Increased Semantic Memorization in Children with ADHD during a Paradigm of Motor Priming: Exploratory Findings

AIM

The aim was to evaluate the effect of body actions on learning process, particularly semantic memory capabilities in drug-naïve children with attention deficit hyperactivity disorder (ADHD).

METHOD

Thirty children had to listen to a story which was repeated three times in a row and then a fourth time five minutes later. After each listen, the child was asked what she/he remembered from the story. The whole sample was split randomly into three subgroups of equal IQ (mean 102.2 ± 12.7), age (mean age 8 ± 0.6 years), sex (ratio female to male 1:5) and severity of ADHD symptoms (34.2 ± 7.4); a G1 "Freeze" subgroup, which implied listening to the story while sitting on a chair without moving; a G2 "Minimal" subgroup, which implied listening to the story while sitting on a chair but free movement was allowed; a G3 "Prescribed movement" subgroup, which implied listening to the story standing up, while copying the experimenter movements that mimicked the actions told in the story.

RESULTS

Although our sample was limited in size, interestingly, children in the G3 subgroup showed the highest short-term semantic memory retention compared to G1. In all subgroups, repetition allowed an increase in performance.

CONCLUSIONS

Our exploratory findings stress the positive role of movement in children with ADHD to increase semantic memorization. Hyperactivity may counteract the deficit of memorization related to attention impairment in children with ADHD. Our results may encourage parents or teachers to allow children with ADHD to move around during short-term memory-retention tasks.

TMS reveals a two-stage priming circuit of gesture-speech integration

Introduction

Naturalistically, multisensory information of gesture and speech is intrinsically integrated to enable coherent comprehension. Such cross-modal semantic integration is temporally misaligned, with the onset of gesture preceding the relevant speech segment. It has been proposed that gestures prime subsequent speech. However, there are unresolved questions regarding the roles and time courses that the two sources of information play in integration.

Methods

In two between-subject experiments of healthy college students, we segmented the gesture-speech integration period into 40-ms time windows (TWs) based on two separately division criteria, while interrupting the activity of the integration node of the left posterior middle temporal gyrus (pMTG) and the left inferior frontal gyrus (IFG) with double-pulse transcranial magnetic stimulation (TMS). In Experiment 1, we created fixed time-advances of gesture over speech and divided the TWs from the onset of speech. In Experiment 2, we differentiated the processing stages of gesture and speech and segmented the TWs in reference to the speech lexical identification point (IP), while speech onset occurred at the gesture semantic discrimination point (DP).

Results

The results showed a TW-selective interruption of the pMTG and IFG only in Experiment 2, with the pMTG involved in TW1 (-120 ~ -80 ms of speech IP), TW2 (-80 ~ -40 ms), TW6 (80 ~ 120 ms) and TW7 (120 ~ 160 ms) and the IFG involved in TW3 (-40 ~ 0 ms) and TW6. Meanwhile no significant disruption of gesture-speech integration was reported in Experiment 1.

Discussion

We determined that after the representation of gesture has been established, gesture-speech integration occurs such that speech is first primed in a phonological processing stage before gestures are unified with speech to form a coherent meaning. Our findings provide new insights into multisensory speech and co-speech gesture integration by tracking the causal contributions of the two sources of information.