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Associations Between ADHD Symptom Dimensions and Cognition in Children With ADHD and Learning Difficulties
Yufei Cai1, Joni Holmes2, Susan E Gathercole1
1University of Cambridge, UK.
Journal of Attention Disorders
|October 21, 2025
Summary
Children with learning difficulties have core cognitive deficits independent of attention issues. Attention Deficit Hyperactivity Disorder (ADHD) related cognitive challenges may stem from inattention and hyperactivity.
Area of Science:
- Neurodevelopmental disorders
- Cognitive psychology
- Educational psychology
Background:
- Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Difficulties (SLD) share attentional and cognitive impairments.
- This study investigates if cognitive deficits in these conditions are consequences of inattention and hyperactivity/impulsivity.
Purpose of the Study:
- To differentiate the cognitive profiles of children with ADHD and SLD.
- To determine if cognitive impairments in SLD are independent of ADHD symptoms.
- To assess if cognitive difficulties in ADHD are primarily due to inattention and hyperactivity.
Main Methods:
- Secondary analysis of data from a neurodivergent cohort (ages 5-18).
- Four groups studied: ADHD only, SLD only, ADHD with SLD, and a comparison group.
- Covariance analyses examined cognitive skills and executive functions in relation to inattention and hyperactivity/impulsivity.
Main Results:
- Children with SLD exhibited persistent deficits in memory, attention, and processing speed, irrespective of ADHD status.
- Cognitive impairments in SLD remained significant even after accounting for inattention and hyperactivity.
- Children with ADHD only showed age-appropriate performance in most cognitive areas, with some challenges linked to attentional behaviors.
Conclusions:
- Distinct neurodevelopmental pathways exist for cognitive functioning in SLD versus ADHD.
- Cognitive skills in SLD appear independent of inattention/hyperactivity, suggesting core deficits.
- Cognitive challenges in ADHD without SLD may be secondary to attentional behaviors, highlighting the need for tailored interventions.
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