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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
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Differences in Executive Functioning in Children with Attention Deficit and Hyperactivity Disorder (ADHD).

M Rosa Elosúa1, Sandra Del Olmo1,2, María José Contreras1

  • 1Psicología Básica I, Universidad Nacional de Educación a DistanciaMadrid, Spain.

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Summary

Children with Attention Deficit and Hyperactivity Disorder (ADHD) show working memory deficits, particularly in updating and shifting attention. Interestingly, they performed better than typically developing peers on a divided attention task.

Keywords:
Attention Deficit and Hyperactivity Disorderattentional shiftingdivided attentionexecutive functionsinhibitionupdating

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Child Psychiatry

Background:

  • Attention Deficit and Hyperactivity Disorder (ADHD) is frequently associated with working memory (WM) and executive function (EF) deficits.
  • Understanding these cognitive differences is crucial for effective interventions in children with ADHD.

Purpose of the Study:

  • To investigate executive functioning differences in working memory between primary school children with and without ADHD.
  • To analyze specific EFs including divided attention, updating, attentional shifting, and inhibition.

Main Methods:

  • A comparative study involving fourth-grade children diagnosed with ADHD (n=26) and typically developing (TD) children (n=29).
  • Utilized rigorous tasks: dual-task paradigm (digits and box-crossing) for divided attention, N-Back task for updating, Trail Making Test for shifting, and Stroop task for inhibition.

Main Results:

  • Children with ADHD demonstrated reduced verbal memory span and impairments in updating and attentional shifting compared to TD children.
  • No significant difference in inhibition was observed between the ADHD and TD groups.
  • Unexpectedly, children with ADHD showed less impairment than TD children on the divided attention dual-task paradigm.

Conclusions:

  • ADHD is characterized by specific executive function deficits in working memory, particularly updating and attentional shifting.
  • Inhibition appears to be less affected in this population, contrary to some expectations.
  • The enhanced performance of children with ADHD on divided attention tasks warrants further investigation into attentional resource allocation.