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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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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
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
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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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Related Experiment Video

Updated: Aug 14, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Computer-based multiple component cognitive training in children with ADHD: a pilot study.

Yingying Wu1, Lingzi Xu1, Zhaomin Wu1

  • 1Shenzhen Children's Hospital, No.7019, Yitian Rd, Shenzhen, 518000, Futian District, China.

Child and Adolescent Psychiatry and Mental Health
|January 16, 2023
PubMed
Summary
This summary is machine-generated.

Cognitive training improves attention deficit hyperactivity disorder (ADHD) symptoms and executive function. Both targeted and general training showed similar efficacy, though less severe ADHD cases may benefit more from targeted interventions.

Keywords:
Attention-deficit/hyperactivity disorder (ADHD)Clinical trialCognitive trainingSubgroup analysis

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Attention deficit hyperactivity disorder (ADHD) is linked to executive function deficits.
  • Cognitive training offers a non-pharmacological approach for ADHD, but optimal training strategies require further investigation.
  • This study compares targeted executive function training for ADHD with general executive function training.

Purpose of the Study:

  • To investigate the efficacy of executive function training specifically targeting ADHD-related executive dysfunctions.
  • To compare the effectiveness of targeted ADHD executive function training against general executive function training.
  • To identify potential moderators of training response in children with ADHD.

Main Methods:

  • 127 children (6-12 years) diagnosed with ADHD participated.
  • Participants were randomized to either targeted ADHD executive function training or general executive function training.
  • Outcomes were assessed using parent-rated ADHD symptom scales and CANTAB cognitive assessments over 48 sessions.

Main Results:

  • Both training groups demonstrated significant improvements in ADHD symptoms and executive functions.
  • No significant differences in overall improvement were observed between the targeted and general training groups.
  • Children with lower baseline ADHD symptom severity (ADHD-RS ≤ 28) showed greater improvement with targeted ADHD executive function training.

Conclusions:

  • Cognitive training is effective in improving ADHD symptoms and executive function.
  • Targeted and general executive function training demonstrate comparable efficacy for ADHD.
  • Individuals with milder ADHD symptoms may experience greater benefits from training specifically designed for ADHD-related executive dysfunctions.