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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

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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
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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The relationship between executive function, processing speed, and attention-deficit hyperactivity disorder in middle

Aditi Sabhlok1, Margherita Malanchini2,3, Laura E Engelhardt1

  • 1Department of Psychology, The University of Texas at Austin, Austin, Texas, USA.

Developmental Science
|August 17, 2021
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Summary

Executive functioning (EF) deficits in Attention-Deficit Hyperactivity Disorder (ADHD) are specifically linked to inattentive symptoms, not hyperactive ones. This finding holds true across diverse groups, aiding in understanding ADHD heterogeneity.

Keywords:
ADHDexecutive functionhyperactivityinattentionprocessing speedsocioeconomic status

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Psychiatry

Background:

  • Attention-Deficit Hyperactivity Disorder (ADHD) is a complex neurodevelopmental disorder with significant impairment.
  • Accurate diagnosis of ADHD subtypes is crucial for effective intervention and positive long-term outcomes in youth.
  • Executive functioning (EF) tests are explored for ADHD screening, but their specificity across subtypes remains debated.

Purpose of the Study:

  • To investigate the relationship between executive functioning (EF) and Attention-Deficit Hyperactivity Disorder (ADHD) using dimensional models.
  • To clarify the specificity of EF deficits in relation to ADHD subtypes.
  • To examine the stability of EF-ADHD associations across diverse sociodemographic groups.

Main Methods:

  • Utilized dimensional latent factor models to capture ADHD heterogeneity in 1548 children and adolescents (ages 7-15).
  • Administered a comprehensive battery of EF tasks to assess cognitive abilities.
  • Employed statistical modeling to analyze relationships between EF performance and ADHD symptom domains.

Main Results:

  • Executive functioning deficits were found to be specific to the inattention domain of ADHD.
  • The association between EF task performance and inattention was consistent across various sociodemographic backgrounds.
  • Failures in executive control manifested as covert inattentive symptoms (e.g., disorganization, forgetfulness).

Conclusions:

  • Executive control failures in ADHD are primarily associated with inattentive symptoms, rather than hyperactive-impulsive behaviors.
  • Findings highlight the selective nature of cognitive deficits in ADHD, particularly in relation to inattention.
  • Future research should employ bifactor models in clinical samples to further elucidate cognitive deficits across the spectrum of ADHD symptom variation.