Digit Span components as predictors of attention problems and executive functioning in children

Area of Science:

• Cognitive psychology
• Neuropsychology
• Child psychology

Background:

• Parental ratings of attention and executive function are critical for identifying developmental and clinical issues in children.
• Digits forward (DF) and digits backward (DB) are commonly used measures within the Digit Span task, assessing working memory capacity.
• Understanding the unique contributions of DF and DB to behavioral measures is essential for accurate assessment.

Purpose of the Study:

• To investigate the differential predictive power of digits forward (DF) and digits backward (DB) on parent-reported attention and executive function in children.
• To determine if group differences in cognitive measures persist after controlling for general cognitive ability (Full Scale IQ).
• To explore the relationship between DF, DB, and parent ratings in clinical populations, including children with Attention Deficit Hyperactivity Disorder (ADHD).

Main Methods:

• A sample of 90 children, including those with no diagnosis and various clinical conditions (e.g., ADHD), was assessed.
• Cognitive ability (Full Scale IQ) and achievement were measured.
• Digit Span subtests (digits forward and digits backward) were administered.
• Regression analyses were used to examine the variance accounted for by cognitive measures in parent ratings of attention and executive function.

Main Results:

• Clinical groups showed differences in cognitive ability and achievement compared to the no-diagnosis group.
• After controlling for cognitive ability, no significant group differences were found for Digit Span or digits forward.
• The ADHD-Predominantly Inattentive group recalled significantly more digits backward than the ADHD-Combined Type group.
• Full Scale IQ significantly predicted parent ratings of attention and executive function; digits forward was a predictor for only one attention measure.
• Digits forward lost predictive significance for attention measures when only children with ADHD were analyzed.

Conclusions:

• Digits forward and digits backward represent distinct cognitive constructs.
• Cognitive ability is a significant factor influencing parent-reported attention and executive function.
• The findings underscore the importance of controlling for cognitive ability when interpreting group differences on behavioral and executive function measures, particularly in pediatric populations with ADHD.