Working memory and intraindividual variability as neurocognitive indicators in ADHD: examining competing model
Michael J Kofler1, R Matt Alderson2, Joseph S Raiker3
1Department of Human Services, University of Virginia.
Neuropsychology
|March 5, 2014
Summary
Attention-deficit/hyperactivity disorder (ADHD) related reaction time variability may stem from central executive working memory deficits, not the other way around. This suggests working memory impairments are key to understanding ADHD.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Child Psychiatry
Background:
- Attention-deficit/hyperactivity disorder (ADHD) is associated with neurocognitive impairments.
- The relationship between working memory deficits and intraindividual variability in ADHD is debated among different theoretical models.
Purpose of the Study:
- To test competing predictions of the default mode, cognitive neuroenergetic, and functional working memory models of ADHD.
- To investigate the causal relationship between central executive (CE) working memory and intraindividual reaction time (RT) variability in children with ADHD.
Main Methods:
- Assessed 22 children with ADHD and 15 typically developing children on tasks measuring RT variability (tau, sigma) and CE working memory.
- Utilized latent factor scores from multiple tasks to ensure reliable measurement of CE working memory and RT variability.
Main Results:
- CE working memory deficits explained 88-100% of ADHD-related RT variability, with group differences in variability disappearing when accounting for working memory.
- RT variability explained only 10-29% of working memory differences, with significant working memory deficits persisting.
- CE working memory significantly mediated RT variability more than vice versa.
Conclusions:
- Findings challenge the role of RT variability as a primary ADHD neurocognitive indicator.
- ADHD-related RT variability appears secondary to underlying deficits in CE working memory.
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