Neurocognitive Performance in Children with ADHD and OCD

Vloet, Timo D.; Marx, Ivo; Kahraman-Lanzerath, Berrak; Zepf, Florian Daniel; Herpertz‐Dahlmann, Beate; Konrad, Kerstin

doi:10.1007/s10802-010-9422-1

Cited by 53 publications

(57 citation statements)

References 40 publications

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“…However, several previous studies have found no abnormalities in SRT performance or in reactions to conflict on the transfer block, as indexed by mean RTs, in this population (Karatekin et al, 2009; Laasonen et al, 2014; Vloet et al, 2010; but see Barnes et al, 2010 1 ). This is likely in part because the standard performance measure used in SRT is MRT.…”

contrasting

confidence: 52%

Evaluating the consequences of impaired monitoring of learned behavior in attention-deficit/hyperactivity disorder using a Bayesian hierarchical model of choice response time.

Weigard¹,

Huang-Pollock²,

Brown³

2016

Neuropsychology

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Objective Performance monitoring deficits have been proposed as a cognitive marker involved in the development of Attention Deficit Hyperactivity disorder (ADHD), but it is unclear whether these deficits cause impairment when established action sequences conflict with environmental demands. The current study applies a novel data-analytic technique to a well-established sequence learning paradigm to investigate reactions to disruption of learned behavior in ADHD. Method Children (ages 8–12) with and without ADHD completed a serial reaction time task in which they implicitly learned an 8-item sequence of keypresses over the course of 5 training blocks. The training sequence was replaced with a novel sequence in a transfer block, and returned in two subsequent recovery blocks. Response time data were fit by a Bayesian hierarchical version of the linear ballistic accumulator model which permitted the dissociation of learning processes from performance monitoring effects on RT. Results Sequence-specific learning on the task was reflected in the systematic reduction of the amount of evidence required to initiate a response, and was unimpaired in ADHD. When the novel sequence onset, typically-developing children displayed a shift in their attentional state while children with ADHD did not, leading to worse subsequent performance compared to controls. Conclusions Children with ADHD are not impaired in learning novel action sequences, but display difficulty monitoring their implementation and engaging top-down control when they become inadequate. These results support theories of ADHD that highlight the interactions between monitoring processes and changing cognitive demands as the cause of self-regulation and information-processing problems in the disorder.

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contrasting

confidence: 52%

Evaluating the consequences of impaired monitoring of learned behavior in attention-deficit/hyperactivity disorder using a Bayesian hierarchical model of choice response time.

Weigard¹,

Huang-Pollock²,

Brown³

2016

Neuropsychology

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“…However, in the current study, children with SLI scored similarly to controls on the selective attention subtest of the NEPSY (see Table 1). Moreover, two recent studies (Barnes, et al, 2010;Vloet, Marx, Kahraman-Lanzerath, 2010) observed that children with ADHD respond as quickly as controls on SRT tasks. Therefore, the group differences do not appear to be attributable to differences in selective attention.…”

Section: Discussionmentioning

confidence: 99%

Procedural Learning in Specific Language Impairment: Effects of Sequence Complexity

Gabriel

Maillart

Stefaniak

et al. 2013

J Int Neuropsychol Soc

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According to the procedural deficit hypothesis (PDH), abnormal development in the procedural memory system could account for the language deficits observed in specific language impairment (SLI). Recent studies have supported this hypothesis by using a serial reaction time (SRT) task, during which a slower learning rate is observed in children with SLI compared to controls. Recently, we obtained contrasting results, demonstrating that children with SLI were able to learn a sequence as quickly and as accurately as controls. These discrepancies could be related to differences in the statistical structure of the SRT sequence between these studies. The aim of this study was to further assess, in a group of 21 children with SLI, the PDH with second-order conditional sequences, which are more difficult to learn than those used in previous studies. Our results show that children with SLI had impaired procedural memory, as evidenced by both longer reaction times and no sign of sequencespecific learning in comparison with typically developing controls. These results are consistent with the PDH proposed by Ullman and Pierpont (2005) and suggest that procedural sequence-learning in SLI children depends on the complexity of the to-be-learned sequence.

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“…Vloet et al (2010) directly compared neuropsychological performances in adolescents with OCD or ADHD using a serial reaction time task, developed to assess implicit sequence learning, and a DA task in order to assess abnormal motivational processes. Subjects with ADHD chose less frequently the larger, more delayed reward compared to those with OCD and controls.…”

Section: Neuropsychological Aspects In Ocd and Adhdmentioning

confidence: 99%

The neurobiological link between OCD and ADHD

Brem

Grünblatt

Drechsler

et al. 2014

ADHD Atten Def Hyp Disord

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Obsessive compulsive disorder (OCD) and attention deficit hyperactivity disorder (ADHD) are two of the most common neuropsychiatric diseases in paediatric populations. The high comorbidity of ADHD and OCD with each other, especially of ADHD in paediatric OCD, is well described. OCD and ADHD often follow a chronic course with persistent rates of at least 40–50 %. Family studies showed high heritability in ADHD and OCD, and some genetic findings showed similar variants for both disorders of the same pathogenetic mechanisms, whereas other genetic findings may differentiate between ADHD and OCD. Neuropsychological and neuroimaging studies suggest that partly similar executive functions are affected in both disorders. The deficits in the corresponding brain networks may be responsible for the perseverative, compulsive symptoms in OCD but also for the disinhibited and impulsive symptoms characterizing ADHD. This article reviews the current literature of neuroimaging, neurochemical circuitry, neuropsychological and genetic findings considering similarities as well as differences between OCD and ADHD.

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Neurocognitive Performance in Children with ADHD and OCD

Cited by 53 publications

References 40 publications

Evaluating the consequences of impaired monitoring of learned behavior in attention-deficit/hyperactivity disorder using a Bayesian hierarchical model of choice response time.

Evaluating the consequences of impaired monitoring of learned behavior in attention-deficit/hyperactivity disorder using a Bayesian hierarchical model of choice response time.

Procedural Learning in Specific Language Impairment: Effects of Sequence Complexity

The neurobiological link between OCD and ADHD

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