Resting-State Memory Consolidation in Attention Deficit Hyperactivity Disorder

Poster Session C - Sunday, April 14, 2024, 5:00 – 7:00 pm EDT, Sheraton Hall ABC

Bridget Scalia¹, Erin J. Wamsley¹; ¹Furman University Department of Psychology and Program in Neuroscience

A brief period of eyes-closed waking rest after learning improves memory. Prior research from our lab suggests that this rest-induced memory improvement is associated with low-frequency electroencephalography (EEG) power. Because Attention Deficit Hyperactivity Disorder (ADHD) has been associated with both memory deficits and differences in resting-state brain activity, this exploratory study aimed to examine declarative memory consolidation across a period of post-learning waking rest in individuals diagnosed with ADHD. Our central hypothesis was that individuals with ADHD would show reduced memory improvement after a period of post-learning waking rest, compared to control participants. N=29 ADHD and N=28 control participants listened to a short story followed by either 15min of waking rest or a 15min distractor task (within-subjects). A recall test was administered immediately afterwards and 24hrs later. EEG was recorded during the rest period, along with EOG (electrooculography) and EMG (electromyography). Compared to controls, individuals with ADHD showed reduced relative delta (t=2.18, p = 0.038) and theta (t=2.18, p = 0.035) EEG power during rest, as well as reduced trait mindfulness (t=4.03, p < 0.001). Our preregistered hypothesis tests showed no memory retention differences between ADHD and control participants. However, when controlling for variability in inattention symptoms, rest improved memory in control participants (p=.016) but impaired memory in ADHD participants (p=.025). Our findings suggest that individuals with ADHD may differ from controls in both brain and mental activity during rest, and that these differences may be relevant to resting-state memory consolidation.

Topic Area: LONG-TERM MEMORY: Semantic