Effects of event probability and sequence on children with attention-deficit/hyperactivity, reading, and math

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Rafael Klorman1, Joan E Thatcher, Sally E Shaywitz

  • 1Meliora Hall, University of Rochester, RC Box 270266, Rochester, NY 14620-0266, USA.

Biological Psychiatry
|October 10, 2002
PubMed

Insights

Children with math disorder showed reduced sensitivity to sequence irregularities in event-related potentials, suggesting working memory deficits impacting attention-deficit/hyperactivity disorder (ADHD) and reading disorder performance.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Investigated attention-deficit/hyperactivity disorder (ADHD) subtypes and comorbidity with reading and math disorders.
  • Examined impact of stimulus probability and sequence on cognitive performance and event-related potentials (ERPs).

Purpose of the Study:

  • To assess how stimulus probability and sequence affect performance and ERPs in children with ADHD, reading disorder, and/or math disorder.
  • To identify potential working memory deficits in these populations.

Main Methods:

  • 310 children classified into 12 diagnostic combinations (ADHD subtypes, presence/absence of reading/math disorder).
  • Participants performed a button-press task with varying stimulus probabilities (.17/.83 or .50/.50).
  • Measured behavioral performance (errors, speed, accuracy) and electrophysiological responses (ERPs: N2, P3b).

Main Results:

  • Stimulus probability affected all groups similarly.
  • ADHD subtypes showed less systematic ERP changes (P3b latency, amplitude) to stimulus mismatches compared to controls.
  • Children with math disorder or combined reading/math disorder exhibited greater performance decrements (speed, accuracy) and reduced ERP sensitivity to sequence irregularities.

Conclusions:

  • Lower sensitivity to sequence irregularity and performance disruptions in math disorder suggest underlying working memory deficits.
  • These deficits appear to impact response selection in children with learning disabilities.
  • Comorbidity of ADHD and reading disorder did not significantly alter the observed effects.
Abstract

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