IntroductionAttention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children whose symptoms were first described by Heinrich Hoffmann in 1863. 1 It is characterized by disruption of inattention, conduct disorder, poor social communication, and hyperactivity/impulsivity. Inattention causes an inability to remain focused on schoolwork, seeming not to listen, and losing things at school more frequently than what is consistent with the child's developmental level. Hyperactivity and impulsivity, on the other hand, result in excess activity, fidgeting, trouble remaining seated, disturbing others' activities, and trouble waiting for one's turn. 2,3 ADHD tends to overlap with other common externalizing disorders in children, such as oppositional disorder and conduct disorder. 4,5 If the condition persists until adulthood, it often leads to social performance deficit as well as educational and professional dysfunctions. 6 Although hyperactivity subsides with age, attention deficit increases in most patients. 7 In most cultures, demographic surveys report a prevalence of nearly 5% and 2.5% in children and adults, respectively. 8 Overall, the disorder affects boys more than girls, with 1.2% and 1.6% higher occurrence during childhood and adulthood, respectively. However, girls are more prone to displaying inattention symptoms. 9 Evidence from various studies in neuropsychology, 10 pathophysiology, 11 genetics, 12 and phenotypes, 13 suggest that several factors with varying levels of intensity manifest clinically as attention deficit and hyperactivity. Since the 1970s, numerous studies have identified impairments in executive functioning as the core cause of ADHD in adolescents. 14 These impairments lead to deficits in essential cognitive abilities for complex goaloriented behaviors and adjusting to a range of changes and environmental demands. 9 several authors 15,16 believed that some, but not all, children with ADHD suffer from significant impairments in several areas of executive functioning; however, other authors such as Brown 17 discussed that ADHD is fundamentally a developmental disorder that affects executive functions (EFs) in all cases. Thus, this paper focuses exclusively on this issue. The aim of this study is to review existing research on cognitive impairments in children with ADHD with a focus on EFs.

Purpose: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder, characterized by pervasive symptoms, as in DSM-V. It is identified and associated with a number of atypicalities, including difficulties in face memory, centralized interest, and abnormal body movements. Individuals high in ASD show problems in face processing, gaze, and expression that arise from inappropriate brain functioning in social behaviors and communication skills. When a sensory stimulus is repeated, the excited neural signal is always smaller than its first observation. This phenomenon has been observed for many sensory states and stimuli using different methods. Materials and Methods: The present study was conducted to investigate the repression of facial image reproduction with the mediating role of time in adults with low and high autism-like traits. This research was carried out with a quantitative method approach in the form of a descriptive design in two groups with low and high ASD. For this purpose, the autism spectrum quotient, cognitive task for suppressing repetitive face images, and EEG were used. The sample consisted of 30 male undergraduate and postgraduate students aged between 18 and 35. Results: As a result, the research findings showed a significant statistical difference between the two groups with low and high ASD in terms of cognitive and EEG correlates in suppressing the repetition of facial images. Specifically, an interactive effect of time (short or long intervals), consistency of stimuli (repeated or not), and autism spectrum (high or low) was significant (F1, 28 = 4.53, p = 0.04). This was indexed by a lack of N2 and P3 in those with high compared to low ASD. Conclusion: The possible insensitivities to repetition might be due to unused extra neural resources in high ASD, close to brain areas involved in face processing.