Anne B Arnett1, Candace Rhoads2, Tara M Rutter3,4. 1. Division of Developmental Medicine, Boston Children's Hospital, Boston, MA, USA. 2. College of Education, University of Washington, Seattle, WA, USA. 3. Department of Clinical Psychology, Seattle Pacific University, Seattle, WA, USA. 4. Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, WA, USA.
Abstract
OBJECTIVE: Youth with attention deficit hyperactivity disorder (ADHD) often show reduced post-error slowing (PES) compared to typically developing controls. This finding has been interpreted as evidence that children with ADHD have error recognition and adaptive control impairments. However, several studies report mixed results regarding PES differences in ADHD, and among healthy controls, there is considerable debate about the cognitive-behavioral origin of PES. METHODS: We tested competing hypotheses aimed at clarifying whether reduced PES in children with ADHD is due to impaired error detection, deficits in adaptive control, and/or attention orienting to novelty. Children aged 7-11 years with a diagnosis of ADHD (n = 74) and controls (n = 30) completed four laboratory-based computer tasks with variable cognitive loads and error types. RESULTS: ADHD diagnosis was associated with shorter PES only on a task with high cognitive load and low error-cuing, consistent with impaired error recognition. In contrast, there was no evidence of impaired adaptive control or heightened novelty orienting among children with ADHD. CONCLUSIONS: The cognitive-behavioral origin of PES is multifactorial, but reduced PES among children with an ADHD diagnosis is due to impaired error recognition during cognitively demanding tasks. Behavioral interventions that scaffold error recognition may facilitate improved performance among children with ADHD.
OBJECTIVE: Youth with attention deficit hyperactivity disorder (ADHD) often show reduced post-error slowing (PES) compared to typically developing controls. This finding has been interpreted as evidence that children with ADHD have error recognition and adaptive control impairments. However, several studies report mixed results regarding PES differences in ADHD, and among healthy controls, there is considerable debate about the cognitive-behavioral origin of PES. METHODS: We tested competing hypotheses aimed at clarifying whether reduced PES in children with ADHD is due to impaired error detection, deficits in adaptive control, and/or attention orienting to novelty. Children aged 7-11 years with a diagnosis of ADHD (n = 74) and controls (n = 30) completed four laboratory-based computer tasks with variable cognitive loads and error types. RESULTS: ADHD diagnosis was associated with shorter PES only on a task with high cognitive load and low error-cuing, consistent with impaired error recognition. In contrast, there was no evidence of impaired adaptive control or heightened novelty orienting among children with ADHD. CONCLUSIONS: The cognitive-behavioral origin of PES is multifactorial, but reduced PES among children with an ADHD diagnosis is due to impaired error recognition during cognitively demanding tasks. Behavioral interventions that scaffold error recognition may facilitate improved performance among children with ADHD.
Authors: Tilmann A Klein; Tanja Endrass; Norbert Kathmann; Jane Neumann; D Yves von Cramon; Markus Ullsperger Journal: Neuroimage Date: 2006-12-20 Impact factor: 6.556
Authors: Hannah A D Keage; C Richard Clark; Daniel F Hermens; Michael R Kohn; Simon Clarke; Leanne M Williams; David Crewther; Chris Lamb; Evian Gordon Journal: J Integr Neurosci Date: 2006-03 Impact factor: 2.117
Authors: Russell J Schachar; Shirley Chen; Gordon D Logan; Tisha J Ornstein; Jennifer Crosbie; Abel Ickowicz; Amber Pakulak Journal: J Abnorm Child Psychol Date: 2004-06
Authors: James M Swanson; Sabrina Schuck; Miranda Mann Porter; Caryn Carlson; Catharina A Hartman; Joseph A Sergeant; Walter Clevenger; Michael Wasdell; Richard McCleary; Kimberley Lakes; Timothy Wigal Journal: Int J Educ Psychol Assess Date: 2012-04