Executive function in children with pervasive developmental disorder and attention-deficit/hyperactivity disorder assessed by the Keio version of the Wisconsin card sorting test

Kado, Yoko; Sanada, Satoshi; Yanagihara, Masafumi; Ogino, T.; Ohno, Shigeru; Watanabe, Koichi; Nakano, Kousuke; Morooka, Teruko; Oka, Makio; Ohtsuka, Yoko

doi:10.1016/j.braindev.2011.08.008

Cited by 27 publications

(34 citation statements)

References 15 publications

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“…Reaction times for all responses did not differ significantly between groups. These results indicate a deficit in cognitive shifting among children diagnosed with ADHD, consistent with previous studies [6]. The DCCS task requires participants to alter responses according to rule changes (color matching or shape matching).…”

Section: Group Differences In Cognitive Shiftingsupporting

confidence: 80%

“…Executive function is an assemblage of high-level cognitive domains, including inhibition, working memory, planning, fluency, and shifting, that facilitate the inhibition of incorrect behaviors and the selection of appropriate behaviors according to context and goals [4]. Cognitive shifting is the mental ability to switch between thinking about one concept and begin thinking of another; it is often measured using the Wisconsin Card Sorting Test [5][6][7][8]. Kado et al [6] previously demonstrated that children with ADHD make many more Nelsontype preservative errors (PENs) than do typically developing children (TDC).…”

Section: Introductionmentioning

confidence: 99%

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Cognitive Shifting in Children with Attention-Deficit Hyperactivity Disorder: A Near Infrared Spectroscopy Study

Yamamoto¹

2015

J Psychiatry

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Background: Executive function is an assemblage of high-level cognitive domains (inhibition, working memory, planning, fluency, and shifting) that facilitate the inhibition of incorrect behaviors and the selection of appropriate behaviors according to context and goals. A deficit in cognitive shifting might be a core symptom of attention-deficit hyperactivity disorder. However, previous studies addressing this issue used neurobehavioral tests, which might not be specific enough to measure cognitive shifting. The purpose of the present study was to compare cognitive shifting among children with attention-deficit hyperactivity disorder and typically developing children using a Dimensional Change Card Sort task while simultaneously measuring patterns of neural activity in the prefrontal cortex.

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Section: Group Differences In Cognitive Shiftingsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Cognitive Shifting in Children with Attention-Deficit Hyperactivity Disorder: A Near Infrared Spectroscopy Study

Yamamoto¹

2015

J Psychiatry

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“…It was developed by Grant and Berg in 1948 [8] and was originally introduced as a measure of frontal lobe function by Milner [9]. It has been validated in children in several age groups [10], [11] and has been used clinically in children with ADHD [10], [12], Pervasive Developmental Disorder [12], temporal lobe epilepsy [13] and traumatic brain injury [14]. In the context of the WCST, learning consists of how fast a participant finds the card sorting rule and whether he is able to maintain it (see Methods below) [15].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Learning on Feedback-Related Potentials in Adolescents with Dyslexia: An EEG-ERP Study

Kraus

Horowitz‐Kraus

2014

PLoS ONE

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IntroductionIndividuals with dyslexia exhibit associated learning deficits and impaired executive functions. The Wisconsin Card Sorting Test (WCST) is a learning-based task that relies heavily on executive functioning, in particular, attention shift and working memory. Performance during early and late phases of a series within the task represents learning and implementation of a newly learned rule. Here, we aimed to examine two event-related potentials associated with learning, feedback-related negativity (FRN)-P300 complex, in individuals with dyslexia performing the WCST.MethodsAdolescents with dyslexia and age-matched typical readers performed the Madrid card sorting test (MCST), a computerized version of the WCST. Task performance, reading measures, and cognitive measures were collected. FRN and the P300 complex were acquired using the event-related potentials methodology and were compared in early vs late errors within a series.ResultsWhile performing the MCST, both groups showed a significant reduction in average reaction times and a trend toward decreased error rates. Typical readers performed consistently better than individuals with dyslexia. FRN amplitudes in early phases were significantly smaller in dyslexic readers, but were essentially equivalent to typical readers in the late phase. P300 amplitudes were initially smaller among readers with dyslexia and tended to decrease further in late phases. Differences in FRN amplitudes for early vs late phases were positively correlated with those of P300 amplitudes in the entire sample.ConclusionIndividuals with dyslexia demonstrate a behavioral and electrophysiological change within single series of the MCST. However, learning patterns seem to differ between individuals with dyslexia and typical readers. We attribute these differences to the lower baseline performance of individuals with dyslexia. We suggest that these changes represent a fast compensatory mechanism, demonstrating the importance of learning strategies on reading among individuals with dyslexia.

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“…Toward meeting these goals, we modified the WCST into the military relevant map task. Although adequate performance was met regarding percentage of correct responses and number of rules obtained, we were surprised by the high frequency of non-preservative errors compared to studies using the original WCST (Nelson, 1976;Ozonoff, 1995;Barceló and Knight, 2002;Kado et al, 2012). The high frequency of non-perseverative errors cannot be explained by poor working memory or processing speed.…”

Section: Discussionmentioning

confidence: 86%

Analysis of performance on a modified Wisconsin Card Sorting Test for the military

Moten¹,

Kennedy

Alt³

et al. 2017

JDAL

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Purpose Current Army doctrine stresses a need for military leaders to have the capability to make flexible and adaptive decisions based on a future unknown environment, location and enemy. To assess a military decision maker’s ability in this context, this paper aims to modify the Wisconsin Card Sorting Test which assesses cognitive flexibility, into a military relevant map task. Thirty-four military officers from all service branches completed the map task. Design/methodology/approach The purpose of this study was to modify a current psychological task that measures cognitive flexibility into a military relevant task that includes the challenge of overcoming experiential bias, and understand underlying causes of individual variability in the decision-making and cognitive flexibility behavior of active duty military officers on this task. Findings Results indicated that non-perseverative errors were a strong predictor of cognitive flexibility performance on the map task. Decomposition of non-perseverative error into efficient errors and random errors revealed that participants who did not complete the map task changed their sorting strategy too soon within a series, resulting in a high quantity of random errors. Originality/value This study serves as the first step in customizing cognitive psychological tests for a military purpose and understanding why some military participants show poor cognitive flexibility.

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Executive function in children with pervasive developmental disorder and attention-deficit/hyperactivity disorder assessed by the Keio version of the Wisconsin card sorting test

Cited by 27 publications

References 15 publications

Cognitive Shifting in Children with Attention-Deficit Hyperactivity Disorder: A Near Infrared Spectroscopy Study

Cognitive Shifting in Children with Attention-Deficit Hyperactivity Disorder: A Near Infrared Spectroscopy Study

The Effect of Learning on Feedback-Related Potentials in Adolescents with Dyslexia: An EEG-ERP Study

Analysis of performance on a modified Wisconsin Card Sorting Test for the military

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