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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Published on: June 12, 2020

Auditory conflict processing in ADHD.

Rosa van Mourik1, Joseph A Sergeant, Dirk Heslenfeld

  • 1Department of Clinical Neuropsychology, VU University Amsterdam, The Netherlands.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|November 16, 2010
PubMed
Summary
This summary is machine-generated.

Children with Attention Deficit/Hyperactivity Disorder (ADHD) show differences in brain activity during conflict processing. While not impaired in interference control, their conflict evaluation and response selection differ from controls.

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Cognitive control deficits are linked to Attention Deficit/Hyperactivity Disorder (ADHD) development.
  • Cognitive control involves suppressing conflicting information, measurable via Stroop tasks.

Purpose of the Study:

  • Investigate conflict processing mechanisms in children diagnosed with ADHD.
  • Utilize event-related potentials (ERPs) to analyze brain activity during cognitive tasks.

Main Methods:

  • Recorded ERPs during an auditory Stroop task.
  • Compared 24 children with ADHD (aged 8-12) to 24 typically developing controls.

Main Results:

  • Children with ADHD did not show deficits in interference control on the auditory Stroop task.
  • ADHD group exhibited slower, less accurate, and more variable responses compared to controls.
  • ERP analysis revealed differences in late conflict processing (450-550 ms) and conflict sustained potential localization.

Conclusions:

  • Children with ADHD appear to evaluate conflict to a lesser extent than controls.
  • Brain activity suggests differences in response selection strategies during conflict in ADHD.