Motivational Effects on Inhibitory Control in Children With ADHD

Slusarek, Michael; Velling, Silke; Bunk, Detlef; Eggers, Christian

doi:10.1097/00004583-200103000-00016

Cited by 175 publications

(144 citation statements)

References 22 publications

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“…This would converge with the suggestion that children with ADHD suffer from an elevated threshold for experiencing incentives (Haenlein and Caul 1987), rather than being specifically sensitive to either reward or response cost. Slusarek et al (2001) studied whether children with ADHD need more reinforcement than controls to improve their performance in a Stop-signal task. Children with ADHD benefited more than controls from large compared to small quantities of response cost (one versus five points loss) by improving the frequency of correct inhibitions, confirming the suggestion that children with ADHD are dependent on intensive external reinforcement to perform well.…”

Section: Introductionmentioning

confidence: 99%

Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

Luman

Oosterlaan

Sergeant

2007

J Abnorm Child Psychol

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The present study investigated the impact of reinforcement valence and magnitude on response timing in children with ADHD. Children were required to estimate a 1-s interval, and both the median response time (response tendency) and the intrasubject-variability (response stability) were investigated. In addition, heart rate and skin conductance were measured to examine the autonomic responses to reinforcement. Feedback-only trials were compared to low response cost trials (response cost for incorrect responses), low reward trials (reward for correct responses), high response cost and high reward trials. In feedback-only trials, children with ADHD underestimated more severely the interval and responded more variably than controls. Children with ADHD, unlike controls, were unaffected by the reinforcement conditions in terms of time underestimations. The variability of responding, on the other hand, decreased under conditions of reinforcement to a larger extent in children with ADHD than controls. There were no indications that children with ADHD were abnormally affected by the valence or magnitude of reinforcement. Furthermore, skin conductance responses increased when feedback was coupled with reinforcement, an effect which was larger in children with ADHD than controls. This could be interpreted as demonstrating that children with ADHD suffer from a diminished awareness of the significance of feedback in the feedback-only condition. The current study suggests that children with ADHD suffer from motivation problems when reinforcement was not available, at least when variability in responding was measured. Underestimations of time may reflect more stable deficits in ADHD.

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Section: Introductionmentioning

confidence: 99%

Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

Luman

Oosterlaan

Sergeant

2007

J Abnorm Child Psychol

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“…Differences in energetic allocation have been reported in response conflict tasks [59], which substantially effect responses inhibition in ADHD [83]. SonugaBarke [87] found in two studies that AD/HD children exhibited a quadratic performance function as predicted by the cognitive-energetic model of AD/HD.…”

Section: ■ Neuropsychological Mechanismsmentioning

confidence: 99%

EUNETHYDIS ? Searching for valid aetiological candidates of Attention?Deficit Hyperactivity Disorder or Hyperkinetic Disorder

Sergeant

2004

European Child & Adolescent Psychiatry

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■ Neurobiology of ADHDOne of the main contributions of Eunethydis to the field has been to encourage the development of neurobiological models and mechanisms of HKD/ADHD. The primary model from this work proposes that ADHD/HKD is due to hypofunctioning of dopamine (DA), which produces altered reinforcement processes and deficient extinction [65,66]. A key mechanism involved in reinforcement process is the nucleus accumbens [56]. An alternative "hyper"-"hypo" model of DA has also been proposed [52]. Hypofunctioning of DA is thought to give rise to delay aversion, impulsiveness, deficient response suppression and increased behavioural variability. The dopaminergic hypothesis of ADHD/HKD is crucial to both animal and molecular genetic studies of ADHD and explaining methylphenidate's therapeutic effect.One candidate mechanism is how perinatal anoxia and dopamine relate. Brake, Sullivan, & Gratton [9] found that, while the left prefrontal cortex (PFC) DA response was unaffected by perinatal anoxia, the right PFC response was dramatically suppressed. Moreover, dopamine transporter (DAT) levels were elevated selectively in the right PFC.The Naples group [22] identified an epigenetic mechanism [41] suggesting that tyrosine hydroxylase and dopamine transporter gene expression are significantly and transiently reduced in one rat ADHD model (SHR) midbrain during the first month of postnatal develop-

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“…Students with this developmental disorder face problems including abnormal executive functioning or the reduced capacity to control behaviour, and difficulties in regulating emotion, motivation and arousal or activation in general. These problems have been shown to be reduced by using digital tools [12][13][14]. In an earlier study [29], the use of this type of tool demonstrated a positive effect on academic achievement in a sample of students with ADHD, while more recent studies [30] found that students with ADHD exhibited increased levels of attention and better achievement in tasks when they were shown simultaneous videos, images and short narrations, whereas they demonstrated more difficulties when presented information in the form of linear texts.…”

Section: Learning Disabilities and Digital Toolsmentioning

confidence: 99%

“…The latest research has found that these tools can have positive effects on various aspects such as the acquisition of reading skills [5,6]; the development of vocabulary, language and listening skills [7]; treatment of dysgraphia [8]; mathematics learning [9][10][11]; and improvement in executive functioning in students with attention deficit hyperactivity disorder (ADHD) [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities

García‐Redondo¹,

García²,

Areces³

et al. 2017

Learning Disabilities - An International Perspective

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In recent years, there has been much research into the possibilities offered by digital tools for intervention in learning disabilities. The most recent studies have found that these tools can have positive effects on diverse aspects of learning, such as the acquisition of reading, writing, vocabulary and mathematics, as well as improvement of executive functioning and behavioural control skills. Despite the results showing the positive effects of using digital tools for students with learning disabilities, it remains necessary to widen their use in areas such as identification, assessment and intervention as early as possible. Within the current chapter, the application of the conceptual framework of multiple intelligences to the design of educational video games is proposed to facilitate diagnosis and improve intervention success in cases of learning disability. In this regard, a proposed novel tool is presented that may be used for the evaluation and intervention for students with learning disabilities.

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Motivational Effects on Inhibitory Control in Children With ADHD

Cited by 175 publications

References 22 publications

Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

Modulation of Response Timing in ADHD, Effects of Reinforcement Valence and Magnitude

EUNETHYDIS ? Searching for valid aetiological candidates of Attention?Deficit Hyperactivity Disorder or Hyperkinetic Disorder

Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities

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