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Suarez I, De Los Reyes Aragón C, Grandjean A, Barceló E, Mebarak M, Lewis S, Pineda-Alhucema W, Casini L. Two sides of the same coin: ADHD affects reactive but not proactive inhibition in children. Cogn Neuropsychol 2022; 38:349-363. [PMID: 35209797 DOI: 10.1080/02643294.2022.2031944] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Children with attention-deficit/hyperactivity disorder (ADHD) present a deficit in inhibitory control. Still, it remains unclear whether it comes from a deficit in reactive inhibition (ability to stop the action in progress), proactive inhibition (ability to exert preparatory control), or both.We compared the performance of 39 children with ADHD and 42 typically developing children performing a Simon choice reaction time task. The Simon task is a conflict task that is well-adapted to dissociate proactive and reactive inhibition. Beyond classical global measures (mean reaction time, accuracy rate, and interference effect), we used more sophisticated dynamic analyses of the interference effect and accuracy rate to investigate reactive inhibition. We studied proactive inhibition through the congruency sequence effect (CSE).Our results showed that children with ADHD had impaired reactive but not proactive inhibition. Moreover, the deficit found in reactive inhibition seems to be due to both a stronger impulse capture and more difficulties in inhibiting impulsive responses. These findings contribute to a better understanding of how ADHD affects inhibitory control in children.
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Affiliation(s)
- Isabel Suarez
- Department of Psychology, Universidad del Norte, Barranquilla, Colombia.,CNRS, LNC, Laboratoire de Neurosciences Cognitives, Aix Marseille Univ, Marseille, France
| | | | - Aurelie Grandjean
- CNRS, LNC, Laboratoire de Neurosciences Cognitives, Aix Marseille Univ, Marseille, France
| | - Ernesto Barceló
- Instituto Colombiano de Neuropedagogía, Universidad de la Costa, Barranquilla, Colombia
| | - Moises Mebarak
- Department of Psychology, Universidad del Norte, Barranquilla, Colombia
| | - Soraya Lewis
- Department of Psychology, Universidad del Norte, Barranquilla, Colombia
| | - Wilmar Pineda-Alhucema
- Programa de Psicología, facultad de Ciencias Jurídicas y Sociales, Universidad Simón Bolívar, Barranquilla, Colombia
| | - Laurence Casini
- CNRS, LNC, Laboratoire de Neurosciences Cognitives, Aix Marseille Univ, Marseille, France
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Skalski S, Konaszewski K, Pochwatko G, Balas R, Surzykiewicz J. Effects of hemoencephalographic biofeedback with virtual reality on selected aspects of attention in children with ADHD. Int J Psychophysiol 2021; 170:59-66. [PMID: 34653532 DOI: 10.1016/j.ijpsycho.2021.10.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 09/13/2021] [Accepted: 10/04/2021] [Indexed: 11/23/2022]
Abstract
For children with attention deficit/hyperactivity disorder (ADHD), a reduction of inattention by biofeedback has been shown in several studies. As evidenced by previous reports, biofeedback (BFB) with virtual reality (VR) allows for controlling distractors, providing an environment that captures participants' attention. The purpose of this study was to evaluate the effects of hemoencephalographic (HEG) BFB with VR in treating deficits in vigilance (assessed using the short form of the Mackworth Clock Task), visual search (the Visual Search Task), and divided attention (Multitasking Test) among children with ADHD. Data subjected to analysis were collected from 87 participants aged 9-15 years. Children were assigned to one of three groups (standard 2D BFB in the lab, VR BFB with a limited visual scene, VR BFB with a complex visual scene) and were subjected to ten HEG BFB sessions. Children in the VR BFB groups exhibited a bigger regional cerebral blood oxygenation slope during BFB and better performance in cognitive tests following the experiment compared to children in the 2D BFB group. The data obtained suggest that HEG BFB with VR may have a more beneficial effect in treating attention deficits compared to standard 2D HEG BFB. We believe that the strong effects of HEG BFB with VR stem from the increased commitment and motivation in individuals, rather than from manipulation with regard to visual scene complexity.
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Yasumura A, Omori M, Fukuda A, Takahashi J, Yasumura Y, Nakagawa E, Koike T, Yamashita Y, Miyajima T, Koeda T, Aihara M, Inagaki M. Age-related differences in frontal lobe function in children with ADHD. Brain Dev 2019; 41:577-586. [PMID: 30952459 DOI: 10.1016/j.braindev.2019.03.006] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Revised: 03/13/2019] [Accepted: 03/14/2019] [Indexed: 01/25/2023]
Abstract
BACKGROUND The neural correlates of executive function disorders are thought to be predominantly localized within the prefrontal cortex (PFC). However, no study to date has investigated changes in this system across different age groups in children with attention deficit hyperactivity disorder (ADHD). Thus, this study aimed to explore changes in PFC function in children with ADHD. METHODS Study participants included typically developing (TD) children (n = 140) and children with ADHD (n = 67) of primary school age. Behavioral executive functions and their neural basis were evaluated between the TD children and children with ADHD and also across different age periods (younger and older children). To examine executive function, inhibitory control was assessed using the reverse Stroop task, and PFC near-infrared spectroscopic measurements were used to investigate the neural mechanisms involved. RESULTS Both ADHD symptoms and the ability to inhibit color interference improved with age. Compared to TD children, children with ADHD demonstrated decreased activation of the right and middle PFC across all age groups. Interestingly, the left PFC appeared to play a compensatory role. CONCLUSION Children with ADHD exhibited changes in PFC function that varied with age. Longitudinal studies are required to assess the potential of using PFC function as an early biomarker of ADHD.
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Affiliation(s)
- Akira Yasumura
- Faculty of Humanities and Social Sciences, Kumamoto University, Chuo-ku, Kumamoto, Japan; Department of Developmental Disorders, National Institute of Mental Health, Kumamoto University, National Center of Neurology and Psychiatry (NCNP), Kodaira, Chuo-ku, Kumamoto, Japan.
| | - Mikimasa Omori
- Department of Developmental Disorders, National Institute of Mental Health, Kumamoto University, National Center of Neurology and Psychiatry (NCNP), Kodaira, Chuo-ku, Kumamoto, Japan; Department of Psychology, Faculty of Humanities and Social Sciences, Showa Women's University, Tokyo, Japan
| | - Ayako Fukuda
- Department of Developmental Disorders, National Institute of Mental Health, Kumamoto University, National Center of Neurology and Psychiatry (NCNP), Kodaira, Chuo-ku, Kumamoto, Japan
| | - Junichi Takahashi
- Department of Human Development, Faculty of Human Development and Culture, Fukushima University, Fukushima, Japan
| | - Yukiko Yasumura
- Department of Children, Saitama Junshin Junior College, Hanyu, Japan
| | - Eiji Nakagawa
- Department of Child Neurology, National Center Hospital, NCNP, Tokyo, Japan
| | - Toshihide Koike
- Special-Support Science, Faculty of Education, Tokyo Gakugei University, Tokyo, Japan
| | - Yushiro Yamashita
- Department of Pediatrics and Child Health, Kurume University School of Medicine, Kurume, Japan
| | - Tasuku Miyajima
- Department of Education for Childcare, Tokyo Kasei University, Saitama, Japan
| | - Tatsuya Koeda
- Faculty of Regional Sciences, Child Development and Learning Research Center, Tottori University, Tottori, Japan
| | - Masao Aihara
- Graduate Faculty of Interdisciplinary Research, Graduate School, University of Yamanashi, Yamanashi, Japan
| | - Masumi Inagaki
- Department of Developmental Disorders, National Institute of Mental Health, Kumamoto University, National Center of Neurology and Psychiatry (NCNP), Kodaira, Chuo-ku, Kumamoto, Japan
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Abstract
Children diagnosed with attention-deficit hyperactivity disorder (ADHD) show pronounced alterations in cognitive tasks, such as a highly variable mode of responding. There is an ongoing debate about the key driving mechanisms of such alterations (e.g. specific inhibition or working memory (WM) impairments or general impairments in the allocation of energetic resources). The aim of this study was to disentangle such process-specific versus general limitations in cognitive and energetic mechanisms in children with ADHD compared to typically developed (TD) children based on the performance in a task-switching paradigm. This paradigm allows for both a common measurement and a later segregation of different executive sub-processes. Task-switching performance, including performance variability, of 26 children diagnosed with combined-type ADHD (8-13 years) was compared against the performance of 26 age-matched/IQ-matched TD children. Results revealed that compared to TD children, ADHD-diagnosed children showed alterations in performance variability during task switching, both in general (indicating disturbances in resource allocation) and conditionally on WM demands (indicating a specific WM deficit). Hence, our study provides diagnostically relevant new insights into performance impairments in children with ADHD compared to TD children. Importantly, it seems mandatory to include information on performance variability when trying to phenotype alterations in cognitive performance in ADHD.
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Affiliation(s)
- Sandra Dörrenbächer
- Development of Language, Learning and Action, Department of Psychology, Saarland University, Germany
| | - Jutta Kray
- Development of Language, Learning and Action, Department of Psychology, Saarland University, Germany
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