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Does Attention-Deficit/Hyperactivity Disorder Affect Memory Loss
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Does Attention-Deficit/Hyperactivity Disorder Affect Memory Loss
According to Wilens & Spencer (2013), Attention-deficit/hyperactivity disorder (ADHD) refers to a chronic neurobehavioral disorder that is prevalent in children and adults. The disease is often associated with several comorbid psychiatric diseases such as substance abuse, anxiety disorders, mood disorders, and oppositional defiant disorder. There have been questions as to whether ADHD causes memory loss on the part of their victims.
Mental health problems are one of the most common health concerns which often face children. In some instances, the impact of mental problems often impacts the lives of the children later on in their lives. Keilow, Holm, & Fallesen assert that often out of five people experience at least one type of mental health problem before they become adults (2018). Attention-deficit/hyperactivity disorder is one of the mental health diseases which tends to escalate into adulthood if not tended to at the earliest time. ADHD critically impacts children and adolescents in a variety of areas, which includes college competition rates, academic performances, and retention rates. The impact of Attention-deficit/hyperactivity disorder on the academic performance of the children often raises the question as to whether ADHD contributes to memory loss among children and adolescents,
The importance of the topic of the link between memory loss and Attention-deficit/hyperactivity disorder has drawn the eye of several researchers. Understanding the relationship between memory loss and ADHD is crucial as it can help explain the academic challenges faced by victims of the schools in the school set up. Memory is one of the essential elements in the learning process. A study by Zarghi and colleagues (2012), sought to investigate the memory performance of children with ADHD. The research analyzed two distinct groups, 50 healthy children, and 50 children with ADHD. The research used utilized two diverse tools to test the results, namely the Weschler memory sub-test scorers and the Brenton test scores. The study displayed different results recorded in both the Benton and the Wechsler memory tests. The study found out that there was a difference between the memory performance of healthy children and children with Attention-deficit/hyperactivity disorder. The research asserted that healthy children had a superior visual and logical memory compared to children with Attention-deficit/hyperactivity disorder. However, the research also revealed that there was little difference in the general and personal information of the two groups. The research added to other studies that linked the occurrence of memory dysfunctions among children with Attention-deficit/hyperactivity disorder.
While the study by Zarghi and colleagues sought to investigate the memory performance between normal and children with ADHD, different research aimed to examine working memory deficits in normal people and people with Attention-deficit/hyperactivity disorder. Fried and colleagues conducted one such study in 2017. The Study by Fried and colleagues (2012) was controlled, which sought to understand how the loss of working memory impacted youth with Attention-deficit/hyperactivity disorder and youth without the disease. The study findings indicated that youth with ADHD were more affected by memory loss as opposed to normal children. According to the study, youth with Attention-deficit/hyperactivity disorder had significantly higher working memory deficits compared to their counterparts.
The findings that show that there is a direct link between ADHD and memory loss vastly impact children and adolescents. The impact of memory loss among children with ADHD adversely their academic performance. Memory loss affects their ability to learn and process learning materials like other children. Memory loss among children with ADHD also significantly affects their ability to retain information during learning. Consequentially, the ability to compete with other children who do not suffer from diseases equally is hindered. A study by Fassbender and colleagues (20122) also adds that children with ADHD tend to be slower in their responses compared to normal children due to the impact of the disease on their working memory. Therefore, the studies indicate that Attention-deficit/hyperactivity disorder puts children with the disease at a disadvantage in the school set up. They are unable to compete in academic learning as well as an application such as college entry. The findings can help to find a better way to asses children with ADHD in schools as they require a different assessment.
Conclusion
Attention-deficit/hyperactivity disorder is a common mental health that affects children and adolescents. If not treated early, the disease may also spread into an adult. ADHD among children and adolescents has been highlighted as a significant cause of poor retention and lower academic performances. Research indicates that there is a close connection between memory loss and ADHD. Children and youth with ADHD also suffer from limited working memory and memory loss. The impact of ADHD on working memory results in slow responses in school as well as poor retention. There is a need to address the issue of memory loss and create an avenue where children and adolescents with the disease can compete favorably with other children. Early treatment and creating of balance in schooling setups can help address the disadvantages that children and adolescents with ADHD face in society.
References
Fassbender, C., Schweitzer, J. B., Cortes, C. R., Tagamets, M. A., Windsor, T. A., Reeves, G. M., & Gullapalli, R. (2011). Working memory in attention-deficit/hyperactivity disorder is characterized by a lack of specialization of brain function. PloS one, 6(11).
Fried, R., Chan, J., Feinberg, L., Pope, A., Woodworth, K. Y., Faraone, S. V., & Biederman, J. (2016). Clinical correlates of working memory deficits in youth with and without ADHD: a controlled study. Journal of clinical and experimental neuropsychology, 38(5), 487-496.
Keilow, M., Holm, A., & Fallesen, P. (2018). Medical treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) and children’s academic performance. PloS one, 13(11).
Wilens, T. E., & Spencer, T. J. (2010). Understanding attention-deficit/hyperactivity disorder from childhood to adulthood. Postgraduate medicine, 122(5), 97-109.
Zarghi, A., Mehrinejad, S. A., Zali, A., & Ramezankhani, Z. (2012). Memory performance among children with ADHD. Basic and Clinical Neuroscience, 3(4), 68-74.
Exploring the Significance of a Text to Oneself
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Exploring the Significance of a Text to Oneself
One of the most common sayings in life is that a picture or an image is worth a thousand words. While this is not applicable in many cases, there are some pictures that one can use to develop a meaning about their life. This paper is an analysis of such an image that represents a lot of significance and meaning to me. The picture in question is an illustration of some portion of a library or a reading area. There are numerous books on the shelves, most of which are scattered all over. The image also has a ladder, and a green couch probably used for sitting while one is doing their reading, among other items.
The picture above has several elements that I can use to construct some meanings of my life. To me, this picture represents peace and calm, probably because I love books and enjoy reading them, to me, reading and books are a gateway to relaxed and a peaceful mind, and that is why the image is so significant. The thought of myself reading the works of other people also occurs to me when I stare at this picture. I like reading books because they give me an option and a chance to explore other aspects in my life. The image also makes me think and realize that there are always two sides of a story, in that the image presents two meanings to different people.
To me, the image is a sign of relaxation, peace and opportunities, to others, the image might be a representative of a mere library and ordinary books. In addition, the many editions that the library holds represents this two- sidedness of a story represented by the picture, and by the many editions I have experienced in my life, as I have grown extensively each year, gaining knowledge and transforming who I am. Life is constantly on the move for me, and, similarly, books never stay the same. Therefore, this image holds an essential meaning to me as it represents how life is always changing.
Just as well, the image represents a well of ideas, from each author of the book in the library. Authors have the role to fill us with knowledge, and this almost represents me as a person because I am the kind of person who likes to share my life experiences with others, and my opinions of life. Some of the books in the image are scattered and disorganized everywhere. This is also another perfect representation of my life at times. In some cases, my life is usually in a mess and disorganized. I experience and engage in different disorganized and scattered actions as go up and down the challenges in life. This also shows that my life is never constant.
The image also has an element of tranquility and conservativeness in its setting. This also represents me and my characteristics in a way. Though I like to share my experiences and ideas with people, and despite the fact that I am at times disorganized, I am also extremely conservative, and I always find it beneficial not to be outgoing all the time. I also like tranquil environments and I like my life to be tranquil like this library represented in the image.
The picture also shows an assortment of books written by different writers. This could be a representative of my open-mindedness and diversity in life experiences. The sign indicating British and American history in the image represents how books have enabled me to write and read; just the same, way the British and American educational systems and printing presses have given us the power to access and gain knowledge. The image indicates a library that is old fashioned, just as the way at times I can be old fashioned. The lighting of the pictures illustrates the library to be a hopeful place; just the way reading books and gaining knowledge fills my life with hope. In addition to this, the picture also shows a ladders, which holds a lot of meaning to me because life is not a straight road, it is made up of challenges that I have to surpass to reach my goals, just like one has to climb a ladder to reach the books on top.
This image, as we have seen has many elements that give significance to my life and experiences.
How I Have Changed as a Writer
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How I Have Changed as a Writer
Introduction
Growing up, I always had a passion for writing. A pen and a notebook were my first true best friends. When I was six, my favorite auntie got me my first diary and pink gel pen for my birthday and told me to put down my thoughts on paper. Since then, I have always had this fire to keep writing. Initially, I would write for fun and simply because I wanted to improve my language and score good grades in school. But over time, that changed. I began writing more passionately and on subject matters that certainly interest me. At some point, I considered making writing a profession. Undoubtedly, over the years, I have transitioned significantly as a writer. This essay discusses how I have changed as a writer over the years.
A Boosted Vocabulary
One of the most significant changes I have gone through as a writer is that I have improved my vocabulary base tremendously. When I began my writing journey, I used to have a poor vocabulary. As a matter of fact, my vocabulary was rather limited and vague. However, I have adopted a strong vocabulary that has made me rather proud of myself. I attribute the boosted vocabulary to the guidance and mentorship that my English teacher gave me. Mrs. Robinson nurtured the art of writing; she gave me extra coaching, which helped me improve my writing skills. Additionally, my vocabulary has improved because of the books I have been reading. Whenever I came across a new word, I did not hesitate to Google its meaning. As a result of my boosted vocabulary, I have boosted my confidence and can communicate and write effectively.
Starting to Write
The aspect of writing that I found difficult is starting to write. When I started writing, I would be anxious that it would cripple my writing ability. Although I love and enjoy writing so much, I would freeze as soon as I opened a blank Word document on my computer. I struggled to find the correct words to start my writing. I would write words and delete them, fearing that I was not doing a good job. Eventually, I learned about a condition known as writer’s block. It is a condition that writers suffer that makes it difficult for them to write. Even the most accomplished writers suffer this condition. Eventually. I came t learn it is a defense mechanism that the brain undertakes when one is worn out. I learned to write only when I am in a correct state of mind. It affected me at first, as I would go days without writing. But now, I have found a way to get around it, and I manage it the best way I know how to; taking a well-deserved break. Nowadays, I start. With time, I have realized that once I start writing, the rest always follow, and things tend to fall in place. When I feel short of ideas, I tell myself that the ideas will start flowing once I have started. Essentially, it is just to start.
Originality in College Writing
In all honesty, I believe that originality is the main characteristic that makes good college writing. Before joining, college, I never took text originality with the seriousness it requires. I thought that as long as I had written the text from scratch, it did not matter whether the text was original or not. But clearly, this is far from the truth. College writing is academic writing, meaning that the text must be original as possible. I learned that for text to be original, one must read through various texts and research, make sense of the information, and write text based on that analysis. This is also a good way to avoid plagiarism in college writing. Seeing that plagiarism is one of the gravest mistakes in academic writing, students should avoid making the mistakes as it can lead to academic discontinuation or worse consequences. A survey conducted on graduate and undergraduate students over the course of three years (2002-2005) by Donald McCabe of Rutgers University revealed that 36% and 24% of undergraduates and graduates, respectively, admitted to paraphrasing from internet sources without incorporating footnotes (Husain, Ghayth, and Omer, 167). Even from my college experience, I have encountered teachers canceling students’ essays based on plagiarism. This is a common issue that college students struggle with. Now that I realize how grave a mistake writing non-original work is, I have become committed to producing high-quality and original work. As a result, I have become more competent as a writer and my confidence has increased significantly. Because I know what makes good college writing, I have become more committed to the learning process. Every day I continue to learn and strive to be the best writer that I can be.
Conclusion
In closing, becoming a good writer is a journey. One will go through tough situations that mold one to become the best version of themselves that they can be. My transition as a writer has been tremendous; I have boosted my vocabulary and struggled to begin to write. Along the way, I have realized that originality is what makes good college writing. While I am not there yet, I take every day as a learning opportunity. I will continue to be dedicated to the process so that I can become better with every day that passes by.
Works Cited
Husain, Fauzilah Md, Ghayth Kamel Shaker Al-Shaibani, and Omer Hassan Ali Mahfoodh. “Perceptions of and attitudes toward plagiarism and factors contributing to plagiarism: A review of studies.” Journal of Academic Ethics 15.2 (2017): 167-195.