Deficits in Conditional Discrimination Learning in Children with ADHD are Independent of Delay Aversion and Working Memory.

Meyer Meyer,Tripp Tripp,Beckers Beckers,Van Der Oord Van Der Oord

doi:10.3390/jcm8091381

Abstract

Adaptive behavior requires the adjustment of one’s behavioral repertoire to situational demands. The learning of situationally appropriate choice behavior can be operationalized as a task of Conditional Discrimination Learning (CDL). CDL requires the acquisition of hierarchical reinforcement relations, which may pose a particular challenge for children with Attention Deficit Hyperactivity Disorder (ADHD), particularly in light of documented deficits in short-term/working memory and delay aversion in ADHD. Using an arbitrary Delayed Matching-To-Sample task, we investigated whether children with ADHD (N = 46), relative to Typically Developing children (TD, N = 55), show a deficit in CDL under different choice delays (0, 8, and 16 s) and whether these differences are mediated by short-term/working memory capacity and/or delay aversion. Children with ADHD demonstrated poorer CDL than TD children under 8 and 16-second delays. Non-delayed CDL performance did not differ between groups. CDL differences were not mediated by short-term/working memory performance or delay aversion. Moreover, CDL performance under an 8-second delay was a better predictor of clinical status than short-term/working memory performance or delay aversion. CDL, under conditions of delay, is impaired in children with ADHD. This may lead to difficulties discriminating between different situational demands and adapting behavior according to the prevailing reward contingencies or expectations.

Highlights

In daily life, we are constantly confronted with situations that require us to make choices that carry consequences
Results of Multivariate ANOVA showed there was a significant difference between children with Attention Deficit Hyperactivity Disorder (ADHD) and typically developing (TD) children onAthDeHvDisual-spatial sThDort-term memory task, F(1, 87) = 4.62, p = 0.034, ηp2 = 0.050, but not the visual-spMati(aSlDw)orking meMm(oSrDy)task F(1, 8F7)1 = 2.50, p =p 01 .121, ηp2 η=20p
Children with ADHD performed more poorly than TD children on the Conditional Discrimination Learning (CDL) task under delay conditions, i.e., when an 8 or 16-second delay was introduced between the sample and choice stimuli

Summary

Introduction

We are constantly confronted with situations that require us to make choices that carry consequences. The consequences of our choices are often context-specific (e.g., depending on the tone and mood of a parent, a child prioritizing immediate pleasure at the cost of disobeying instructions may find themselves maximizing reinforcement or not) [1]. Adjusting our behavior to the situation to maximize reward requires that we identify the situation and integrate information about the consequences of our choices [2]. This ability is essential for the emergence of adaptive behavior and enables us to meet the social, emotional, and cognitive demands of our environment [2]

Methods

Results

Conclusion