Abstract
In recent years, the interest in Attention Deficit and Hyperactivity Disorder (ADHD) and its relation to deficits in working memory (WM) and more specifically the different executive functions (EFs) has grown, to the point of confirming that these are quite frequent in this disorder. The aim of this study was precisely to explore differences in executive functioning of WM in fourth grade Primary school children with and without ADHD (26 and 29 children, respectively), introducing rigorous control measures in the tests used. Four EFs were analyzed: divided attention, updating, attentional shifting and inhibition, measured through four tasks, the dual-task paradigm (digits and box-crossing), the N-Back task, the Trail Making Test and the Stroop task, respectively. The results showed that participants with ADHD, compared to children with typical development (TD), exhibited a smaller verbal memory span as well as deficits in the attentional shifting and updating functions. However, a similar performance for the EF of inhibition was found for both groups of participants. Finally, an unexpected result was obtained with regard to the role of divided attention, as children with ADHD were less impaired when performing the double task than participants in the TD group.
Highlights
The Attention Deficit and Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a pattern of inattention and/or hyperactivity-impulsivity above that expected for the individual’s level of development
As for the EDAH scores for the ADHD participants, all were above the 80th percentile regarding the presence of clinical symptoms of hyperactivity, attention deficit, and behavioral disorders
The results indicated that the ADHD group used more time than the typical development (TD) group to complete the Part B of Trail Making Test (TMT) (t = 2.42; p = 0.02), yet there were no differences between groups in Part A (t = 1.06; p = 0.29)
Summary
The Attention Deficit and Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a pattern of inattention and/or hyperactivity-impulsivity above that expected for the individual’s level of development. It affects daily life in a clinically significant way and it is present in multiple contexts, hindering academic and work performance, as well as social development. Attention Deficit and Hyperactivity Disorder has been considered one of the most common disorders in childhood, with a prevalence of approximately 3 to 5% (Willcutt, 2012).
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