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Ben-Dor Cohen M, Nahum M, Traub Bar-Ilan R, Eldar E, Maeir A. Coping with emotional dysregulation among young adults with ADHD: A mixed-method study of self-awareness and strategies in daily life. Neuropsychol Rehabil 2024; 34:1161-1185. [PMID: 37971947 DOI: 10.1080/09602011.2023.2279181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Accepted: 10/29/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND Emotional dysregulation (ED) impacts functional outcomes among individuals with attention-deficit hyperactivity disorder (ADHD). Self-awareness and strategies may enhance coping with ED yet are rarely studied in ADHD. OBJECTIVES To explore ED-related self-awareness and strategies in daily life of adults with ADHD, and to examine the interrelations between them and their association with symptoms. METHODS Sixty young adults with ADHD participated in a mixed-method study. At baseline, self-awareness and strategies were assessed using the Self-Regulation Skills Interview (SRSI); ADHD symptoms were self-rated using the ASRS symptom checklist. Then, symptoms were rated over 5-days using ecological momentary assessment (EMA). RESULTS Significant challenges in self-awareness and strategies were demonstrated quantitatively and qualitatively. Awareness of ED was associated with variability of ADHD symptoms on EMA yet not with symptom severity. Qualitative content analysis revealed a range of self-awareness levels, which were related to noticing ED-related cues and understanding contextual factors predictive of ED. Self-awareness and strategies were significantly associated. Strategies varied regarding effort, individual preference and temporality. CONCLUSIONS Variability of ADHD symptoms was negatively associated with self-awareness of ED. Strategy selection in daily-life among adults with ADHD may be affected by self-awareness and by a possible trade-off between short-term effort and long-term effectiveness.
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Affiliation(s)
- Maayan Ben-Dor Cohen
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Mor Nahum
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Ruthie Traub Bar-Ilan
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Eran Eldar
- Psychology Department, Faculty of Social Sciences, Hebrew University of Jerusalem, Jerusalem, Israel
- Department of Cognitive Sciences, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Adina Maeir
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
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Schiavone N, Virta M, Leppämäki S, Launes J, Vanninen R, Tuulio-Henriksson A, Järvinen I, Lehto E, Hokkanen L. Childhood ADHD and subthreshold symptoms are associated with cognitive functioning at age 40-a cohort study on perinatal birth risks. Front Psychol 2024; 15:1393642. [PMID: 39268376 PMCID: PMC11391087 DOI: 10.3389/fpsyg.2024.1393642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Accepted: 06/21/2024] [Indexed: 09/15/2024] Open
Abstract
Introduction In this prospective cohort study over 40 years we investigated the effect of childhood attention-deficit/hyperactivity disorder (ADHD) and subthreshold ADHD on cognitive performance in adulthood. Methods The cohort comprised individuals with mild perinatal risks. Childhood ADHD group (cADHD, n = 39) was compared to a group with subthreshold childhood attention or hyperactivity symptoms (cAP; n = 79), a group with similar perinatal risks but no ADHD symptoms (n = 255), and to controls without ADHD symptoms or perinatal risks (n = 69). The groups were assessed with multiple neuropsychological measures in domains of verbal reasoning, perceptual skills, memory, working memory, attention, executive functions, and speed. Group-level differences and frequencies of deficient functioning were analyzed. Results Overall, the groups' performance differed in all cognitive domains at age 40. Verbal reasoning, perceptual skills, memory, and speed had the largest effect sizes (0.51-0.62). The cADHD group's performance was lower than the other groups' on 13 out of 21 measures. The cAP group performed poorer than controls on five measures. In the cADHD group, 23% had three or more deficient cognitive domains, compared to 4-6% in the other groups. Discussion Childhood ADHD is associated with impaired cognitive functioning in adulthood on several cognitive domains whereas childhood subthreshold ADHD is linked to fewer cognitive deficits. Task complexity was linked to poorer performance within the ADHD group. Our results add to the scarce longitudinal evidence of cognitive outcomes related to childhood ADHD and subthreshold symptoms.
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Affiliation(s)
- Nella Schiavone
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Maarit Virta
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | | | - Jyrki Launes
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Ritva Vanninen
- Department of Clinical Radiology, Kuopio University hospital, Kuopio, Finland
- Clinical Radiology, School of Medicine, University of Eastern Finland, Kuopio, Finland
| | | | - Ilkka Järvinen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Eliisa Lehto
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
| | - Laura Hokkanen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
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Vöckel J, Kühnel A, Rossberg R, Geist N, Sigrist C, Pokorny L, Koenig J, Kroemer N, Bender S. Transcranial direct current stimulation enhances effort maintenance in ADHD. Brain Stimul 2024; 17:899-906. [PMID: 39089646 DOI: 10.1016/j.brs.2024.07.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Revised: 07/19/2024] [Accepted: 07/28/2024] [Indexed: 08/04/2024] Open
Abstract
BACKGROUND Youth with attention-deficit/hyperactivity disorder (ADHD) exhibit increased effort aversion, likely due to deficits in anticipatory dopamine firing. Previous research has shown that transcranial direct current stimulation (tDCS) targeting the right prefrontal cortex can enhance activity in dopaminergic meso-striatal regions. However, the extent to which this specific tDCS configuration effectively modulates effort behavior in anticipation of rewards in ADHD remains uncertain. HYPOTHESIS We expected an increase of effort maintenance and invigoration during and following our tDCS set-up compared to sham in subjects with ADHD. METHODS Twenty-four children and adolescents with ADHD (mean age: 11.6 years; 95 % CI [10.7, 12.4]) received 2 mA and sham tDCS for 20 min each. The anode was positioned over the ventromedial prefrontal cortex (PFC), while the cathode was placed over the right dorsolateral PFC, generating an electrical field with maximal strength in the right PFC. During and after the tDCS sessions, participants performed a button-pressing task aimed at earning delayed monetary rewards. Primary outcomes were effort maintenance (frequency of button presses) and invigoration (slopes of button presses), measuring motor task performance. RESULTS We observed a significant increase in effort maintenance both during (b = 2.66; p < 0.001) and after tDCS (b = 2.04; p= .007) compared to sham. No significant difference was found for invigoration during stimulation, while after bonferroni correction (p = 0.025) a non-significant decrease was found after tDCS compared to sham (b = -5.18; p = 0.041). CONCLUSION tDCS targeting the ventromedial PFC (anodal) and right dorsolateral PFC (cathodal) increases effort maintenance in children and adolescents with ADHD.
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Affiliation(s)
- Jasper Vöckel
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany.
| | - Anne Kühnel
- Section of Medical Psychology, Department of Psychiatry and Psychotherapy, Faculty of Medicine, University of Bonn, Bonn, Germany
| | - Rebecca Rossberg
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany
| | - Nina Geist
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany
| | - Christine Sigrist
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany
| | - Lena Pokorny
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany
| | - Julian Koenig
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany
| | - Nils Kroemer
- Section of Medical Psychology, Department of Psychiatry and Psychotherapy, Faculty of Medicine, University of Bonn, Bonn, Germany; Department of Psychiatry and Psychotherapy, Tübingen Center for Mental Health, University of Tübingen, Tübingen, Germany; German Center for Mental Health (DZPG), Germany
| | - Stephan Bender
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany
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Lopez-Gamundi P, Mas-Herrero E, Marco-Pallares J. Disentangling effort from probability of success: Temporal dynamics of frontal midline theta in effort-based reward processing. Cortex 2024; 176:94-112. [PMID: 38763111 DOI: 10.1016/j.cortex.2024.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 12/30/2023] [Accepted: 03/31/2024] [Indexed: 05/21/2024]
Abstract
The ability to weigh a reward against the effort required to acquire it is critical for decision-making. However, extant experimental paradigms oftentimes confound increased effort demand with decreased reward probability, thereby obscuring neural correlates underlying these cognitive processes. To resolve this issue, we designed novel tasks that disentangled probability of success - and therefore reward probability - from effort demand. In Experiment 1, reward magnitude and effort demand were varied while reward probability was kept constant. In Experiment 2, effort demand and reward probability were varied while reward magnitude remained fixed. Electroencephalogram (EEG) data was recorded to explore how frontal midline theta (FMT; an electrophysiological index of mPFC function) and component P3 (an index of incentive salience) respond to effort demand, and reward magnitude and probability. We found no evidence that FMT tracked effort demands or net value during cue evaluation. At feedback, however, FMT power was enhanced for high compared to low effort trials, but not modulated by reward magnitude or probability. Conversely, P3 was sensitive to reward magnitude and probability at both cue and feedback phases and only integrated expended effort costs at feedback, such that P3 amplitudes continued to scale with reward magnitude and probability but were also increased for high compared to low effort reward feedback. These findings suggest that, when likelihood of success is equal, FMT power does not track net value of prospective effort-based rewards. Instead, expended cognitive effort potentiates FMT power and enhances the saliency of rewards at feedback. SIGNIFICANCE STATEMENT: The way the brain weighs rewards against the effort required to achieve them is critical for understanding motivational disorders. Current paradigms confound increased effort demand with decreased reward probability, making it difficult to disentangle neural activity associated with effort costs from those associated with reward likelihood. Here, we explored the temporal dynamics of effort-based reward (via frontal midline theta (FMT) and component P3) while participants underwent a novel paradigm that kept probability of reward constant between mental effort demand conditions. Our findings suggest that the FMT does not track net value and that expended effort enhances, instead of attenuates, the saliency of rewards.
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Affiliation(s)
- Paula Lopez-Gamundi
- Department of Cognition, Development and Educational Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain; Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute, Hospital Duran i Reynals, Hospitalet de Llobregat, Spain.
| | - Ernest Mas-Herrero
- Department of Cognition, Development and Educational Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain; Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute, Hospital Duran i Reynals, Hospitalet de Llobregat, Spain
| | - Josep Marco-Pallares
- Department of Cognition, Development and Educational Psychology, Institute of Neurosciences, University of Barcelona, Barcelona, Spain; Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute, Hospital Duran i Reynals, Hospitalet de Llobregat, Spain.
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Egeland J, Raudeberg R. Patterns of proactive interference in CVLT-II: evidence of a low-organized, disorganized, and highly organized learning style. J Clin Exp Neuropsychol 2023; 45:693-704. [PMID: 37807914 DOI: 10.1080/13803395.2023.2265615] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Accepted: 09/25/2023] [Indexed: 10/10/2023]
Abstract
OBJECTIVE Previous studies have interpreted proactive interference (PI) either as indicating executive dysfunction or a normal process indicating deep level encoding. We investigated these competing models of PI in a large clinical sample using cluster analyses. We expected to find clusters defined by high PI but otherwise characterized by either EF impairment or of good memory performance. METHOD File records of 731 patients with neurological or psychiatric disorders were analyzed. PI-scores, false positive recognition errors, and semantic organization scores on the California Verbal Learning Test-II (CVLT-II) were subjected to cluster analyses. Clusters were compared regarding buildup and release from PI, memory performance and strategy measures, measures of intelligence, EF, and processing speed. RESULTS The analyses revealed six analyzable clusters. Two clusters showed no buildup of PI and normal release from PI. Discriminability was impaired both in List A and B. Learning acquisition and speeded measures of EF were reduced. One cluster showed both buildup of PI and problems with releasing from PI, and particularly impaired discriminability of List B. Semantic organization was low. Learning consolidation and EF speeded measures were impaired. Two other clusters showed buildup of PI, but no problem with release. Learning was highly organized, and they showed good memory and normal neuropsychological performance. CONCLUSIONS Results shows differentiation between a low organized EF dysfunction pattern with no PI, a disorganized PI pattern also indicating EF dysfunction and a highly organized pattern where PI seems to be the price to pay for high effort put into the learning process.
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Affiliation(s)
- Jens Egeland
- Division of Mental Health and Addiction, Vestfold Hospital Trust, Tønsberg, Norway
- Department of Psychology, University of Oslo, Oslo, Norway
| | - Rune Raudeberg
- Faculty of Psychology, University of Bergen, Bergen, Norway
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Minear ME, Coane JH, Cooney LH, Boland SC, Serrano JW. Is practice good enough? Retrieval benefits students with ADHD but does not compensate for poor encoding in unmedicated students. Front Psychol 2023; 14:1186566. [PMID: 37546447 PMCID: PMC10397724 DOI: 10.3389/fpsyg.2023.1186566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 07/05/2023] [Indexed: 08/08/2023] Open
Abstract
Introduction A significant proportion of currently enrolled college students receive support for attention deficit/hyperactivity disorder (ADHD) and these students are often at risk of academic failure. Retrieval practice or self-testing is an effective, accessible, and affordable tool for improving academic performance. Three recent studies found conflicting results with regards to the effectiveness of retrieval practice in this population. Methods The present study compared 36 individuals with ADHD to 36 controls. Participants studied Swahili-English word pairs that varied in difficulty. Half of the pairs were repeatedly studied, and the other half repeatedly tested. Results On a final test, all participants showed a benefit of retrieval practice relative to restudy and participant status did not moderate the effect. However, unmedicated individuals with ADHD performed worse overall, both during the encoding phase and on the final test, whereas medicated participants were not significantly different from controls. Discussion An examination of self-reported encoding strategies found unmedicated participants used fewer deep strategies at encoding, consistent with prior work on ADHD and memory. Although retrieval practice is effective in this group, improved strategy use may be necessary to ensure performance that is fully equivalent to that of students without ADHD.
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Affiliation(s)
- Meredith E. Minear
- Department of Psychology, University of Wyoming, Laramie, WY, United States
| | - Jennifer H. Coane
- Department of Psychology, Colby College, Waterville, ME, United States
| | - Leah H. Cooney
- Department of Psychology, Colby College, Waterville, ME, United States
| | - Sarah C. Boland
- Department of Psychology, Colby College, Waterville, ME, United States
| | - Judah W. Serrano
- Department of Psychology, University of Wyoming, Laramie, WY, United States
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Phillips MS, Bing-Canar H, Shields AN, Cerny B, Chang F, Wisinger AM, Leib SI, Ovsiew GP, Resch ZJ, Jennette KJ, Soble JR. Assessment of learning and memory impairments in adults with predominately inattentive versus combined presentation attention-deficit/hyperactivity disorder. APPLIED NEUROPSYCHOLOGY. ADULT 2023:1-10. [PMID: 36697387 DOI: 10.1080/23279095.2023.2169887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
This cross-sectional study compared adults diagnosed with Attention-Deficit/Hyperactivity Disorder-Inattentive (ADHD-I) and ADHD-Combined (ADHD-C) presentations with a non-ADHD group on verbal and visual learning and delayed recall using the Rey Auditory Verbal Learning Test (RAVLT) and Brief Visuospatial Memory Test-Revised (BVMT-R), respectively. Data from 380 predominately college student adult outpatients were used, with 155 who met criteria for ADHD-I, 165 who met criteria for ADHD-C, and 60 who did not meet criteria for ADHD but were diagnosed with a primary depressive or anxiety disorder or received no diagnosis. Each patient was administered the RAVLT and BVMT-R as part of a comprehensive neuropsychological evaluation. Significant main effects of study group were found, such that patients with ADHD-C demonstrated worse learning and delayed recall of both verbal and visual information than patients with ADHD-I and the non-ADHD group. Patients with ADHD-I performed comparably to the non-ADHD group, apart from visual learning and delayed recall. Notably, more patients in the ADHD groups had possible or probable learning and memory impairment compared to the non-ADHD group. Findings were consistent with previous research indicating that those with ADHD exhibit poorer verbal and visual learning and delayed recall than those without ADHD.
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Affiliation(s)
- Matthew S Phillips
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Hanaan Bing-Canar
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Allison N Shields
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Brian Cerny
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Fini Chang
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Amanda M Wisinger
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Sophie I Leib
- Psychology Department, Rosalind Franklin University of Medicine and Science, North Chicago, IL, USA
| | - Gabriel P Ovsiew
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Zachary J Resch
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Kyle J Jennette
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
| | - Jason R Soble
- Department of Psychiatry, University of Illinois College of Medicine, Chicago, IL, USA
- Department of Neurology and Rehabiliation, University of Illinois College of Medicine, Chicago, IL, USA
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Orban SA, Festini SB, Yuen EK, Friedman LM. Verbal Memory Interference in Attention-Deficit Hyperactivity Disorder: A Meta-Analytic Review. J Atten Disord 2022; 26:1549-1562. [PMID: 35403484 DOI: 10.1177/10870547221085515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE Interference control is used to overcome conflict among competing memory representations and may contribute to memory difficulties in ADHD. This meta-analytic review examined memory interference to evaluate susceptibility to proactive, retroactive, and memory control interference among those with ADHD. METHOD Twenty studies (1987-2019) examining verbal memory interference in ADHD met inclusion criteria (age: 8-36 years). Proactive and retroactive interference indices were extracted from list-learning tasks, and memory control indices were extracted from experimental paradigms (e.g., directed-forgetting). RESULTS Children with ADHD were less affected by proactive interference (g=-0.53, 95% CI [-0.75, -0.31]), whereas no significant differences were found in adults (g=0.13, 95% CI [-0.02, 0.28]). Adults and children with ADHD exhibited more retroactive interference (g=0.17, 95% CI [0.05, 0.29]) and performed worse on memory control tasks (g=0.35, 95% CI [0.08, 0.62]) relative to controls. CONCLUSION Differences in verbal memory interference control in ADHD were observed but effects were different depending upon interference type and participant age.
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Cho YJ, Yum JY, Kim K, Shin B, Eom H, Hong YJ, Heo J, Kim JJ, Lee HS, Kim E. Evaluating attention deficit hyperactivity disorder symptoms in children and adolescents through tracked head movements in a virtual reality classroom: The effect of social cues with different sensory modalities. Front Hum Neurosci 2022; 16:943478. [PMID: 35992945 PMCID: PMC9386071 DOI: 10.3389/fnhum.2022.943478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 07/15/2022] [Indexed: 11/22/2022] Open
Abstract
Background Attention deficit hyperactivity disorder (ADHD) is clinically diagnosed; however, quantitative analysis to statistically analyze the symptom severity of children with ADHD via the measurement of head movement is still in progress. Studies focusing on the cues that may influence the attention of children with ADHD in classroom settings, where children spend a considerable amount of time, are relatively scarce. Virtual reality allows real-life simulation of classroom environments and thus provides an opportunity to test a range of theories in a naturalistic and controlled manner. The objective of this study was to investigate the correlation between participants’ head movements and their reports of inattention and hyperactivity, and to investigate how their head movements are affected by different social cues of different sensory modalities. Methods Thirty-seven children and adolescents with (n = 20) and without (n = 17) ADHD were recruited for this study. All participants were assessed for diagnoses, clinical symptoms, and self-reported symptoms. A virtual reality-continuous performance test (VR-CPT) was conducted under four conditions: (1) control, (2) no-cue, (3) visual cue, and (4) visual/audio cue. A quantitativecomparison of the participants’ head movements was conducted in three dimensions (pitch [head nods], yaw [head turns], and roll [lateral head inclinations]) using a head-mounted display (HMD) in a VR classroom environment. Task-irrelevant head movements were analyzed separately, considering the dimension of movement needed to perform the VR-CPT. Results The magnitude of head movement, especially task-irrelevant head movement, significantly correlated with the current standard of clinical assessment in the ADHD group. Regarding the four conditions, head movement showed changes according to the complexity of social cues in both the ADHD and healthy control (HC) groups. Conclusion Children and adolescents with ADHD showed decreasing task-irrelevant movements in the presence of social stimuli toward the intended orientation. As a proof-of-concept study, this study preliminarily identifies the potential of VR as a tool to understand and investigate the classroom behavior of children with ADHD in a controlled, systematic manner.
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Affiliation(s)
- Yoon Jae Cho
- Department of Psychiatry, Yonsei University College of Medicine, Seoul, South Korea
| | - Jung Yon Yum
- Department of Neurology, Yonsei University College of Medicine, Seoul, South Korea
| | - Kwanguk Kim
- Department of Computer Science, Hanyang University, Seoul, South Korea
| | - Bokyoung Shin
- Department of Psychiatry, Yonsei University College of Medicine, Seoul, South Korea
| | - Hyojung Eom
- Institute of Behavioral Science in Medicine, Yonsei University College of Medicine, Seoul, South Korea
| | - Yeon-ju Hong
- Institute of Behavioral Science in Medicine, Yonsei University College of Medicine, Seoul, South Korea
| | - Jiwoong Heo
- Department of Computer Science, Hanyang University, Seoul, South Korea
| | - Jae-jin Kim
- Department of Psychiatry, Yonsei University College of Medicine, Seoul, South Korea
- Institute of Behavioral Science in Medicine, Yonsei University College of Medicine, Seoul, South Korea
| | - Hye Sun Lee
- Biostatistics Collaboration Unit, Department of Research Affairs, Yonsei University College of Medicine, Seoul, South Korea
| | - Eunjoo Kim
- Department of Psychiatry, Yonsei University College of Medicine, Seoul, South Korea
- Institute of Behavioral Science in Medicine, Yonsei University College of Medicine, Seoul, South Korea
- Department of Psychiatry, Yonsei University College of Medicine, Gangnam Severance Hospital, Seoul, South Korea
- *Correspondence: Eunjoo Kim,
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Zhou Y, Wang J, Zhou N, Zhan J, Sun L, Xing C, Liu N, Wang X, Liu W. The Hidden Factors Affecting Academic Performance Among Chinese Middle School Students: Traumatic Experience and Posttraumatic Stress Symptoms. Psychol Res Behav Manag 2022; 15:111-121. [PMID: 35046737 PMCID: PMC8761031 DOI: 10.2147/prbm.s343452] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 12/15/2021] [Indexed: 12/13/2022] Open
Abstract
Background and Purpose The role of posttraumatic stress disorder (PTSD) in the path from traumatic exposure (TE) to academic performance (AP) is still not explicitly illustrated. The current study aimed to examine the moderator role of PTSD on the relationship between TE and AP, and then to investigate whether this moderator role is influenced by gender. Participants and Methods A sample of Chinese students (n=235) who had experienced the major earthquake of Wenchuan was chosen. PTSD and TE were measured by the Impact of Event Scale – Revised (IES-R) and an earthquake-related experience questionnaire, respectively. AP was collected from their up-to-date general examination. Data for 221 participants (53.4% female; mean age=14.03 years, SD=0.824) were finally included in the analysis. Parsimonious latent-variable interaction analysis and hierarchical regression analysis were adopted to examine the moderator role of PTSD. Results The average IES-R score was 27.57 (SD=13.265, range 0–67). The average score for earthquake exposure was 5.86 (SD=2.069, range 1–12). The results showed that both TE and the interaction term of PTSD*TE had significant negative correlations with AP, while PTSD was not associated with AP. Subsequent hierarchical regression analysis found that the relationship of the interaction term and AP was only significant in female students, and a simple slope plot showed a distinct pattern of the moderating effect of PTSD in both genders. Conclusion This study supported that PTSD moderated the connection between TE and AP in middle school students who had undergone a major earthquake trauma, which was influenced by gender. Students who experienced major trauma with drastic exposure history and manifested PTSD symptoms need specified intervention to avoid further deterioration in performance in school.
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Affiliation(s)
- Yaoguang Zhou
- The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China.,Lab for Post-Traumatic Stress Disorder, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China
| | - Jing Wang
- Department of Sports and Health, Shanghai Lixin University of Accounting and Finance, Shanghai, 201620, People's Republic of China
| | - Na Zhou
- The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China
| | - Jingye Zhan
- The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China.,Lab for Post-Traumatic Stress Disorder, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China
| | - Luna Sun
- The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China.,Lab for Post-Traumatic Stress Disorder, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China
| | - Chenqi Xing
- The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China.,Lab for Post-Traumatic Stress Disorder, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China
| | - Nianqi Liu
- The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China.,Lab for Post-Traumatic Stress Disorder, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China
| | - Xing Wang
- Shanghai University of Sport, Shanghai, 200438, People's Republic of China
| | - Weizhi Liu
- The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China.,Lab for Post-Traumatic Stress Disorder, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, People's Republic of China
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Egeland J. Following H.N. over 21 years: recency change and reduced retention predict later impairment in memory, and recency ratio may combine both effects. Neurocase 2021; 27:147-154. [PMID: 33729091 DOI: 10.1080/13554794.2021.1893339] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The study follows an intellectually superior patient from initial subjective memory complaints to MCI and dementia over 21 years. Primary memory measures, process- and reliable change-measures from 12 assessments with the California Verbal Learning Test (CVLT) were analyzed as well as experimental measures of retrieval and Recency-Ratio (Rr) combining traditional recency measures with selective retrieval impairments of recency items.Recency change preceded normatively impaired memory by four years, and retention percentage by two years. Rr indicated risk for MCI conversion 13 years prior to receiving that diagnosis, and is an interesting measure for early detection of dementia in CVLT.
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Affiliation(s)
- Jens Egeland
- Division of Mental Health & Addiction, Vestfold Hospital Trust, Tønsberg, Norway.,Department of Psychology, University of Oslo, Oslo, Norway
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12
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Baumann V, Birnbaum T, Breitling-Ziegler C, Tegelbeckers J, Dambacher J, Edelmann E, Bergado-Acosta JR, Flechtner HH, Krauel K. Exploration of a novel virtual environment improves memory consolidation in ADHD. Sci Rep 2020; 10:21453. [PMID: 33293595 PMCID: PMC7722922 DOI: 10.1038/s41598-020-78222-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 11/19/2020] [Indexed: 01/09/2023] Open
Abstract
Experimental evidence in rodents and humans suggests that long-term memory consolidation can be enhanced by the exploration of a novel environment presented during a vulnerable early phase of consolidation. This memory enhancing effect (behavioral tagging) is caused by dopaminergic and noradrenergic neuromodulation of hippocampal plasticity processes. In translation from animal to human research, we investigated whether behavioral tagging with novelty can be used to tackle memory problems observed in children and adolescents with attention-deficit/hyperactivity disorder (ADHD). 34 patients with ADHD and 34 typically developing participants (age 9–15 years) explored either a previously familiarized or a novel virtual environment 45 min after they had learned a list of 20 words. Participants took a free recall test both immediately after learning the word list and after 24 h. Patients who explored a familiar environment showed significantly impaired memory consolidation compared to typically developing peers. Exploration of a novel environment led to significantly better memory consolidation in children and adolescents with ADHD. However, we did not observe a beneficial effect of novel environment exploration in typically developing participants. Our data rather suggested that increased exploration of a novel environment as well as higher feelings of virtual immersion compromised memory performance in typically developing children and adolescents, which was not the case for patients with ADHD. We propose that behavioral tagging with novel virtual environments is a promising candidate to overcome ADHD related memory problems. Moreover, the discrepancy between children and adolescents with and without ADHD suggests that behavioral tagging might only be able to improve memory consolidation for weakly encoded information.
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Affiliation(s)
- Valentin Baumann
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Magdeburg, Leipziger Straße 44, 39120, Magdeburg, Germany.
| | - Thomas Birnbaum
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Magdeburg, Leipziger Straße 44, 39120, Magdeburg, Germany
| | - Carolin Breitling-Ziegler
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Magdeburg, Leipziger Straße 44, 39120, Magdeburg, Germany
| | - Jana Tegelbeckers
- Department of Neurology, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Johannes Dambacher
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Magdeburg, Leipziger Straße 44, 39120, Magdeburg, Germany.,Faculty of Computer Science, University of Magdeburg, Magdeburg, Germany
| | - Elke Edelmann
- Department of Physiology, University of Kiel, Kiel, Germany.,Center for Behavioral Brain Sciences, Magdeburg, Germany
| | - Jorge R Bergado-Acosta
- Department of Pharmacology and Toxicology, University of Magdeburg, Magdeburg, Germany.,Center for Behavioral Brain Sciences, Magdeburg, Germany
| | - Hans-Henning Flechtner
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Magdeburg, Leipziger Straße 44, 39120, Magdeburg, Germany
| | - Kerstin Krauel
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Magdeburg, Leipziger Straße 44, 39120, Magdeburg, Germany.,Center for Behavioral Brain Sciences, Magdeburg, Germany
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13
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Drechsler R, Brem S, Brandeis D, Grünblatt E, Berger G, Walitza S. ADHD: Current Concepts and Treatments in Children and Adolescents. Neuropediatrics 2020; 51:315-335. [PMID: 32559806 PMCID: PMC7508636 DOI: 10.1055/s-0040-1701658] [Citation(s) in RCA: 95] [Impact Index Per Article: 23.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 11/28/2019] [Indexed: 12/17/2022]
Abstract
Attention deficit hyperactivity disorder (ADHD) is among the most frequent disorders within child and adolescent psychiatry, with a prevalence of over 5%. Nosological systems, such as the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) and the International Classification of Diseases, editions 10 and 11 (ICD-10/11) continue to define ADHD according to behavioral criteria, based on observation and on informant reports. Despite an overwhelming body of research on ADHD over the last 10 to 20 years, valid neurobiological markers or other objective criteria that may lead to unequivocal diagnostic classification are still lacking. On the contrary, the concept of ADHD seems to have become broader and more heterogeneous. Thus, the diagnosis and treatment of ADHD are still challenging for clinicians, necessitating increased reliance on their expertise and experience. The first part of this review presents an overview of the current definitions of the disorder (DSM-5, ICD-10/11). Furthermore, it discusses more controversial aspects of the construct of ADHD, including the dimensional versus categorical approach, alternative ADHD constructs, and aspects pertaining to epidemiology and prevalence. The second part focuses on comorbidities, on the difficulty of distinguishing between "primary" and "secondary" ADHD for purposes of differential diagnosis, and on clinical diagnostic procedures. In the third and most prominent part, an overview of current neurobiological concepts of ADHD is given, including neuropsychological and neurophysiological researches and summaries of current neuroimaging and genetic studies. Finally, treatment options are reviewed, including a discussion of multimodal, pharmacological, and nonpharmacological interventions and their evidence base.
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Affiliation(s)
- Renate Drechsler
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, Swiss Federal Institute of Technology and University of Zurich, Zurich, Switzerland
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, Swiss Federal Institute of Technology and University of Zurich, Zurich, Switzerland
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
- Zurich Center for Integrative Human Physiology, University of Zurich, Zurich, Switzerland
| | - Edna Grünblatt
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, Swiss Federal Institute of Technology and University of Zurich, Zurich, Switzerland
- Zurich Center for Integrative Human Physiology, University of Zurich, Zurich, Switzerland
| | - Gregor Berger
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
| | - Susanne Walitza
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, Swiss Federal Institute of Technology and University of Zurich, Zurich, Switzerland
- Zurich Center for Integrative Human Physiology, University of Zurich, Zurich, Switzerland
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14
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Navarro MC, Marmolejo-Ramos F, Vásquez V, Carrea B, Vélez JI, Mebarak Chams M. An Exploratory Study for Assessment of Multimodal Semantic Memory in Colombian Children. Int J Psychol Res (Medellin) 2020; 13:49-58. [PMID: 33329877 PMCID: PMC7735520 DOI: 10.21500/20112084.4847] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023] Open
Abstract
Semantic memory (SM) is a type of long-term memory associated with the storage of general information about the world. Here we assessed the characteristics of the SM battery, developed by Catricalà et al. (2013), in a sample of Colombian children. This battery was originally conceived to evaluate adults, and features six subtests that assess SM in different modalities, using a common set of 48 stimuli in both living and nonliving categories. The design of the current study is of a cross-sectional and exploratory type. The sample was composed of 111 children, 57 boys (51%) and 54 girls (49%), who were 6 (n = 68) and 7 (n = 43) years old and had no intellectual disability. Robust linear regression models and correlation networks were used. We found an effect of age on general intelligence after correcting for gender, and no differences on the six subtest scores after corrections for gender and age were performed. Furthermore, age was found to be positively associated with the naming of colored photographs (β = .75, p = .039), naming in response to an oral description (β = 1.81, p = .039), picture sorting at four levels (β = 7.22, p = .029), and sentence verification (β = 26.66, p = .01). In addition, there were differences between the results obtained in adults in the original study and in the children of our study. This exploratory study supports the feasibility of the Spanish translation of the Catricalà et al. (2013) battery to assess SM in children with a nonclinical condition. Future studies are needed to evaluate the psychometric properties of this SM battery, and to corroborate and expand our findings in a larger sample of control children, and in children with some degree of intellectual disability or suffering of some neurodegenerative or psychiatric conditions.
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Affiliation(s)
- María C Navarro
- . Universidad del Norte, Barranquilla, Colombia. Universidad del Norte Universidad del Norte Barranquilla Colombia
| | - Fernando Marmolejo-Ramos
- . Center for Change and Complexity in Learning, The University of South Australia, Adelaide, Australia. University of South Australia University of South Australia Adelaide Australia
| | - Valentina Vásquez
- . Universidad del Norte, Barranquilla, Colombia. Universidad del Norte Universidad del Norte Barranquilla Colombia
| | - Bárbara Carrea
- Pontificia Universidad Javeriana, Bogotá, Colombia. Pontificia Universidad Javeriana Pontificia Universidad Javeriana Bogotá Colombia
| | - Jorge I Vélez
- . Universidad del Norte, Barranquilla, Colombia. Universidad del Norte Universidad del Norte Barranquilla Colombia
| | - Moisés Mebarak Chams
- . Universidad del Norte, Barranquilla, Colombia. Universidad del Norte Universidad del Norte Barranquilla Colombia
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15
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Zadelaar JN, Dekkers TJ, Huizenga HM. The association between risky decision making and attention‐deficit/hyperactivity disorder symptoms: A preregistered assessment of need for cognition as underlying mechanism. JOURNAL OF BEHAVIORAL DECISION MAKING 2020. [DOI: 10.1002/bdm.2177] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Affiliation(s)
| | - Tycho J. Dekkers
- Department of Psychology University of Amsterdam Amsterdam The Netherlands
- Department of Forensic Psychiatry and Complex Behavioral Disorders De Bascule, Academic Center for Child‐ and Adolescent Psychiatry Amsterdam The Netherlands
- Department of Child and Adolescent Psychiatry Amsterdam UMC, Free University Medical Center (VUmc) Amsterdam The Netherlands
- Department of Psychology University of Central Florida Orlando Florida
| | - Hilde M. Huizenga
- Department of Psychology University of Amsterdam Amsterdam The Netherlands
- Amsterdam Brain and Cognition Center University of Amsterdam Amsterdam The Netherlands
- Research Priority Area Yield University of Amsterdam Amsterdam The Netherlands
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16
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Winter Y, Ben-Pazi H, Pollak Y. Effort Allocation in Children With ADHD: Abnormal Decision-Making or Poor Execution? J Atten Disord 2019; 23:1240-1250. [PMID: 27329487 DOI: 10.1177/1087054716654569] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective: Effort allocation is a multi-faceted process driving both the decision to choose a high effort-high reward alternative over a low effort-low reward alternative, and the execution of this decision by recruiting sufficient effort. The objectives of our study were to examine whether children with ADHD would (a) show different reward-effort cost trade-off, and (b) have difficulty executing their decision. Method: 50 children, aged 9 to 15, with and without ADHD, had to choose between high effort-high reward and low effort-low reward alternatives using a handheld dynamometer and to execute their choice. Results: Children with ADHD and controls made similar number of high-effort choices (p = .806). However, children with ADHD executed their high-effort choices less frequently compared with controls (p = .029). Conclusion: These findings suggest that children with ADHD are not characterized by different effort-reward trade-off but rather by difficulties in recruiting effort for their preferences implementation.
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Affiliation(s)
- Yael Winter
- 1 The Hebrew University of Jerusalem, Israel
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17
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Lundervold AJ, Halleland HB, Brevik EJ, Haavik J, Sørensen L. Verbal Memory Function in Intellectually Well-Functioning Adults With ADHD: Relations to Working Memory and Response Inhibition. J Atten Disord 2019; 23:1188-1198. [PMID: 25903587 DOI: 10.1177/1087054715580842] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Objective: To investigate verbal memory function with relation to working memory (WM) and response inhibition (RI) in adults with ADHD. Method: Verbal memory function was assessed by the California Verbal Learning Test-Second Edition (CVLT-II), WM by the Paced Serial Addition Test, and RI by the Color-Word Interference Test from Delis-Kaplan Executive Function System in a sample of adults with normal to high intellectual function (IQ). Results: The ADHD group (n = 74) obtained lower scores than controls on measures of learning, recall, and immediate memory (CVLT-II). WM and RI explained a substantial part of verbal memory performance in both groups. A group to executive function (EF) interaction effect was identified for the total number of intrusions and false positive responses on the CVLT-II recognition trial. Conclusion: Verbal memory performance only partially overlaps with EF in intellectually well-functioning adults with ADHD. Both EF and verbal memory function should be assessed as part of a neuropsychological evaluation of adults with ADHD. (J. of Att. Dis. XXXX; XX(X) XX-XX).
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Affiliation(s)
- Astri J Lundervold
- 1 Department of Biological and Medical Psychology, University of Bergen, Norway.,2 K. G. Jebsen Center for Research on Neuropsychiatric Disorders, University of Bergen, Norway
| | - Helene Barone Halleland
- 1 Department of Biological and Medical Psychology, University of Bergen, Norway.,2 K. G. Jebsen Center for Research on Neuropsychiatric Disorders, University of Bergen, Norway.,3 Department of Child and Adolescent Psychiatry, Hukeland University Hospital, Bergen, Norway
| | | | - Jan Haavik
- 4 Department of Biomedicine, University of Bergen, Norway.,5 Department of Psychiatry, Haukeland University Hospital, Bergen, Norway
| | - Lin Sørensen
- 1 Department of Biological and Medical Psychology, University of Bergen, Norway
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18
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Addicott MA, Schechter JC, Sapyta JJ, Selig JP, Kollins SH, Weiss MD. Methylphenidate increases willingness to perform effort in adults with ADHD. Pharmacol Biochem Behav 2019; 183:14-21. [PMID: 31226260 DOI: 10.1016/j.pbb.2019.06.008] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2019] [Revised: 05/31/2019] [Accepted: 06/16/2019] [Indexed: 10/26/2022]
Abstract
BACKGROUND A reduced willingness to perform effort based on the magnitude and probability of potential rewards has been associated with diminished dopamine function and may be relevant to attention-deficit/hyperactivity disorder (ADHD). Here, we investigated the influence of ADHD status and methylphenidate on effort-based decisions. We hypothesized that ADHD participants would make fewer high-effort selections than non-ADHD subjects, and that methylphenidate would increase the number of high-effort selections. Furthermore, we hypothesized there would be associations among ADHD severity and methylphenidate-related changes in effort-based and attentional performance across all participants. METHODS AND PARTICIPANTS ADHD (n = 23) and non-ADHD (n = 23) adults completed the Effort Expenditure for Rewards Task in which participants select between low-effort and high-effort options to receive monetary rewards at varying levels of reward magnitude and probability. A test of attentional performance was also completed. RESULTS Overall, participants made more high-effort selections as potential reward magnitude and probability increased. ADHD participants did not make fewer high-effort selections than non-ADHD participants, but ADHD participants showed greater methylphenidate-related increases in high-effort selections. ADHD participants had worse attentional performance than non-ADHD participants. ADHD severity was associated with methylphenidate-related changes in high-effort selections, but not changes in attentional performance. CONCLUSIONS These results indicate that methylphenidate increases the willingness to perform effort in individuals with ADHD, possibly due to disorder-related motivational deficits. This provides support for theories of insufficient effort allocation among individuals with ADHD. TRIAL REGISTRATION Clinicaltrials.gov Identifier, NCT02630017.
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Affiliation(s)
| | | | | | - James P Selig
- University of Arkansas for Medical Sciences, United States of America
| | - Scott H Kollins
- Duke University School of Medicine, United States of America
| | - Margaret D Weiss
- University of Arkansas for Medical Sciences, United States of America
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19
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Production Effect in Adults With ADHD With and Without Methylphenidate (MPH): Vocalization Improves Verbal Learning. J Int Neuropsychol Soc 2019; 25:230-235. [PMID: 30458897 DOI: 10.1017/s1355617718001017] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
OBJECTIVES Reading aloud (vocal production) enhances memory relative to reading silently, the Production Effect (PE) in memory. Thus, vocalization has been suggested as a mnemonic device. The current study tested the PE in a sample of adults with ADHD and in a control sample, evaluating verbal learning. METHODS Twenty adults with ADHD and 21 controls learned a list of words, half by reading aloud and half by reading silently. Free recall test followed. The participants with ADHD performed the task twice (in two different sessions in a counterbalanced order), before self-administration of a single dose of methylphenidate (MPH) and 60-min after dosage. RESULTS PEs were found for all groups. Memory was better for the controls than for the ADHD group (with or without MPH). In the ADHD group, recall rates and the PE were higher with than without MPH. CONCLUSIONS These results suggest that vocalization yields a larger memory gain with MPH. Possibly, MPH enables the ADHD participants to better shift their attention to the aloud words, enhancing their retrieval rates. Theoretically, these findings stress the role of attention in the PE. (JINS, 2019, 25, 230-235).
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20
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Rogers M, Tannock R. Are Classrooms Meeting the Basic Psychological Needs of Children With ADHD Symptoms? A Self-Determination Theory Perspective. J Atten Disord 2018; 22:1354-1360. [PMID: 24327276 DOI: 10.1177/1087054713508926] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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21
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Schei J, Nøvik TS, Thomsen PH, Lydersen S, Indredavik MS, Jozefiak T. What Predicts a Good Adolescent to Adult Transition in ADHD? The Role of Self-Reported Resilience. J Atten Disord 2018; 22:547-560. [PMID: 26399710 DOI: 10.1177/1087054715604362] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
OBJECTIVE ADHD is a disorder associated with impairment and comorbid psychiatric problems in young adulthood; therefore, factors that may imply a more favorable outcome among adolescents with ADHD are of interest. METHOD This study used a longitudinal design to assess whether adolescent personal resilience characteristics during adolescence protected against psychosocial impairment, depression, and anxiety 3 years later. Self-reported protective factors were used as baseline measures in the assessment of 190 clinically referred adolescents with ADHD. A semi-structured diagnostic interview was performed at the follow-up. RESULTS In a group of youth with ADHD, personal resilience characteristics were associated with better psychosocial functioning in young adulthood, and less depression and anxiety. CONCLUSION Although further research is needed, these results indicate that personal resilience characteristics may be protective factors in the transitional period from adolescence to early adulthood.
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Affiliation(s)
- Jorun Schei
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Torunn Stene Nøvik
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Per Hove Thomsen
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway.,3 Aarhus University Hospital, Denmark
| | - Stian Lydersen
- 2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Marit S Indredavik
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
| | - Thomas Jozefiak
- 1 St. Olavs University Hospital, Trondheim, Norway.,2 Norwegian University of Science and Technology, Trondheim, Norway
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22
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Inácio FF, Oliveira KLD, Mariano MLS. Estilos intelectuais e estratégias de aprendizagem: percepção de professores do ensino fundamental. PSICOLOGIA ESCOLAR E EDUCACIONAL 2017. [DOI: 10.1590/2175-35392017021311171] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo Os estilos intelectuais e as estratégias de aprendizagem podem ser eficazes na melhora do desempenho de alunos que apresentam dificuldades para aprender. O objetivo da pesquisa foi averiguar a percepção dos professores acerca dos estilos intelectuais e das estratégias de aprendizagem em alunos do Ensino Fundamental com diagnóstico de Dislexia e TDAH e sem dificuldade escolar. Participaram 23 professores de escolas públicas e foi utilizado um questionário para a coleta de dados. Os resultados indicaram que os professores relataram benefícios em conhecer os estilos e identificaram o uso de estratégias por parte dos alunos. A maioria dos professores não conhecia termos como estratégias de aprendizagem e estilos intelectuais, por isso as respostas foram dadas de acordo com a sua prática de ensino. O estudo buscou entender e discutir alguns aspectos que envolvem a aprendizagem e levar contribuições para o sistema educacional na condição de melhorias para a qualidade de ensino.
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Abstract
OBJECTIVE Memory problems are a frequently reported symptom in adult ADHD, and it is well-documented that adults with ADHD perform poorly on long-term memory tests. However, the cause of this effect is still controversial. The present meta-analysis examined underlying mechanisms that may lead to long-term memory impairments in adult ADHD. METHOD We performed separate meta-analyses of measures of memory acquisition and long-term memory using both verbal and visual memory tests. In addition, the influence of potential moderator variables was examined. RESULTS Adults with ADHD performed significantly worse than controls on verbal but not on visual long-term memory and memory acquisition subtests. The long-term memory deficit was strongly statistically related to the memory acquisition deficit. In contrast, no retrieval problems were observable. CONCLUSION Our results suggest that memory deficits in adult ADHD reflect a learning deficit induced at the stage of encoding. Implications for clinical and research settings are presented.
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24
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Jonkman LM, Hurks PP, Schleepen TMJ. Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task. Neuropsychol Rehabil 2015; 26:910-41. [DOI: 10.1080/09602011.2015.1070735] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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25
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Schei J, Nøvik TS, Thomsen PH, Indredavik MS, Jozefiak T. Improved quality of life among adolescents with attention-deficit/hyperactivity disorder is mediated by protective factors: a cross sectional survey. BMC Psychiatry 2015; 15:108. [PMID: 25948117 PMCID: PMC4429327 DOI: 10.1186/s12888-015-0491-0] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2014] [Accepted: 04/27/2015] [Indexed: 01/28/2023] Open
Abstract
BACKGROUND The aim of this study was to assess the role of protective factors as mediators and/or moderators of the relationship between coexisting emotional and conduct problems and quality of life (QoL) among adolescents with attention-deficit/hyperactivity disorder (ADHD). METHODS The sample consisted of 194 adolescents with ADHD. Participants completed measures of individual competencies, family cohesion and social support, and QoL. Coexisting emotional and conduct problems were assessed using the Strength and Difficulties Questionnaire. RESULTS Individual competencies and social support mediated the association between emotional and conduct problems and QoL. Family cohesion was associated with both emotional and conduct problems. No moderating effects of protective factors and coexisting problems were found. CONCLUSIONS The assessment of individual competencies, social resources, and family cohesion may identify potential treatment goals for adolescents with ADHD and coexisting problems, and may contribute to improvements in QoL.
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Affiliation(s)
- Jorun Schei
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
| | - Torunn Stene Nøvik
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
| | - Per Hove Thomsen
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Psychiatric Hospital for Children and Adolescents, Aarhus University Hospital, Skovagervej 2, 8240, Risskov, Denmark.
| | - Marit S Indredavik
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
| | - Thomas Jozefiak
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
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Rogers M, Bélanger-Lejars V, Toste JR, Heath NL. Mismatched: ADHD symptomatology and the teacher–student relationship. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2015. [DOI: 10.1080/13632752.2014.972039] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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27
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Dudukovic NM, Gottshall JL, Cavanaugh PA, Moody CT. Diminished testing benefits in young adults with attention-deficit hyperactivity disorder. Memory 2014; 23:1264-76. [PMID: 25385006 DOI: 10.1080/09658211.2014.977921] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Memory retrieval has been shown to enhance the long-term retention of tested material; however, recent research suggests that limiting attention during retrieval can decrease the benefits of testing memory. The present study examined whether testing benefits are reduced in young adults with attention-deficit hyperactivity disorder (ADHD). College students with and without ADHD read three short prose passages, each followed by a free recall test, a restudy period or a distractor task. Two days later participants recalled the passages. Although participants without ADHD did not show a significant benefit of testing over restudying, testing did produce recall benefits relative to not taking a test. These testing benefits were diminished in participants with ADHD, who did not show any advantage of testing over either restudying or no test. The absence of testing benefits in the ADHD group is likely due in part to decreased recall on the initial test. These findings have implications for improving educational practices among individuals with ADHD and also speak to the need to examine individual differences in the effectiveness of testing as a learning strategy.
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Dissociating the effects of semantic grouping and rehearsal strategies on event-related brain potentials. Int J Psychophysiol 2014; 94:319-28. [PMID: 25242500 DOI: 10.1016/j.ijpsycho.2014.09.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2014] [Revised: 08/25/2014] [Accepted: 09/11/2014] [Indexed: 11/20/2022]
Abstract
The application of elaborative encoding strategies during learning, such as grouping items on similar semantic categories, increases the likelihood of later recall. Previous studies have suggested that stimuli that encourage semantic grouping strategies had modulating effects on specific ERP components. However, these studies did not differentiate between ERP activation patterns evoked by elaborative working memory strategies like semantic grouping and more simple strategies like rote rehearsal. Identification of neurocognitive correlates underlying successful use of elaborative strategies is important to understand better why certain populations, like children or elderly people, have problems applying such strategies. To compare ERP activation during the application of elaborative versus more simple strategies subjects had to encode either four semantically related or unrelated pictures by respectively applying a semantic category grouping or a simple rehearsal strategy. Another goal was to investigate if maintenance of semantically grouped vs. ungrouped pictures modulated ERP-slow waves differently. At the behavioral level there was only a semantic grouping benefit in terms of faster responding on correct rejections (i.e. when the memory probe stimulus was not part of the memory set). At the neural level, during encoding semantic grouping only had a modest specific modulatory effect on a fronto-central Late Positive Component (LPC), emerging around 650 ms. Other ERP components (i.e. P200, N400 and a second Late Positive Component) that had been earlier related to semantic grouping encoding processes now showed stronger modulation by rehearsal than by semantic grouping. During maintenance semantic grouping had specific modulatory effects on left and right frontal slow wave activity. These results stress the importance of careful control of strategy use when investigating the neural correlates of elaborative encoding.
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Hosking JG, Cocker PJ, Winstanley CA. Dissociable contributions of anterior cingulate cortex and basolateral amygdala on a rodent cost/benefit decision-making task of cognitive effort. Neuropsychopharmacology 2014; 39:1558-67. [PMID: 24496320 PMCID: PMC4023153 DOI: 10.1038/npp.2014.27] [Citation(s) in RCA: 92] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2013] [Revised: 01/10/2014] [Accepted: 01/28/2014] [Indexed: 11/09/2022]
Abstract
Personal success often requires the choice to expend greater effort for larger rewards, and deficits in such effortful decision making accompany a number of illnesses including depression, schizophrenia, and attention-deficit/hyperactivity disorder. Animal models have implicated brain regions such as the basolateral amygdala (BLA) and anterior cingulate cortex (ACC) in physical effort-based choice, but disentangling the unique contributions of these two regions has proven difficult, and effort demands in industrialized society are predominantly cognitive in nature. Here we utilize the rodent cognitive effort task (rCET), a modification of the five-choice serial reaction-time task, wherein animals can choose to expend greater visuospatial attention to obtain larger sucrose rewards. Temporary inactivation (via baclofen-muscimol) of BLA and ACC showed dissociable effects: BLA inactivation caused hard-working rats to 'slack off' and 'slacker' rats to work harder, whereas ACC inactivation caused all animals to reduce willingness to expend mental effort. Furthermore, BLA inactivation increased the time needed to make choices, whereas ACC inactivation increased motor impulsivity. These data illuminate unique contributions of BLA and ACC to effort-based decision making, and imply overlapping yet distinct circuitry for cognitive vs physical effort. Our understanding of effortful decision making may therefore require expanding our models beyond purely physical costs.
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Affiliation(s)
- Jay G Hosking
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | - Paul J Cocker
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
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Andersen PN, Egeland J, Øie M. Learning and memory impairments in children and adolescents with attention-deficit/hyperactivity disorder. JOURNAL OF LEARNING DISABILITIES 2013; 46:453-460. [PMID: 22392892 DOI: 10.1177/0022219412437040] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
There are relatively few studies on learning and delayed memory with attention-deficit/hyperactivity disorder (ADHD). The objective of the present study was to examine acquisition, free delayed memory, and recognition skills in medication naive children and adolescents aged 8-16 years with ADHD combined subtype (36 participants) and inattentive subtype (45) compared to 50 healthy controls (HC) aged 8-17 years. Learning and delayed memory were assessed with the Hopkins Verbal Learning Test-Revised and the Brief Visuospatial Memory Test-Revised, which have compatible methods of administration, test format, and score ranges. The results showed that children with both ADHD subtypes scored significantly below HC in acquisition, free delayed memory, and recognition, even when controlling for the effect of IQ. Comparing phases in the learning process showed an initial deficit in acquisition but no increase in effect size in subsequent testing of free delayed memory or recognition. The study indicates that learning and delayed memory processes are impaired in both combined and inattentive subtypes of ADHD and that the deficits are not merely an artifact of IQ. The study indicates that emphasis must be put on the acquisition phase and how students with ADHD organize and encode new information.
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Braun CMJ, Delisle J, Suffren S, Bolduc M. Atypical left–right balance of visuomotor awareness in adult ADHD (combined type) on a test of executive function. Laterality 2013; 18:385-406. [DOI: 10.1080/1357650x.2012.695796] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Symptoms of ADHD in children with high-functioning autism are related to impaired verbal working memory and verbal delayed recall. PLoS One 2013; 8:e64842. [PMID: 23717667 PMCID: PMC3661504 DOI: 10.1371/journal.pone.0064842] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2012] [Accepted: 04/18/2013] [Indexed: 12/27/2022] Open
Abstract
Symptoms similar to those found in Attention-Deficit/Hyperactivity Disorder (ADHD) often occur in children with Autism Spectrum Disorders (ASD). The objective of the current study was to compare verbal working memory, acquisition and delayed recall in children with High-Functioning Autism (HFA) to children with ADHD and typically developing children (TDC). Thirty-eight children with HFA, 79 with ADHD and 50 TDC (age 8–17) were assessed with a letter/number sequencing task and a verbal list-learning task. To investigate the possible influence of attention problems in children with HFA, we divided the HFA group into children with (HFA+) or without (HFA−) “attention problems” according to the Child Behaviour Checklist 6–18. The children with HFA+ displayed significant impairment compared to TDC on all three neurocognitive measures, while the children with HFA− were significantly impaired compared to TDC only on the working memory and acquisition measures. In addition, the HFA+ group scored significantly below the HFA− group and the ADHD group on the verbal working memory and delayed recall measures. The results support the proposition that children with HFA+, HFA−, and ADHD differ not only on a clinical level but also on a neurocognitive level which may have implications for treatment.
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Egeland J, Ueland T, Johansen S. Central processing energetic factors mediate impaired motor control in ADHD combined subtype but not in ADHD inattentive subtype. JOURNAL OF LEARNING DISABILITIES 2012; 45:361-370. [PMID: 21685345 DOI: 10.1177/0022219411407922] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Participants with attention-deficit/hyperactivity disorder (ADHD) are often impaired in visuomotor tasks. However, little is known about the contribution of modal impairment in motor function relative to central processing deficits or whether different processes underlie the impairment in ADHD combined (ADHD-C) versus ADHD inattentive (ADHD-I) subtype. The present study analyzes performance on the Visual Motor Integration Test relative to less effortful motor tests as well as on measures of energetics. Both ADHD groups showed evidence of impaired motor function on both visual-motor integration (VMI) and the less effortful motor tests. The ADHD-C group performed below the ADHD-I group on VMI, but their performance correlated highly with the measures of the energetic pools of arousal and effort. Different mechanisms may underlie impaired fine motor skills in ADHD. Central processing deficits contribute significantly to the deficit of ADHD-C but do not explain the motor impairment in ADHD-I.
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Affiliation(s)
- Jens Egeland
- Vestfold Mental Health Care Trust, Tønsberg, Norway.
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Cocker PJ, Hosking JG, Benoit J, Winstanley CA. Sensitivity to cognitive effort mediates psychostimulant effects on a novel rodent cost/benefit decision-making task. Neuropsychopharmacology 2012; 37:1825-37. [PMID: 22453140 PMCID: PMC3376315 DOI: 10.1038/npp.2012.30] [Citation(s) in RCA: 72] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Amotivational states and insufficient recruitment of mental effort have been observed in a variety of clinical populations, including depression, traumatic brain injury, post-traumatic stress disorder, and attention deficit hyperactivity disorder. Previous rodent models of effort-based decision making have utilized physical costs whereas human studies of effort are primarily cognitive in nature, and it is unclear whether the two types of effortful decision making are underpinned by the same neurobiological processes. We therefore designed a novel rat cognitive effort task (rCET) based on the 5-choice serial reaction time task, a well-validated measure of attention and impulsivity. Within each trial of the rCET, rats are given the choice between an easy or hard visuospatial discrimination, and successful hard trials are rewarded with double the number of sugar pellets. Similar to previous human studies, stable individual variation in choice behavior was observed, with 'workers' choosing hard trials significantly more than their 'slacker' counterparts. Whereas workers 'slacked off' in response to administration of amphetamine and caffeine, slackers 'worked harder' under amphetamine, but not caffeine. Conversely, these stimulants increased motor impulsivity in all animals. Ethanol did not affect animals' choice but invigorated behavior. In sum, we have shown for the first time that rats are differentially sensitive to cognitive effort when making decisions, independent of other processes such as impulsivity, and these baseline differences can influence the cognitive response to psychostimulants. Such findings could inform our understanding of impairments in effort-based decision making and contribute to treatment development.
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Affiliation(s)
- Paul J Cocker
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Jay G Hosking
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada,Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4, Canada, Tel: +1 604 827 5083, Fax: +1 604 822 6923, E-mail: or
| | - James Benoit
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Catharine A Winstanley
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada,Department of Psychology, University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4, Canada, Tel: +1 604 827 5083, Fax: +1 604 822 6923, E-mail: or
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Stepanov II, Abramson CI, Warschausky S. Assessment of the learning curve from the California Verbal Learning Test-Children's Version with the first-order system transfer function. Child Neuropsychol 2011; 17:330-46. [PMID: 21390915 DOI: 10.1080/09297049.2010.541234] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
A mathematical model is proposed to measure the learning curve in the California Verbal Learning Test-Children's Version. The model is based on the first-order system transfer function in the form Y = B3*exp[-B2*(X-1)]+B4*{1-exp[-B2*(X-1)]}, where X is the trial number, Y is the number of recalled correct words, B2 is the learning rate, B3 is interpreted as readiness to learn and B4 as the ability to learn. Children's readiness to learn and ability to learn were lower than adults. Modeling revealed that girls had greater readiness to learn and ability to learn than boys.
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Affiliation(s)
- Igor I Stepanov
- Department of Neuropharmacology, Institute for Experimental Medicine, St. Petersburg, Russia.
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