Procedural Sequence Learning in Attention Deficit Hyperactivity Disorder: A Meta-Analysis

Sanjeevan, Teenu; Cardy, Robyn E; Anagnostou, Evdokia

doi:10.3389/fpsyg.2020.560064

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…A meta-analysis investigating the presence of procedural sequence learning found that ADHD patients do not exhibit significant deficits and that procedural sequence learning appears to be intact in ADHD ( Sanjeevan et al, 2020 ). However, another study reported impaired results for procedural memory ( Butzbach et al, 2019 ).…”

Section: Methodsmentioning

confidence: 99%

“…Visual episodic memory appears to be less affected compared to verbal episodic memory in patients with ADHD. However, impairments in verbal delayed recall and visual immediate and delayed recall have been observed, but recognition ability appears to be preserved irrespective of modality ( Aycicegi-Dinn et al, 2011 ; Callahan et al, 2017 ; Butzbach et al, 2019 ; Sanjeevan et al, 2020 ; Mohamed et al, 2021 ). Hence, the ability to store (transfer?)…”

Section: Methodsmentioning

confidence: 99%

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Neurocognitive and cerebellar function in ADHD, autism and spinocerebellar ataxia

Cundari,

Vestberg,

Gustafsson

et al. 2023

Front. Syst. Neurosci.

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The cerebellum plays a major role in balance, motor control and sensorimotor integration, but also in cognition, language, and emotional regulation. Several neuropsychiatric disorders such as attention deficit-hyperactivity disorder (ADHD), autism spectrum disorder (ASD), as well as neurological diseases such as spinocerebellar ataxia type 3 (SCA3) are associated with differences in cerebellar function. Morphological abnormalities in different cerebellar subregions produce distinct behavioral symptoms related to the functional disruption of specific cerebro-cerebellar circuits. The specific contribution of the cerebellum to typical development may therefore involve the optimization of the structure and function of cerebro-cerebellar circuits underlying skill acquisition in multiple domains. Here, we review cerebellar structural and functional differences between healthy and patients with ADHD, ASD, and SCA3, and explore how disruption of cerebellar networks affects the neurocognitive functions in these conditions. We discuss how cerebellar computations contribute to performance on cognitive and motor tasks and how cerebellar signals are interfaced with signals from other brain regions during normal and dysfunctional behavior. We conclude that the cerebellum plays a role in many cognitive functions. Still, more clinical studies with the support of neuroimaging are needed to clarify the cerebellum’s role in normal and dysfunctional behavior and cognitive functioning.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Neurocognitive and cerebellar function in ADHD, autism and spinocerebellar ataxia

Cundari,

Vestberg,

Gustafsson

et al. 2023

Front. Syst. Neurosci.

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“…In children with DCD, concurrent ADHD diagnosis was not an exclusion criterion (n = 19), as sequence-specific aspects seem preserved in the ADHD population (Sanjeevan et al, 2020;Takács et al, 2017). Associated symptoms might have a deleterious effect on the general aspects of the task (i.e., RTs and accuracy; Karatekin et al, 2009;Staels & Van den Broeck, 2017;Takács et al, 2017) and were controlled by converting RTs into normalized RTs.…”

Section: Methodsmentioning

confidence: 99%

Atypical procedural learning skills in children with Developmental Coordination Disorder

Dyck

Deconinck

Aeby

et al. 2022

Child Neuropsychology

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We investigated the procedural learning deficit hypothesis in Developmental Coordination Disorder (DCD) while controlling for global performance such as slower reaction times (RTs) and variability. Procedural (sequence) learning was assessed in 31 children with DCD and 31 age-matched typically developing (TD) children through a serial reaction time task (SRTT). Sequential and random © trial conditions were intermixed within © five training epochs. Two repeated measures ANOVAs were conducted on a Sequence-Specific Learning Index (SSLI) and a Global Performance Index (GPI, speed/accuracy measure) with Epoch (for SSLI and GPI) and Condition (for GPI) as within-subjects factors, and Group as between-subjects factor. Controlling for RTs differences through normalized RTs, revealed a global reduction of SSLI in children with DCD compared with TD peers suggesting reduced sequence learning skills in DCD. Still, a significant Group x Condition interaction observed on GPI indicated that children from both groups were able to discriminate between sequential and random trials. DCD © presents reduced procedural learning skills after controlling for global performance. This finding highlights the importance of considering the general functioning of the child while assessing learning skills in patients.

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Number agreement processing in adolescents with and without developmental language disorder (DLD): evidence from event-related brain potentials

Courteau,

Royle,

Steinhauer

2023

Sci Rep

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In morphologically richer languages, including French, one must learn the specific properties of number agreement in order to understand the language, and this learning process continues into adolescence. This study examined similarities and differences between French-speaking adolescents with and without developmental language disorder (DLD) when processing number agreement, and investigated how morpho-syntactic regularity affected language processing. Using event-related potentials (ERP) and only grammatical sentences with audio-visual mismatches, we studied ERP correlates to three types of number agreement: (1) regular determiner agreement in noun phrases, (2) regular subject-verb plural liaison, and (3) irregular subject-verb agreement. We also included a lexico-semantic mismatch condition to investigate lexico-semantic processing in our participants. 17 adolescents with DLD (M = 14.1 years) and 20 (pre)teens with typical language (TL, M = 12.2 years) participated in the study. Our results suggest three patterns. First, French-speaking teenagers without DLD are still consolidating their neurocognitive processing of morpho-syntactic number agreement and generally display ERP profiles typical of lower language proficiency than adult native speakers. Second, differences in morphosyntactic processing between teenagers with and without DLD seem to be limited to rule-based (regular) number agreement. Third, there is little evidence for corresponding differences in lexico-semantic processing.

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Procedural Sequence Learning in Attention Deficit Hyperactivity Disorder: A Meta-Analysis

Cited by 3 publications

References 39 publications

Neurocognitive and cerebellar function in ADHD, autism and spinocerebellar ataxia

Neurocognitive and cerebellar function in ADHD, autism and spinocerebellar ataxia

Atypical procedural learning skills in children with Developmental Coordination Disorder

Number agreement processing in adolescents with and without developmental language disorder (DLD): evidence from event-related brain potentials

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