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Verbal fluency in children with ADHD: strategy using and temporal properties.

Ádám Takács¹, Andrea Kóbor, Zsanett Tárnok

¹a Doctoral School of Psychology , Eötvös Loránd University , Budapest , Hungary.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence

|June 5, 2013

Summary

Children with ADHD struggle with verbal fluency tasks due to difficulties in strategy use, specifically in shifting between word clusters. This impacts their executive functions and working memory, unlike typically developing peers.

Keywords:

ADHD Executive functions Verbal fluency

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Area of Science:

Cognitive Neuropsychology
Developmental Neuropsychology
Child Psychology

Background:

Verbal fluency tasks are crucial for assessing executive functions, language skills, and divergent thinking in children.
Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with executive function deficits.
Understanding strategy application in verbal fluency is key to characterizing cognitive differences.

Purpose of the Study:

To investigate the verbal fluency strategies and executive functions in children with ADHD compared to typically developing children.
To explore differences in lexical and executive strategies, including word clustering and switching.
To analyze the temporal properties of responses in verbal fluency tasks.

Main Methods:

Utilized verbal fluency tasks, prepotent response inhibition tests, and working memory assessments.
Examined 22 children with ADHD and 22 typically developing children, aged 8-12 years.
Employed qualitative analyses to evaluate lexical and executive strategies (clustering, switching) and response timing.

Main Results:

Children with ADHD exhibited impaired inhibitory control and spatial working memory.
ADHD group demonstrated difficulties in applying relevant lexical or executive strategies.
Reduced efficiency in semantic fluency for ADHD group stemmed from suboptimal shifting between word clusters and failure to generate new clusters.

Conclusions:

Children with ADHD show deficits in executive strategy use during verbal fluency tasks, particularly in shifting and generating word clusters.
Impaired performance in verbal fluency tasks for children with ADHD is linked to difficulties in accessing and activating common words.
While extensive lexicon searching appears intact, the ability to effectively utilize strategies for verbal fluency is compromised in ADHD.