The Structure of Working Memory From 4 to 15 Years of Age. Journal of Affective Disorders, 172, 96–102. Depression is not a consistent syndrome: An investigation of unique symptom patterns in the STAR*D study. Current Opinion in Psychology, 29, 248–253.įried, E. Selective sustained attention: A developmental foundation for cognition. Behavior research methods, 41, 1149–60.įisher, A. Statistical Power Analyses Using G*Power 3.1: Tests for Correlation and Regression Analyses. Proceedings of the National Academy of Sciences, 109(17), 6769–6774.įaul, F., Erdfelder, E., Buchner, A., Lang, A. Distinct neuropsychological subgroups in typically developing youth inform heterogeneity in children with ADHD. Evidence for multiple manipulation processes in prefrontal cortex. Annual Review of Psychology, 64, 135–168.Įldreth, D. Inhibitory Control of Memory Retrieval and Motor Processing Associated with the Right Lateral Prefrontal Cortex: Evidence from Deficits in Individuals with ADHD. Developmental Cognitive Neuroscience, 11, 155–174.ĭepue, B. Characterizing heterogeneity in children with and without ADHD based on reward system connectivity. European Journal of Paediatric Neurology: EJPN: Official Journal of the European Paediatric Neurology Society, 16(5), 422–433.Ĭosta Dias, T. The neurobiology and genetics of Attention-Deficit/Hyperactivity Disorder (ADHD): What every clinician should know. Journal of Abnormal Child Psychology, 26(4), 279–291.Ĭortese, S. Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor structure, reliability, and criterion validity. Neuroscience of attention-deficit/hyperactivity disorder: The search for endophenotypes. Neurocognitive Profiles in Children With ADHD and Their Predictive Value for Functional Outcomes. Journal of Clinical and Experimental Neuropsychology, 26(1), 105–114.īergwerff, C. A new approach in clinical neuropsychology to the assessment of spatial working memory: The block suppression test. ![]() Current Directions in Psychological Science, 18(2), 89–94.īeblo, T., Macek, C., Brinkers, I., Hartje, W., & Klaver, P. Executive Function: The Search for an Integrated Account. Diagnostic and Statistical Manual of Mental Disorders (5th Edition).īanich, M. Journal of Experimental Child Psychology, 87(2), 85–106.Īmerican Psychiatric Asociation. A structural analysis of working memory and related cognitive skills in young children. Frontiers in Psychology, 3, 301.Īlloway, T. About the Distinction between Working Memory and Short-Term Memory. Comparing profiles of children from either of these two groups it can be concluded that some of the children with ADHD symptoms have profiles similar to typically developing children.Īben, B., Stapert, S., & Blokland, A. At the same time, it can be concluded that not all children with ADHD experience them. Also, it was observed in these profiles that children with ADHD experience had more pronounced difficulties in cognitive ability domains compared to the control group. The analysis of the profiles revealed a wide heterogeneity in both groups. ![]() Four methods were used to calculate cognitive ability domain scores: Stroop’s Word and Color Test, Symbol Digit Modalities Test, Digit Span Test, and Continuous Performance Test. In this study participated 76 children aged 8–13 and were divided into two groups: ADHD group – 46 children ( M = 10.08 SD = 1.67), control group – 30 children ( M = 9.41 SD = 1.60). Therefore, the aim of this study was to investigate and compare the heterogeneity of different cognitive ability domains in children with and without ADHD symptoms with qualitative data analysis methods - creating unique profiles of cognitive ability domains for each child. Various cluster or linear data processing methods have also been used in studies to group children into certain subgroups according to various characteristics, but so far we have not found any study that has succeeded in dividing both ADHD and control group children into such subgroups. Studies to date have most often compared the mean scores of an ADHD and control group to see if there are differences between them. ADHD, cognitive ability domains, executive functions, cognitive deficit, typically developed children Abstract
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