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Related Experiment Videos

Why children with ADHD do not have low IQs.

Sabrina E B Schuck1, Francis M Crinella

  • 1Irvine Child Development Center, University of California, 92612, USA.

Journal of Learning Disabilities
|June 9, 2005
PubMed
Summary

Children with attention-deficit/hyperactivity disorder (ADHD) show impaired executive function (EF). However, this study found minimal correlation between EF and general intelligence (g) in boys with ADHD, suggesting they are distinct cognitive abilities.

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Psychiatry

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) is characterized by significant deficits in executive function (EF).
  • Executive function (EF) is theorized by some to be the foundational element of the general intelligence (g) factor.
  • The relationship between EF and g in ADHD populations requires further empirical investigation.

Purpose of the Study:

  • To review the theoretical constructs of general intelligence (g) and executive function (EF).
  • To examine the empirical evidence linking g and EF in children diagnosed with ADHD.
  • To analyze the correlations between measures of EF, IQ, and the g factor in a sample of boys with ADHD.

Main Methods:

  • A comprehensive review of existing literature on g, EF, and ADHD was conducted.
  • A battery of diverse cognitive tests, including specific measures of EF, was administered.
  • Data from 123 boys diagnosed with ADHD were analyzed using correlation analyses.

Main Results:

  • Correlations between executive function (EF) measures and general intelligence (g) factor were found to be trivial.
  • No significant relationship was observed between EF measures, IQ scores, and the extracted g factor.
  • These findings indicate a lack of substantial overlap between EF and g in this ADHD cohort.

Conclusions:

  • Executive function (EF) and general intelligence (g) appear to be independent cognitive constructs.
  • The results challenge theories positing EF as the primary substrate for the g factor.
  • Clinical and theoretical implications suggest distinct approaches for understanding and addressing cognitive deficits in ADHD.

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