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Related Concept Videos

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.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Training-induced neuroanatomical plasticity in ADHD: a tensor-based morphometric study.

Elseline Hoekzema1, Susanna Carmona, J Antoni Ramos-Quiroga

  • 1Unitat de Recerca en Neurociència Cognitiva, Universitat Autònoma de Barcelona, Departament de Psiquiatria i Medicina Legal, Bellaterra, Barcelona, Spain. hoekzema@gmail.com

Human Brain Mapping
|March 3, 2011
PubMed
Summary

Cognitive training can increase gray matter volume in specific brain regions for individuals with Attention-Deficit/Hyperactivity Disorder (ADHD). This neuroplasticity may help reverse some neuroanatomical deficits associated with ADHD.

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Last Updated: Jun 4, 2026

Probing the Brain in Autism Using fMRI and Diffusion Tensor Imaging
12:21

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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

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Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

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
  • Neuroimaging
  • Psychiatry

Background:

  • Experience-based neuroplasticity traditionally linked to functional changes.
  • Emerging evidence shows training induces dynamic structural brain alterations.
  • Research on morphological plasticity shows gray matter increases in task-related regions.

Purpose of the Study:

  • Assess if cognitive training can reverse gray matter volume reductions in ADHD patients.
  • Investigate neuroanatomical alterations in Attention-Deficit/Hyperactivity Disorder (ADHD).
  • Examine the impact of training on brain structure in psychiatric disorders.

Main Methods:

  • Acquired high-resolution anatomical scans before and after cognitive training.
  • Applied whole-brain tensor-based morphometry for voxel-wise gray matter volume analysis.
  • Compared changes in ADHD patients undergoing training with an ADHD control group.

Main Results:

  • Observed focal gray matter increases in bilateral middle frontal cortex and right inferior-posterior cerebellum post-training.
  • Gray matter volume increase in the cerebellum correlated with attentional performance.
  • Volumetric changes occurred in brain structures typically showing reduction in ADHD.

Conclusions:

  • Demonstrated the nervous system's capacity for rapid morphological adjustments.
  • Cognitive training may counteract some neuroanatomical deficits in ADHD.
  • Findings suggest potential for reversing ADHD-associated structural brain alterations.