Interactions of task and subject variables among continuous performance tests

Denney, Colin B.; Rapport, Mark D.; Chung, Kyongmee

doi:10.1111/j.1469-7610.2004.00362.x

Cited by 22 publications

(17 citation statements)

References 60 publications

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“…Children's accuracy and reaction time show significant changes due to target density manipulations and the differential demands they place on working memory (Denney et al 2005;Losier et al 1996). A significant target density moderator effect would indicate that other factors, such as increased demand on the central executive system for switching between stimuli or between phonological and visual-spatial working memory subsystems (Baddeley 1996), influence BI effects.…”

Section: Stop-signal Target Densitymentioning

confidence: 96%

Attention-Deficit/Hyperactivity Disorder and Behavioral Inhibition: A Meta-Analytic Review of the Stop-signal Paradigm

Alderson

Rapport

Kofler

2007

J Abnorm Child Psychol

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362

349

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Deficient behavioral inhibition (BI) processes are considered a core feature of attention deficit/hyperactivity disorder (ADHD). This meta-analytic review is the first to examine the potential influence of a wide range of subject and task variable moderator effects on BI processes--assessed by the stop-signal paradigm--in children with ADHD relative to typically developing children. Results revealed significantly slower mean reaction time (MRT), greater reaction time variability (SDRT), and slower stop-signal reaction time (SSRT) in children with ADHD relative to controls. The non-significant between-group stop-signal delay (SSD) metric, however, suggests that stop-signal reaction time differences reflect a more generalized deficit in attention/cognitive processing rather than behavioral inhibition. Several subject and task variables served as significant moderators for children's mean reaction time.

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Section: Stop-signal Target Densitymentioning

confidence: 96%

Attention-Deficit/Hyperactivity Disorder and Behavioral Inhibition: A Meta-Analytic Review of the Stop-signal Paradigm

Alderson

Rapport

Kofler

2007

J Abnorm Child Psychol

Self Cite

362

349

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“…A double-letter high target density version of the CPT was selected due to its association with high rates of both omission and commission errors (Denney et al 2005). The task displayed a total of 540 letters one at a time at a rate of 0.8 s per letter with an inter-trial interval of 0.2 s between each letter.…”

Section: Impulsivitymentioning

confidence: 99%

“…CPT variants (e.g., vigilance, n-back tasks) characteristically require children to respond to infrequently occurring, phonologically encoded stimuli (e.g., letters or numbers; Nichols and Waschbusch 2004), whereas visual match-to-sample (VMTS) tasks require rapid discrimination among visuospatial stimuli (Carlson et al 1986;Inoue et al 1998;Rapport et al 1996). Impulsive responding on these tasks may reflect distinct or combined underlying executive function (EF) deficits due to cognitive processing differences associated with how task stimuli are encoded (phonologically, visuospatially), and the degree of inhibitory control and working memory processes required by the tasks (Denney et al 2005;Klein et al 2006). To date, however, no study has investigated whether deficiencies in specific executive functions mediate ADHD-related commission errors on paradigm-specific tasks.…”

mentioning

confidence: 98%

Objectively-Measured Impulsivity and Attention-Deficit/Hyperactivity Disorder (ADHD): Testing Competing Predictions from the Working Memory and Behavioral Inhibition Models of ADHD

Raiker

Rapport

Kofler

et al. 2012

J Abnorm Child Psychol

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119

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Impulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD-working memory (WM) and behavioral inhibition (BI)-to examine the extent to which ADHD-related impulsive responding was attributable to model-specific mechanisms and processes. Children with ADHD (n = 21) and typically developing children (n = 20) completed laboratory tasks that provided WM (domain-general central executive [CE], phonological/visuospatial storage/rehearsal) and BI indices (stop-signal reaction time [SSRT], stop-signal delay, mean reaction time). These indices were examined as potential mediators of ADHD-related impulsive responding on two objective and diverse laboratory tasks used commonly to assess impulsive responding (CPT: continuous performance test; VMTS: visual match-to-sample). Bias-corrected, bootstrapped mediation analyses revealed that CE processes significantly attenuated between-group impulsivity differences, such that the initial large-magnitude impulsivity differences were no longer significant on either task after accounting for ADHD-related CE deficits. In contrast, SSRT partially mediated ADHD-related impulsive responding on the CPT but not VMTS. This partial attenuation was no longer significant after accounting for shared variance between CE and SSRT; CE continued to attenuate the ADHD-impulsivity relationship after accounting for SSRT. These findings add to the growing literature implicating CE deficits in core ADHD behavioral and functional impairments, and suggest that cognitive interventions targeting CE rather than storage/rehearsal or BI processes may hold greater promise for alleviating ADHD-related impairments.

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“…Subject variables such as age and intelligence have been evaluated by some researchers for CPT tests (e.g., Denney, Rapport, & Chung, 2005). Personality and vigilance studies have mainly found that higher extraversion is associated with lower vigilance (Davies & Parasuraman, 1982: Koelega, 1992.…”

mentioning

confidence: 99%

Effects of gender and personality on the Conners Continuous Performance Test

Burton

Pfaff

Bolt

et al. 2010

Journal of Clinical and Experimental Neuropsychology

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A total of 91 university community participants were evaluated on the five personality factors (NEO-Five Factor Inventory; NEO-FFI) and with the Conners Continuous Performance Test (CPT). Gender differences for the Conners CPT variables were found such that the men were faster and less variable in their reaction times than the women, and the women were more sensitive in terms of signal detection and conservative in their responses than the men, consistent with the data reported by Conners, Epstein, Angold, and Klaric (2003) for a normative sample of 9-18 year olds. Interesting relationships between personality factors and the CPT variables were seen for the male and female groups, especially in terms of response style and vigilance. For the combined genders, higher vigilance was associated with higher neuroticism, lower extraversion, and lower agreeableness. Lower conscientiousness was associated with a more risk-taking/less conservative response bias. The men were more vigilant than the women, and for the men, this higher vigilance was related to lower conscientiousness, with trends for relationships with greater neuroticism and lower agreeableness. In the women, higher vigilance was related to lower extraversion, consistent with other studies. Men who were more extraverted also tended to be less conservative/more risk taking in their response style. A more risk-taking response style in women was associated with higher neuroticism, higher openness, and lower conscientiousness. The findings are interpreted in terms of underlying biological bases of behavior.

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Interactions of task and subject variables among continuous performance tests

Cited by 22 publications

References 60 publications

Attention-Deficit/Hyperactivity Disorder and Behavioral Inhibition: A Meta-Analytic Review of the Stop-signal Paradigm

Attention-Deficit/Hyperactivity Disorder and Behavioral Inhibition: A Meta-Analytic Review of the Stop-signal Paradigm

Objectively-Measured Impulsivity and Attention-Deficit/Hyperactivity Disorder (ADHD): Testing Competing Predictions from the Working Memory and Behavioral Inhibition Models of ADHD

Effects of gender and personality on the Conners Continuous Performance Test

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