder (ADHD): An examination of orthographic coding and episodic buffer processes. Child
Neuropsychology, 21, 509-530.
Andersen, P. N., Egeland, J., & Øie, M. (2012). Learning and Memory Impairments in Children and Adolescents With Attention-Deficit/Hyperactivity Disorder. Journal of
Learning Disabilities, 46(5), 453-460.
Antshel, K. M., & Nastasi, R. (2008). Metamemory development in preschool children with ADHD. Journal of Applied Developmental Psychology, 29, 403-411.
Applegate, B., Lahey, B. B., Hart, E. L., Biederman, J., Hynd, G. W., Barkley, R.A, . . . Shaffer, D. (1997). Validity of the age-of-onset criterion for ADHD: A report from the DSM-IV field trials. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1211-1221.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders 5th ed., American Psychiatric Association.
Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews. Neuroscience, 4, 829-839.
Baddeley, A. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
Barkley, R. A. (1997). Behavioral Inhibition, Sustained Attention, and Executive Functions: Constructing a Unifying Theory of ADHD. Psychological Bulletin, 121(1),
65-94.
Barkley, R. A., & Edelbrock, C. S. (1987). Assessing situational variation in children's problem behaviors: The Home and School Situations Questionnaires. Advances in behavioral assessment of children and families, 3, 157-176.
Barkley, R. A., & Murphy, K. R. (1998). Attention-deficit hyperactivity disorder: A clinical workbook (2nd ed). New York: Guilford.
Bauermeister, J. J., Barkley, R. A., Martinez, J. V., Cumba, E., Ramirez, R. R., Reina,G., . . . Salas, C. C. (2005). Time Estimation and Performance on Reproduction Tasks in Subtypes of Children With Attention Deficit Hyperactivity Disorder. Journal of Clinical Child & Adolescent Psychology, 34(1), 151-162.
BF, P., & S, O. (1996). Executive functions and developmental psychopathology. J Child Psychol Psychiatry, 37(1), 51-87.
Booth, J. E., Carlson, C. L., & Tucker, D. M. (2007). Performance on a neurocognitive measure of alerting differentiates ADHD combined and inattentive subtypes: A
preliminary report. Archives of Clinical Neuropsychology, 22, 423-432.
Carlson, C. L., & Mann, M. (2002). Sluggish Cognitive Tempo Predicts a Different Pattern of Impairment in the Attention Deficit Hyperactivity Disorder, Predominantly
Inattentive Type. Journal of Clinical Child & Adolescent Psychology, 31(1), 123-129.
Castel, A. D., Balota, D. A., & McCabe, D. P. (2009). Memory efficiency and the strategic control of attention at encoding: Impairments of value-directed remembering in
Alzheimer's disease. Neuropsychology, 23(3), 297-306.
Castel, A. D., Benjamin, A. S., Craik, F. I. M., & J.Watkins, M. (2002). The effects of aging on selectivity and control in short-term recall. Memory & Cognition, 30(7), 1078-1085.
Castel, A. D., Farb, N. A. S., & Craik, F. I. M. (2007). Memory for general and specific Value information in younger and older adults: Measuring the limits of strategic control. Memory & Cognition, 35(4), 689-700.
Castel, A. D., Lee, S. S., Humphreys, K. L., & Moore, A. (2010). Memory capacity, selective control, and value-directed remembering in children with and without
attention-deficit/hyperactivity disorder (ADHD). Neuropsychology, 25, 15-24.
Cavanaugh, J. C., & Perlmutter, M. (1982). Metamemory: A critical examination. Child Development, 53, 11-28.
Chhabildas, N., Pennington, B. F., & Willcutt, E. G. (2001). A comparison of the neuropsychological profiles of the DSM-IV subtypes of ADHD. Journal of Abnormal
Child Psychology, 29(6), 529-540.
CL, H.-P., JT, N., & JM., H. (2006). Single dissociation findings of ADHD deficits in vigilance but not anterior or posterior attention systems. Neuropsychology, 20, 420-
429.
Cohen, M. S., Rissman, J., Suthana, N. A., Castel, A. D., & Knowlton, B. J. (2014). Value-based modulation of memory encoding involves strategic engagement of fronto-
temporal semantic processing regions. Cogn Affect Behav Neurosci, 14, 578-592.
Comoldi, C., Barbieri, A., Gaiani, C., & Zocchi, S. (1999). Strategic memory deficits in attention deficit disorder with hyperactivity participants: The role of executive processes. Developmental Neuropsychology, 15(1), 53-71.
Corbett, B., & Glidden, H. (2000). Processing affective stimuli in children with attention-deficit hyperactivity disorder. Child Neuropsychology, 6(2), 144-155.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.
Depuea, B. E., Burgess, G. C., Willcutt, E. G., Ruzic, L., & Banich, M. T. (2010).
Inhibitory control of memory retrieval and motor processing associated with the right lateral prefrontal cortex: Evidence from deficits in individuals with ADHD.
Neuropsychologia, 48, 3909-3917.
Derefinko, K. J., Adams, Z. W., Milich, R., Fillmore, M. T., Lorch, E. P., & Lynam, D. R. (2008). Response Style Differences in the Inattentive and Combined Subtypes of
Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology, 36, 745-758.
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.
Eiraldi, R. B., Power, T., & Nezu, C. M. (1997). Patterns of Comorbidity Associated With Subtypes of Attention-Deficit/Hyperactivity Disorder Among 6- to 12-Year-Old
Children. Journal of the American Academy of Child & Adolescent Psychiatry, 36, 503-514.
Erik G. Willcutt, Pennington, B. F., Chhabildas, N. A., Friedman, M. C., & Alexander, J. (1999). Psychiatric Comorbidity Associated With DSM-IV ADHD in a Nonreferred
Sample of Twins. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1355-1362.
Faraone, S. V., Biederman J., Weber, W., & Russell, R. L. (1998). Psychiatric, Neuropsychological, and Psychosocial Features of DSM-IVSubtypes of Attention-
Deficit/Hyperactivity Disorder: Results From a Clinically Referred Sample. Journal of the American Academy of Child & Adolescent Psychiatry, 37, 185-193.
Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive Attention and Metacognitive Regulation. Consciousness and Cognition, 9, 288-307.
Fonseca, D., Seguier, V., Santos, A., Poinso, F., & Deruelle, C. (2009). Emotion Understanding in Children with ADHD. Child Psychiatry and Human Development,
40(1), 111-121.
Friedman, M. C., & Castel, A. D. (2011). Are we aware of our ability to forget?Metacognitive predictions of directed forgetting. Mem Cogn, 39, 1448-1456.
Geurts, H. M., Vert´, S., Oosterlaan, J., Roeyersc, H., & Sergeanta, J. A. (2005). ADHD subtypes: do they differ in their executive functioning profile. Archives of Clinical
Neuropsychology, 20, 457-477.
Goodwin, D. M. (1989). A dictionary of neuropsychology: Springer-Verlag.
Harter, S. (1985). Manual for the self-perception profile for children. University of Denver.
Hayes, M. G., Kelly, A. J., & Smith, A. D. (2013). Working Memory and the Strategic Control of Attention in Older and Younger Adults. The Journals of Gerontology,
Series B: Psychological Sciences and Social Sciences, 68(2), 176-183.
Hayes-Roth, B., & Hayes-Roth, F. (1979). A Cognitive Model of Planning. Cognitive Science, 3, 275-310.
Holmes, J., Gathercole, S. E., Place, M., Alloway, T. P., Elliott, J. G., & Hilton, K. A. (2010). The Diagnostic Utility of Executive Function Assessments in the
Identification of ADHD in Children. Child and Adolescent Mental Health, 15(1), 37-43.
Huang-Pollock, C. L., Mikami, A. Y., Pfiffner, L., & McBurnett, K. (2007). ADHD Subtype Differences in Motivational Responsivity but not Inhibitory Control:
Evidence From a Reward-Based Variation of the Stop Signal Paradigm. Journal of Clinical Child & Adolescent Psychology, 36, 127-136.
Jonkman, L. M., Hurks, P. P., & Schleepen, T. M. J. (2016). Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task. Neuropsychological Rehabilitation, 26, 910-941.
Kaplan, B. J., Dewey, D., Crawford, S. G., & Fisher, G. C. (1998). Deficits in Long-Term Memory Are Not Characteristic of ADHD. Journal of Clinical and Experimental Neuropsychology, 20(4), 518-528.
Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012). Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): A meta-
analytic review. Clinical Psychology Review, 32, 605-617.
Kats-Gold, I., Besser, A., & Priel, B. (2007). The role of simple emotion recognition skills among school aged boys at risk of ADHD. Journal of Abnormal Child
Psychology, 35(3), 363-378.
Kerns, K. A., & Price, K. J. (2001). An Investigation of Prospective Memory in Children With ADHD. Child Neuropsychology, 7(3), 162-171.
Kliegel, M., Martin, M., McDaniel, M. A., & Einstein, G. O. (2002). Complex prospective Memory and executive control of working memory: A process model. Psychologische Beitrage, 44, 303-318.
Kliegel, M., Ropeter, A., & Mackinlay, R. (2006). Complex Prospective Memory in Children with ADHD. Child Neuropsychology, 12(6), 407-419.
Knouse, L. E., Paradise, M. J., & Dunlosky, J. (2006). Does ADHD in adults affect the relative accuracy of metamemory judgments? Journal of Attention Disorders, 10, 160-170.
Kollins, S. H., Shapiro, S. K., Newland, M. C., & Abramowitz, A. (1998). Discriminative and participant-rated effects of methylphenidate in children diagnosed with attention deficit hyperactivity disorder (ADHD). Exp. Clin. Psychopharmacol, 6, 375-389.
Lai, E. R. (2011). Metacognition: A Literature Review. Pearson.
Lockwood, K. A., Marcotte, A. C., & Stern, C. (2001). Differentiation of Attention-Deficit/Hyperactivity Disorder Subtypes: Application of a Neuropsychological Model of Attention. Journal of Clinical and Experimental Neuropsychology, 23(3), 317-330.
Luman, M., Oosterlaan, J., & Sergeant, J. A. (2005). The impact of reinforcement contingencies on AD/HD: A review and theoretical appraisal. Clinical Psychology
Review, 25, 183-213.
Maedgen, J. W., & Carlson, C. L. (2000). Social Functioning and Emotional Regulation in the Attention Deficit Hyperactivity Disorder Subtypes. Journal of Clinical Child Psychology, 29(1), 30-42.
Marx, I., pcke, C. H., Berger, C., Wandschneider, R., & Herpertz, S. C. (2013). The Impact of Financial Reward Contingencies on Cognitive Function Profiles in Adult
ADHD. PLoS ONE, 8(6).
Mash, E. J., & Wolfe, D. A. (2010). Abnormal child psychology McDaniel, M. A., & Einstein, G. O. (2000). Strategic and automatic processes in Prospective memory retrieval: A multiprocess framework. Applied Cognitive
Psychology, 14, 127-144.
Mealer, C., Morgan, S., & Luscomb, R. (1996). Cognitive functioning of ADHD and non-ADHD boys on the WISC-III and WRAML: An analysis within a memory model.Journal of attention disorders, 1(3), 133-147.
Meel, C. S. v., Heslenfeld, D. J., Oosterlaan, J., Luman, M., & Sergeant, J. A. (2011). ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD. Journal of Child Psychology and Psychiatry, 52(9), 942-953.
Melnick, S. M., & Hinshaw, S. P. (2000). Emotion Regulation and Parenting in AD/HD and Comparison Boys: Linkages with Social Behaviors and Peer Preference. Journal of Abnormal Child Psychology, 28(1), 73-86.
Mioni, G., Santon, S., Stablum, F., & Cornoldi, C. (2016). Time-based prospective memory Difficulties in children with ADHD and the role of time perception and working memory. Child Neuropsychology.
Nigg, J. T., Blaskey, L. G., Huang-Pollock, C. L., & Rappley, M. D. (2002). Neuropsychological Executive Functions and DSM-IV ADHD Subtypes. Journal of
the American Academy of Child & Adolescent Psychiatry, 41, 59-66.
Nikolas, M. A., & Nigg, J. T. (2013). Neuropsychological performance and attention-deficit hyperactivity disorder subtypes and symptom dimensions. Neuropsychology,
27, 107-120.
Norvilitis, J. M., Casey, R. J., Brooklier, K. M., & Bonello, P. J. (2000). Emotion appraisal in children with attention-deficit/hyperactivity disorder and their parents. Journal of attention disorders, 4(1), 15-26.
Pasini, A., Paloscia, C., Alessandrelli, i., Porfirio, M. C., & Curatolo, P. (2007). Attention and executive functions profile in drug naïve ADHD subtypes. Brain & Development, 29, 400-408.
Rapport, M. D., Alderson, R. M., Kofler, M. J., Sarver, D. E., Bolden, J., & Sims, V. (2008). Working Memory Deficits in Boys with Attention-deficit/Hyperactivity
Disorder (ADHD): The Contribution of Central Executive and Subsystem Processes. J Abnorm Child Psychol, 36, 825-837.
Sagvolden, T., Johansen, E. B., Aase, H., & Russell, V. A. (2005). A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes. Behavioral and Brain Science, 28, 397-468.
Schmitz, M., Cadore, L., Paczko, M., Kipper, L., Chaves, M., Rohde, L. A., . . . Knijnik, M. (2002). Neuropsychological Performance in DSM-IV ADHD Subtypes: An Exploratory Study With Untreated Adolescents. The Canadian Journal of Psychiatry, 47, 863-869.
Sergeant, J. (2000). The cognitive-energetic model: an empirical approach to Attention-Deficit Hyperactivity Disorder. Neuroscience and Biobehavioral Reviews, 24, 7-12.
Shanahan, M. A., Penningto, B. F., & Willcutt, E. W. (2008). Do Motivational Incentives Reduce the Inhibition Deficit in ADHD? Developmental Neuropsychology, 33(2),
137–159.
Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion Dysregulation in Attention Deficit Hyperactivity Disorder. Am J Psychiatry, 171, 276-293.
Solanto, M. V., Abikoff, H., Sonuga-Barke, E., Schachar, R., Logan, G. D., TimWigal, . . .
Turkel, E. (2001). The Ecological Validity of Delay Aversion and Response Inhibition as Measures of Impulsivity in AD/HD: A Supplement to the NIMH Multimodal
Treatment Study of AD/HD. Abnorm. Child Psychol., 29, 215-228.
Solanto, M. V., Gilbert, S. N., Raj, A., Zhu, J., Pope-Boyd, S. b., Stepak, B., . . . Newcorn, J. H. (2007). Neurocognitive Functioning in AD/HD, Predominantly Inattentive and Combined Subtypes. J Abnorm Child Psychol, 35, 729-744.
Sonuga-Barke, E. J. S. (2003). The dual pathway model of AD/HD: an elaboration of neuro-developmental characteristics. Neuroscience and Biobehavioral Reviews, 27, 593-604.
Storm, B. C., & White, H. A. (2010). ADHD and retrieval-induced forgetting: Evidence for a deficit in the inhibitory control of memory. Memory, 18(3), 265-271.
Tripp, G., & Alsop, B. (1999). Sensitivity to reward frequency in boys with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 28(3), 366-375.
Watkins, M. J., & Bloom, L. C. (1999). Selectivity in Memory: An Exploration of Willful Control over the Remembering Process. Unpublished manuscript.
Zinke, K., Altgassen, M., Mackinlay, R. J., Rizzo, P., Drechsler, R., & Kliegel, M. (2010). Time-Based Prospective Memory Performance and Time-Monitoring in Children with ADHD. Child Neuropsychology, 16(4), 338-349.