Impaired working memory and ADHD-related emotion regulation deficits

Abstract

Meta-analytic reviews have found large-magnitude deficits in emotion regulation (Graziano & Garcia, 2016) and working memory (Kasper et al., 2012) when comparing children with and without attention-deficit/hyperactivity disorder (ADHD). Further, previous studies that have examined ADHD-related emotion regulation and working memory deficits relied exclusively on rating scales to measure emotion regulation and working memory tasks that placed insufficient demands on central executive processes. The current study, in contrast, coded behavioral observations of emotion regulation behaviors while children with and without ADHD completed control conditions (i.e., low working memory demands) and working memory tasks (i.e., high working memory demands). Children with ADHD exhibited large-magnitude overall emotion expression deficits compared to controls. Interaction effects were observed for behaviors of self-criticism/negative self-talk, emotion ventilation, and positive emotion expression. Children with ADHD, compared to controls, exhibited disproportionately greater self-criticism and emotion ventilation when working memory demands were increased, as well as disproportionately greater positive emotion expression when working memory demands decreased. This is the first study to demonstrate that ADHD-related working memory impairments underlie deficits in regulating negative emotions. The findings from this study may help to improve clinical interventions and assessments of ADHD-related emotion regulation.