Auditory Time Thresholds for Subsecond but not Suprasecond Stimuli are Impaired in ADHD

Anobile, Giovanni; Bartoli, Mariaelisa; Pfanner, Chiara; Masi, Gabriele; Cioni, Giovanni; Tinelli, Francesca

doi:10.21203/rs.3.rs-793140/v1

Cited by 2 publications

(3 citation statements)

References 32 publications

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“…These results were by no means guaranteed. A recent study using the same psychophysical technique to investigate auditory time perception in ADHD found deficits on thresholds as well as on accuracy, compared to controls (Anobile et al, 2022). Finally, results on developmental trajectories indicate that the sparing on numerosity thresholds and accuracy was constant along the age range tested here (8-16 years), speaking against any developmental delay.…”

Section: Numerosity Perception and Mathematical Abilitiessupporting

confidence: 51%

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Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense

Anobile

Bartoli²,

Masi³

et al. 2022

Front. Hum. Neurosci.

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There is ample evidence from literature and clinical practice indicating mathematical difficulties in individuals with ADHD, even when there is no concomitant diagnosis of developmental dyscalculia. What factors underlie these difficulties is still an open question. Research on dyscalculia and neurotypical development suggests visual perception of numerosity (the number sense) as a building block for math learning. Participants with lower numerosity estimation thresholds (higher precision) are often those with higher math capabilities. Strangely, the role of numerosity perception in math skills in ADHD has been neglected, leaving open the question whether math difficulties in ADHD also originate from a deficitary visual number sense. In the current study we psychophysically measured numerosity thresholds and accuracy in a sample of children/adolescents with ADHD, but not concomitant dyscalculia (N = 20, 8–16 years). Math abilities were also measured by tasks indexing different mathematical competences. Numerosity performance and math scores were then compared to those obtained from an age-matched control group (N = 20). Bayesian statistics indicated no difference between ADHD and controls on numerosity perception, despite many of the symbolic math tasks being impaired in participants with ADHD. Moreover, the math deficits showed by the group with ADHD remained substantial even when numerosity thresholds were statistically regressed out. Overall, these results indicate that math difficulties in ADHD are unlikely to originate from an impaired visual number sense.

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Section: Numerosity Perception and Mathematical Abilitiessupporting

confidence: 51%

“…Numerosity perception was psychophysically measured with a categorization task (for a similar procedure see Anobile et al, 2022). On each test trial, while participants fixated on a central point on the screen, a dot ensemble was briefly presented (500 ms, to prevent counting).…”

Section: Numerosity Perceptionmentioning

confidence: 99%

Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense

Anobile

Bartoli²,

Masi³

et al. 2022

Front. Hum. Neurosci.

Self Cite

View full text Add to dashboard Cite

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“…Interval-based tasks measure the ability to discriminate, estimate, and reproduce the duration of time intervals, mostly given with two auditory events (Teki et al, 2011). Participants are often asked to discern and identify the relative length of the given two stimuli, indicating which stimulus was shorter or longer (Smith et al, 2002;Toplak and Tannock, 2005;Yang et al, 2007;Lee and Yang, 2019;Anobile et al, 2022) or asked to estimate and subsequently reproduce the length the stimuli following its removal (González-Garrido et al, 2008;Pollak et al, 2009;Khoshnoud et al, 2018;Fontes et al, 2020). Meanwhile, beat-based timing ability measures the ability of the detection of the beat, spontaneous tapping, and synchronization-continuation.…”

Section: Introductionmentioning

confidence: 99%

Rhythm-based assessment and training for children with attention deficit hyperactivity disorder (ADHD): a feasibility study protocol

Shin

Lee

Kang

et al. 2023

Front. Hum. Neurosci.

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BackgroundThe timing-related deficits in individuals with attention deficit hyperactivity disorder (ADHD) contribute to the symptom-related difficulties and cognitive impairments. Current assessment and training measurement only target specific aspects of the timing ability, highlighting the need for more advanced tools to address timing deficits in ADHD. The aim of this study is to develop and validate a rhythm-based assessment and training (RAT) program, which intends to provide a comprehensive understanding of and enhancement to the time-related abilities of children with ADHD, thereby demonstrating its clinical efficacy.MethodsWe will use randomized crossover trials in this study, with participants being randomly assigned to either start with the RAT and then proceed to cognitive training or start with cognitive training and then proceed to the RAT. Both groups will undergo pre- and post- evaluations. The evaluation will be administered immediately before and after the 4-week training period using diagnostic questionnaires, cognitive evaluation tools, and resting electroencephalography (EEG) measurements. Notably, EEG measurements will be conducted concurrently with the RAT evaluations.DiscussionThis study develops and evaluates the feasibility and effectiveness of a RAT while using EEG measurements to elucidate the underlying therapeutic mechanism of auditory rhythm at varying levels of complexity. The study will investigate the potential of RAT as a supplementary or alternative approach for managing ADHD. The multifaceted data collected will yield valuable insights to customize training agendas based on individual developmental stages and prognoses.

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Auditory Time Thresholds for Subsecond but not Suprasecond Stimuli are Impaired in ADHD

Cited by 2 publications

References 32 publications

Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense

Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense

Rhythm-based assessment and training for children with attention deficit hyperactivity disorder (ADHD): a feasibility study protocol

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