What Part of Working Memory is not Working in ADHD? Short-Term Memory, the Central Executive and Effects of Reinforcement

Dovis, Sebastiaan; Oord, Saskia Van der; Wiers, Reinout W.; Prins, Pier J. M.

doi:10.1007/s10802-013-9729-9

Cited by 56 publications

(75 citation statements)

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“…However, other studies hint that the deficiencies lie in the visuospatial WM (Martinussen et al, 2005;McInnes, Humphries, HoggJohnson, & Tannock, 2003;Rapport et al, 2008;Rommelse et al, 2008;Westerberg, Hirvikoski, Forssberg, & Klingberg, 2004;Willcutt et al, 2005). A third group of investigations point at a more generalised WM decay, a central executive deficit Dovis, Van der Oord, Wiers, & Prins, 2013;Nyman et al, 2010;van Ewijk et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

2017

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Título: Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH). Resumen: Introducción: Recientemente se ha incrementado el interés en el estudio de los déficits neuropsicológicos que subyacen al TDAH. Entre ellos, destaca la Memoria de Trabajo (MT) en sus dimensiones visoespacial y fonológica. El objetivo del presente estudio fue explorar las diferencias de rendimiento en memoria a corto plazo y memoria de trabajo visoespacial y fonológica entre un grupo control y un grupo clínico, teniendo en cuenta la heterogeneidad clínica del trastorno. Método: Se formó un grupo clínico de 76 niños con un diagnóstico previo de TDAH, divididos según su subtipo clínico: TDAH predominantemente inatento (n = 26, edad M = 10,9, SD = 1,8; 66% varones), y TDAH combinado (n = 50, edad M = 10.8, DT = 1.9; 61.5% varones). Además, se formó un grupo control conformado por niños sin diagnóstico TDAH (n = 40, edad M = 10.2, SD = 1.9; 57.5% varones). A todo ellos se les administró un batería de pruebas para medir la memoria a corto plazo y la memoria de trabajo, tanto visoespacial como fonológica. Resultados: El grupo TDAH obtuvo un peor rendimiento en las tareas de Memoria de Trabajo visoespacial (Tarea Corsi) y fonológica ("Letras y Números" de WISC). Este peor rendimiento se mantuvo también para los subtipos clínicos. No se halló relación entre las dimensiones del TDAH y el rendimiento en las tareas neuropsicológicas empleadas. Discusión: Este estudio aporta evidencia empírica a la hipótesis que sugiere que los niños con TDAH presentan un menor rendimiento en tareas que implican la memoria de Trabajo, tanto respecto a la memoria de trabajo fonológica como visoespacial. Además, los resultados de este estudio sugieren que no existiría una relación entre las dimensiones principales del TDAH y el rendimiento en las tareas de memoria de trabajo. Palabras clave: TDAH; Rendimiento Neuropsicológico; Memoria a Corto Plazo; Memoria de Trabajo Visoespacial; Memoria de Trabajo Fonológica. Abstract: Introduction:The interest in studying the neuropsychological deficits that lie behind ADHD, among which the Working Memory (WM) stands out in its visuospatial and phonological dimensions, has been on increase. The aim of the current study was to explore the performance differences concerning the short-term memory and the visuospatial and phonological working memory among control and clinical groups acknowledging the clinical heterogeneity of the disorder. Method: A group of 76 children with a prior diagnosis of ADHD was divided by the clinical subtype of the disorder: ADHD predominantly inattentive (n = 26, age M = 10,9, SD = 1,8; 66% male), and combined ADHD (n = 50, age M = 10.8, DT = 1.9; 61.5% male). Additionally, a control group of typically developing children was formed (n = 40, age M = 10.2, SD = 1.9; 57.5% male). Both groups completed a task battery to aimed to measure the short-term memory, as well as the visuospatial and phonological working memory. Resul...

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Section: Introductionmentioning

confidence: 99%

Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

2017

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“…These abilities enable a human being to perceive stimuli in their environment, 1 respond dequately, change direction in a flexible ay, anticipate future objectives, consider the consequences and respond in an integrated way, using all these abilities to reach a final objective 3,4,5,6,7 . Attention-deficit/hyperactivity disorder can be considered a neurobiological condition that presents with changes in some brain areas and their associated circuits, mainly the prefrontal and parietal cortex, cerebellum, and basal ganglia, which may imply problems in EF, such as working memory (WM), inhibition capacity (IC) and mental flexibility (MF) 7,8 .…”

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confidence: 99%

“…Adaptive inhibition requires a multitude of interrelated processes, such as the monitoring of behavior, sustained attention, conflict detection and others, before the inhibition of theplanned course of action and the behavior can be adjusted according to the moment 7,8,9,10,11 . A wide variety of neuropsychological tests indicate that ADHD children exhibit relatively weak, or sub-average, performances on various EFs 5,6,7,8,9,10,11,12,13,14,15,16,17 . Stimulants are the most commonly-used medications in the treatment of ADHD and their clinical efficacy is well established 14 .…”

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confidence: 99%

Attention-deficit/hyperactivity disorder: the impact of methylphenidate on working memory, inhibition capacity and mental flexibility

Bolfer

Pacheco

Tsunemi

et al. 2017

Arq. Neuro-Psiquiatr.

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Objective To compare children with attention-deficit/hyperactivity disorder (ADHD), before and after the use of methylphenidate, and a control group, using tests of working memory, inhibition capacity and mental flexibility. Methods Neuropsychological tests were administrated to 53 boys, 9–12 years old: the WISC-III digit span backward, and arithmetic; Stroop Color; and Trail Making Tests. The case group included 23 boys with ADHD, who were combined type, treatment-naive, and with normal intelligence without comorbidities. The control group (n = 30) were age and gender matched. After three months on methylphenidate, the ADHD children were retested. The control group was also retested after three months. Results Before treatment, ADHD children had lower scores than the control group on the tests (p ≤ 0.001) and after methylphenidate had fewer test errors than before (p ≤ 0.001) Conclusion Methylphenidate treatment improves the working memory, inhibitory control and mental flexibility of ADHD boys.

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“…The central executive is a mental control system with limited attentional resources that is responsible for supervising, controlling and manipulating information in the STM systems. Studies investigating WM components in children with ADHD indicate that, on a group-level, both their STM and central executive are impaired [e.g., [12][13][14][15]. Furthermore, meta-analytic findings suggest that children with ADHD show more impairment on tasks measuring visuospatial WM than on tasks measuring phonological WM [e.g., 2,6].…”

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confidence: 99%

Prevalence and diagnostic validity of motivational impairments and deficits in visuospatial short-term memory and working memory in ADHD subtypes

Dovis

Oord

Huizenga

et al. 2014

Eur Child Adolesc Psychiatry

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Deficits in working memory (WM) and reinforcement sensitivity are thought to give rise to symptoms in the combined (ADHD-C) and inattentive subtype (ADHD-I) of ADHD. Children with ADHD are especially impaired on visuospatial WM, which is composed of short-term memory (STM) and a central executive. Although deficits in visuospatial WM and reinforcement sensitivity appear characteristic of children with ADHD on a group-level, the prevalence and diagnostic validity of these impairments is still largely unknown. Moreover, studies investigating this did not control for the interaction between motivational impairments and cognitive performance in children with ADHD, and did not differentiate between ADHD subtypes. Visuospatial WM and STM tasks were administered in a standard (feedback-only) and a high-reinforcement (feedback + 10 euros) condition, to 86 children with ADHD-C, 27 children with ADHD-I (restrictive subtype), and 62 typically developing controls (aged 8-12). Reinforcement sensitivity was indexed as the difference in performance between the reinforcement conditions. WM and STM impairments were most prevalent in ADHD-C. In ADHD-I, only WM impairments, not STM impairments, were more prevalent than in controls. Motivational impairments were not common (22% impaired) and equally prevalent in both subtypes. Memory and motivation were found to represent independent neuropsychological domains. Impairment on WM, STM, and/or motivation was associated with more inattention symptoms, medication-use, and lower IQ scores. Similar results were found for analyses of diagnostic validity. The majority of children with ADHD-C is impaired on visuospatial WM. In ADHD-I, STM impairments are not more common than in controls. Within both ADHD subtypes only a minority has an abnormal sensitivity to reinforcement.

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What Part of Working Memory is not Working in ADHD? Short-Term Memory, the Central Executive and Effects of Reinforcement

Cited by 56 publications

References 53 publications

Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

Implicación de la memoria visoespacial y fonológica en la heterogeneidad clínica del Trastorno por Déficit de Atención con Hiperactividad (TDAH)

Attention-deficit/hyperactivity disorder: the impact of methylphenidate on working memory, inhibition capacity and mental flexibility

Prevalence and diagnostic validity of motivational impairments and deficits in visuospatial short-term memory and working memory in ADHD subtypes

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