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Attention-Deficit/Hyperactivity Disorder

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Related Experiment Video

Updated: May 7, 2026

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

Published on: April 1, 2018

Learning-based cognitive control in ADHD: a multicentric study.

Lisa Toffoli¹, Giulia Stefanelli¹, Fiorella Del Popolo Cristaldi¹

¹Department of General Psychology - DPG, University of Padova, Padova, Italy.

Journal of Child Psychology and Psychiatry, and Allied Disciplines

|May 5, 2026

Summary

This summary is machine-generated.

Children with ADHD show intact learning-based cognitive control (CC) in simple tasks but struggle with complex demands. Neuropsychological factors influence this adaptation, highlighting the need for targeted interventions.

Keywords:

ADHD Flanker task Learning‐based cognitive control development go‐noGo inhibition

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Area of Science:

Neuroscience
Developmental Psychology
Cognitive Psychology

Background:

Cognitive control (CC) adaptation to contextual regularities is underexplored in children with ADHD.
This study examines learning-based CC in children with ADHD under varying cognitive loads.

Purpose of the Study:

To investigate if children with ADHD exhibit intact learning-based CC.
To determine the impact of increased cognitive demands on CC in ADHD.

Main Methods:

A multicentric study involving 145 children with ADHD and 97 typically developing (TD) children (ages 7-14).
Two tasks (Flanker, cued go-noGo) with List-Wide Proportion Congruency (LWPC) manipulation to vary contextual predictability.
Analysis of reaction times, accuracy, and associations with neuropsychological and questionnaire measures.

Main Results:

Children with ADHD showed similar LWPC effects to TD peers in the low-demand Flanker task.
In the high-demand cued go-noGo task, children with ADHD had less efficient RT modulation and speed-accuracy trade-off adaptation.
Neuropsychological composite scores predicted task adaptation, but questionnaire data did not.

Conclusions:

Learning-based CC is preserved in children with ADHD in simple contexts but impaired under complex, multi-demand conditions.
Neuropsychological performance is a key factor in group differences in CC adaptation.
Findings support the use of ecologically valid paradigms and tailored interventions for complex CC challenges in ADHD.