Working memory and behavioral inhibition in boys with ADHD: An experimental examination of competing models

Abstract

Working memory (WM) and behavioral inhibition impairments have garnered significant attention as candidate core features, endophenotypes, and/or associated neurocognitive deficits of attention-deficit/hyperactivity disorder (ADHD). The relationship between ADHD-related WM and inhibition deficits remains relatively unclear, however, with inferences about the constructs' directional relationship stemming predominantly from correlational research. The current study utilized a dual-task paradigm to experimentally examine the relationship between ADHD-related WM and behavioral inhibition deficits. A total of 31 boys (15 ADHD and 16 typically developing [TD]) aged 8-12 years completed WM (1-back and 2-back), behavioral inhibition (stop-signal task [SST]), and dual-condition (1-back/SST and 2-back/SST) experimental tasks. Children with ADHD exhibited significant, large-magnitude WM deficits for the 1-back condition but were not significantly different from children in the TD group for the 2-back, 1-back/SST, and 2-back/SST conditions. Children with ADHD also exhibited significant inhibition deficits for the SST, 1-back/SST, and 2-back/SST conditions, but the within-group effect was not significant. The findings suggest that ADHD-related stop-signal demands are upstream, or compete for, resources involved in controlled-focused attention and/or other central executive (CE), WM processes.

The influence of metacognitive training on the improvement of working memory in children with ADHD

“…Prowadzi to pacjenta niejednokrotnie do narastających trudności w sferze osobistej, społecznoekonomicznej a także do uzależnień czy depresji [7]. Na szczęście wiele badań eksperymentalnych wskazuje, że konstrukt funkcji wykonawczych nie jest statyczny i pod wpływem odpowiedniej stymulacji dochodzi do poprawy tych funkcji [4,8,9]. W ostatniej dekadzie szczególnym zainteresowaniem cieszy się trening pamięci roboczej.…”

“…This often leads the patient to increasing difficulties in the personal and socioeconomic sphere, as well as to addictions or depression [7]. Fortunately, many experimental studies indicate that the nature of executive functions is not static and under the influence of appropriate stimulation these functions are improved [4,8,9].…”

“…In the last decade, the working memory training has become particularly popular. This executive function is responsible for storing, maintaining and manipulating information that is essential for the management of behavior [9]. It is a kind of cache allowing you to create plans and perform targeted actions at the right time [10].…”

“…It is a kind of cache allowing you to create plans and perform targeted actions at the right time [10]. According to the most recent, the Fifth Edition of The Diagnostic and Statistical Manual of Mental Disorders, working memory plays a key role both in the symptoms of ADHD and in secondary problems such as: learning disorders, professional or social difficulties [9,11]. Interventions aimed at improving this cognitive ability may therefore be of crucial importance in the treatment of ADHD and the numerous extracriteria difficulties experienced by patients [12].…”

Cortical Arousal and Pediatric Attention-Deficit/Hyperactivity Disorder (ADHD)

“…differences in working memory [12] for children with ADHD while systematically increasing working memory demands. Recent work suggests that working memory impairments are linked to behavioral inhibition deficits [13].…”