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Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Volume 18, 2012 - Issue 5
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Original Articles

Verbal learning and memory as measured by the Rey-Auditory Verbal Learning Test: ADHD with and without learning disabilities

Eli Vakil Department of Psychology and Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, IsraelCorrespondence[email protected]
,
Haya Blachstein Department of Psychology and Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel
,
Raya Wertman-Elad Neuropediatric Unit, Shaare Zedek Medical Center, Jerusalem, Israel
&
Yoram Greenstein Kinneret and Zefat Academic Colleges and Kibbutzim College of Education, Tel Aviv, Israel
Pages 449-466 | Received 16 Jun 2010, Accepted 23 Jul 2011, Published online: 03 Oct 2011

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Matthew S. Phillips, Hanaan Bing-Canar, Allison N. Shields, Brian Cerny, Fini Chang, Amanda M. Wisinger, Sophie I. Leib, Gabriel P. Ovsiew, Zachary J. Resch, Kyle J. Jennette & Jason R. Soble. (2023) Assessment of learning and memory impairments in adults with predominately inattentive versus combined presentation attention-deficit/hyperactivity disorder. Applied Neuropsychology: Adult 0:0, pages 1-10.
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Chinaza Uleanya. (2022) Rural undergraduate university students’ learning challenges in Africa: case study of Nigeria and South Africa. African Identities 20:1, pages 89-117.
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Jacobus Donders & Christin DeWit. (2017) Parental ratings of daily behavior and child cognitive test performance after pediatric mild traumatic brain injury. Child Neuropsychology 23:5, pages 554-570.
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Kimberly A. Kerns & Sarah J. Macoun. (2014) Context-specific memory in children with ADHD. International Journal of Developmental Disabilities 60:3, pages 184-197.
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Articles from other publishers (16)

Ann Kasperek, Annet Kingma & Vânia de Aguiar. (2023) The 10-Word Auditory Verbal Learning Test and Vocabulary Performance in 4- and 5-Year-Old Children. Journal of Speech, Language, and Hearing Research 66:11, pages 4464-4480.
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N. M. Berghoff, J. M. Wilmshurst, T. A. Page, M. Wessels, B. Schlegel & S. Malcolm‐Smith. (2023) Determining the neurocognitive profile of children with tuberous sclerosis complex within the Western Cape region of South Africa. Journal of Intellectual Disability Research 67:5, pages 427-446.
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Sarah A. Orban, Sara B. Festini, Erica K. Yuen & Lauren M. Friedman. (2022) Verbal Memory Interference in Attention-Deficit Hyperactivity Disorder: A Meta-Analytic Review. Journal of Attention Disorders 26:12, pages 1549-1562.
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Zaıda Koeks, Danique M.J. Hellebrekers, Nienke M. van de Velde, Iris Alleman, Pietro Spitali, Hermine A. van Duyvenvoorde, Jan J.G.M. Verschuuren, Jos G.M. Hendriksen & Erik H. Niks. (2022) The neurocognitive profile of adults with Becker muscular dystrophy in the Netherlands. Journal of Neuromuscular Diseases 9:4, pages 543-553.
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P. Martin, M. Speranza & F. Colombel. (2022) Les capacités mnésiques de l’enfant présentant un trouble déficit de l’attention : état des lieux. Neuropsychiatrie de l'Enfance et de l'Adolescence 70:3, pages 111-116.
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Jesse S. ShapiroStephen HearpsVanessa C. RausaVicki AndersonNicholas AndersonRemy PughTracey ChauCathriona ClarkeGavin A. DavisFabian FabianoFeiven FanGeorgia M. ParkinMichael TakagiFranz E. Babl. (2022) Validation of the SCAT5 and Child SCAT5 Word-List Memory Task. Journal of Neurotrauma 39:1-2, pages 138-143.
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Chagit Hollander & Esther Adi-Japha. (2021) Second Graders’ Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors. Frontiers in Psychology 12.
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John M. Stern, Norman M. Spivak, Sergio A. Becerra, Taylor P. Kuhn, Alexander S. Korb, David Kronemyer, Négar Khanlou, Samuel D. Reyes, Martin M. Monti, Caroline Schnakers, Patricia Walshaw, Inna Keselman, Mark S. Cohen, William Yong, Itzhak Fried, Sheldon E. Jordan, Mark E. Schafer, Jerome EngelJr.Jr. & Alexander Bystritsky. (2021) Safety of focused ultrasound neuromodulation in humans with temporal lobe epilepsy. Brain Stimulation 14:4, pages 1022-1031.
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Michela Balconi & Davide Crivelli. 2021. Advances in Substance and Behavioral Addiction. Advances in Substance and Behavioral Addiction 61 85 .
M. Luciana, J.M. Bjork, B.J. Nagel, D.M. Barch, R. Gonzalez, S.J. Nixon & M.T. Banich. (2018) Adolescent neurocognitive development and impacts of substance use: Overview of the adolescent brain cognitive development (ABCD) baseline neurocognition battery. Developmental Cognitive Neuroscience 32, pages 67-79.
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Tzipi Horowitz-Kraus. (2016) Can the Error-Monitoring System Differentiate ADHD From ADHD With Reading Disability? Reading and Executive Dysfunction as Reflected in Error Monitoring. Journal of Attention Disorders 20:10, pages 889-902.
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Benjamin L. Hankin, Hannah R. Snyder & Lauren D. Gulley. 2016. Developmental Psychopathology. Developmental Psychopathology 1 74 .
Tzipi Horowitz-Kraus. (2013) Differential Effect of Cognitive Training on Executive Functions and Reading Abilities in Children With ADHD and in Children With ADHD Comorbid With Reading Difficulties. Journal of Attention Disorders 19:6, pages 515-526.
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Michael J. Larson, James D. LeCheminant, Kyle Hill, Kaylie Carbine, Travis Masterson & Ed Christenson. (2015) Cognitive and Typing Outcomes Measured Simultaneously with Slow Treadmill Walking or Sitting: Implications for Treadmill Desks. PLOS ONE 10:4, pages e0121309.
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Vidita Chopra, Kim Harley, Maureen Lahiff & Brenda Eskenazi. (2014) Association between phthalates and attention deficit disorder and learning disability in U.S. children, 6–15 years. Environmental Research 128, pages 64-69.
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M. Stevenson & N. McNaughton. (2013) A comparison of phenylketonuria with attention deficit hyperactivity disorder: Do markedly different aetiologies deliver common phenotypes?. Brain Research Bulletin 99, pages 63-83.
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