The influence of working memory load on response inhibition in children with attention-deficit/hyperactivity disorder or reading disorder

Voorde, Séverine Van De; Roeyers, Herbert; Verté, Sylvie; Wiersema, Jan R.

doi:10.1080/13803395.2011.554385

Cited by 10 publications

(16 citation statements)

References 64 publications

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“…This finding also suggests that they are unlikely to have a shortage of working memory capacity. Previous studies showing similar results suggested that task demands might not have been high enough to exhaust children’s working memory capacity (Gomarus et al, 2009; Van De Voorde et al, 2011), but in the current study the highest levels of N -back difficulty must have been demanding enough to reveal a shortage of capacity. Since the ADHD group performed worse than controls on all levels of N -back difficulty, it is more likely that they suffer from a basic information processing deficit (see also Metin et al, 2013; Salum et al, 2014).…”

Section: Discussionsupporting

confidence: 46%

“…What is the evidence implicating effort allocation problems in ADHD? In a general sense, children with ADHD perform more poorly than typically developing children on effort intensive tasks that require executive control or working memory (for meta-analyses see Martinussen et al, 2005; Willcutt et al, 2005), effects that become more marked as task demands increase (Vaurio et al, 2009; Spronk et al, 2013; but see Gomarus et al, 2009; Van De Voorde et al, 2011). More specific support for the state regulation account (or cognitive energetic accounts) comes from experiments in which event rate is manipulated (i.e., the speed at which stimuli are presented).…”

Section: Introductionmentioning

confidence: 99%

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A Pilot Study of Behavioral, Physiological, and Subjective Responses to Varying Mental Effort Requirements in Attention-Deficit/Hyperactivity Disorder

et al. 2019

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Background: Attention-deficit/hyperactivity disorder (ADHD) is presumed to involve mental effort application difficulties. To test this assumption, we manipulated task difficulty and measured behavioral, as well as subjective and psychophysiological indices of effort.Methods: Fifteen adolescent ADHD boys and 16 controls performed two tasks. First, subjective estimates and behavioral and pupillary measures of effort were recorded across five levels of N-back task difficulties. Second, effort discounting was assessed. In the latter, participants made repeated choices between performing a difficult N-back task for a high reward versus an easier N-back task for a smaller reward.Results: Increasing task difficulty led to similar deteriorations in performance for both groups – although ADHD participants performed more poorly at all difficulty levels than controls. While ADHD and control participants rated the tasks equally difficult and discounted effort similarly, those with ADHD displayed slightly different pupil dilation patterns with increasing task difficulty.Conclusion: The behavioral results did not provide evidence for mental effort problems in adolescent boys with ADHD. The subtle physiological effects, however, suggest that adolescents with ADHD may allocate effort in a different way than controls.

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Section: Discussionsupporting

confidence: 46%

Section: Introductionmentioning

confidence: 99%

A Pilot Study of Behavioral, Physiological, and Subjective Responses to Varying Mental Effort Requirements in Attention-Deficit/Hyperactivity Disorder

et al. 2019

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“…This has led to a robust literature in various disorders. In certain disorders (such as reading disorder), response inhibition is investigated due to an observed comorbidity with disorders associated with impulsivity (e.g., ADHD; Purvis & Tannock, 2000;Van De Voorde, Roeyers, Verte, & Wiersema, 2011). In other disorders, the rationale is derived from the overlap of observed atypical neural structures or functions (prefrontal cortex, inferior frontal gyrus and basal ganglia) and regions known to be involved in response inhibition (as is the case in schizophrenia, obsessive-compulsive disorder, depression, and anxiety; Aron & Poldrack, 2005;Huddy et al, 2009;Kraan et al, 2014;Penadés et al, 2007;Rubia, Russell, Bullmore et al, 2001).…”

mentioning

confidence: 99%

Response inhibition and psychopathology: A meta-analysis of go/no-go task performance.

Wright¹,

Lipszyc²,

Dupuis³

et al. 2014

Journal of Abnormal Psychology

271

198

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Response inhibition, defined as the ability to withhold a response, is considered to be a core deficit in various mental illnesses. Measures of response inhibition have been used to define functional deficits, as markers of genetic risk, in neuroimaging studies, and for diagnostic purposes in these disorders. However, the magnitude of the deficit across psychopathologies has not been systematically assessed. We conducted a systematic review and meta-analysis of performance on commonly used measures of the ability to withhold a response: go/no-go task, Conners' continuous performance task (CCPT), and sustained attention to response task (SART). The primary variable of interest in each of these tasks was commission errors (CE), which provides an index of one's ability to correctly withhold a response. In addition, we examined omission errors (OE) which are an index of sustained attention; and mean reaction time (RT; MRT). Three-hundred and 18 studies in 11 different psychiatric disorders met inclusion criteria. Weighted mean effect sizes (ESs) were calculated to measure the magnitude of the deficit. In general, we found low-to-medium ESs for commission errors ranging from g = -0.10 for anxiety disorder to medium ESs of g = 0.52 for bipolar disorder. Small-to-medium deficits in withholding were found in various disorders. Results indicate that deficits in withholding are insufficiently sensitive or specific to be used individually as a diagnostic measure or biomarker in most disorders.

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“…of Clinical and Experimental Neuropsychology GERMANY Stubenrauch et al (14) To investigate the differences in reading between individuals with ADHD and individuals with reading disability. (30) To examine the relationship between response inhibition and working memory in 8-12-year-old children with attention-deficit/hyperactivity disorder and/or reading disorder Children with ADHD Symptoms have a higher risk for reading, spelling and math difficulties in the GINIplus and LISAplus cohort studies 2013 Journal PLOS ONE GERMANY Czamara et al (8) To investigated the comorbidity between ADHD symptoms and reading/spelling and math difficulties in two population-based birth cohort studies.…”

mentioning

confidence: 99%

“…There was no difference specifically in different aspects of reading, but rather only a correlation of these abilities with reaction time/latency variability. The influence of working memory load on response inhibition in children with attention deficit/hyperactivity disorder or reading disorder (30) ADHD (n=19); reading disorder -RD (N=17), ADHD + RD (N=21), and control group (N=19)…”

mentioning

confidence: 99%

Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

Paula¹,

Navas²

2018

Rev. CEFAC

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Purpose: to characterize the reading alterations in individuals with attention deficit hyperactivity disorder. Methods: PubMed and SciELO platforms from 2006 to 2016 with the keywords "reading" and "attention deficit hyperactivity disorder", with their equivalents in Portuguese, were searched. Results: seven hundred ninety articles were found in the two databases, of which 119 were relevant. After a full reading, twenty five articles were selected for the analysis, according to relevance and other exclusion/inclusion criteria. In 21 of the studies, individuals with attention deficit hyperactivity disorder presented worse performance in reading, as compared with their peers. Of these, 14 studies identified a delay in some skills that are important for reading: processing speed, reading accuracy, phonological awareness, comprehension and/or orthographic processing. Conclusion: these results corroborate other studies that have verified the presence of a deficit in academic performance, especially in reading skills, in individuals with attention deficit hyperactivity disorder, that may persist in their adulthood.

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The influence of working memory load on response inhibition in children with attention-deficit/hyperactivity disorder or reading disorder

Cited by 10 publications

References 64 publications

A Pilot Study of Behavioral, Physiological, and Subjective Responses to Varying Mental Effort Requirements in Attention-Deficit/Hyperactivity Disorder

A Pilot Study of Behavioral, Physiological, and Subjective Responses to Varying Mental Effort Requirements in Attention-Deficit/Hyperactivity Disorder

Response inhibition and psychopathology: A meta-analysis of go/no-go task performance.

Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

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