The Association Among Working Memory Capacity, Working Memory Processes, and Symptoms of ADHD and Depression

The rate of college students seeking mental health care and academic accommodations for mental health concerns has significantly increased over the past several years (Esienberg, Hunt, & Speer, 2012; Kessler, Petukhova, Sampson, Zazlavsky, & Hans-Ullrich, 2012). Research has documented a significant relation between working memory and mental disorders (Joormann & Gotlib, 2008). The proposed study attempts to expand our understanding of specific working memory processes (e.g., reaction time, accuracy, and modality) and working memory’s effect on mental disorders. The proposed study uses Engle’s Model of working memory (Engle, et al., 1999). Scores on three working memory assessments will be used isolate specific working memory processes. Students will be asked to complete self-report ratings of Attention-Deficit/Hyperactivity Disorder (ADHD) and depression. The proposed study will examine (1) the relationship between processing related variables of working memory and total working memory capacity, (2) the unique contribution of working memory capacity to symptoms of ADHD, and (3) the unique contribution of working memory capacity to symptoms of depression. This area of research has important implications for targeting impairment-specific cognitive interventions.