Skip to navigation menu

Skip to main content

School Psychology
Teachers College, Columbia University
teachers college logo columbia univertsity logo

School Psychology
In the Department of Health and Behavorial Sciences

Announcements > School Psychology Student Awarded OPR Research Fellowship

Site Navigation

Learn More

School Psychology Student Awarded OPR Research Fellowship


Pooja Vekaria, Program in Applied Educational Psychology, Lecture Note Taking in College Students with or without Attention-Deficit/ Hyperactivity Disorder  


Pooja Vekaria, recently awardedthe 2009-2010 OPR Research Fellowship from the Teachers College Officeof Policy and Research shares her research with us.

Throughout my graduate-leveltraining, I have had the opportunity to work with many individuals diagnosedwith attention-deficit/hyperactivity disorder (ADHD). Whether in school orclinical settings, ADHD or its associated impairments were frequently theprimary reason for referral, affecting my clients’ academic and psychologicalfunctioning. In light of my clinical work with individuals diagnosed with ADHD,I have directed my research efforts toward acquiring empirical knowledge of thefactors affecting the academic performance of college students with ADHD. 

 While research has begun to emergeon study skills and academic achievement, a limited amount has focused on thecognitive variables that underlie lecture note taking. Lecture note taking is ahighly demanding cognitive skill. Specifically, students must hold lectureinformation in verbal working memory, select important information from memory,quickly transcribe the most salient information from memory, and still payattention to the lecture. College students with ADHD may find lecture notetaking too cognitively demanding because of the huge burden on attention, verbalworking memory (the mental ability to temporarily store and manipulateinformation), transcription fluency (handwriting speed), and/or listeningcomprehension ability. As a result of impairments in underlying cognitivevariables, poor lecture note taking skills are likely to negatively affect thetest performance of college students with ADHD, thereby lowering their overallacademic achievement.

The purpose of my dissertationstudy is to investigate the differences in lecture note taking between collegestudents with and without ADHD in terms of the cognitive variables ofattention, verbal working memory, transcription fluency, and listeningcomprehension in order to explain differences in academic achievement andinform educational interventions. Additionally, this study aims to test therelationship between lecture note taking and test performance in a sample ofcollege students with and without ADHD. My research study is designed tocontribute to the empirical knowledge about ADHD in late adolescence and youngadulthood and shape more empirically validated academic interventions.