A diffusion modeling approach to understanding contextual cueing effects in children with ADHD / Alexander WEIGARD in Journal of Child Psychology and Psychiatry, 55-12 (December 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1336-1344 Titre : A diffusion modeling approach to understanding contextual cueing effects in children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Alexander WEIGARD, Auteur ; Cynthia HUANG-POLLOCK, Auteur Article en page(s) : p.1336-1344 Langues : Anglais (eng) Mots-clés : Contextual cueing  diffusion model  ADHD  implicit learning  developmental psychopathology  neuropsychology Index. décimale : PER Périodiques Résumé : Background Strong theoretical models suggest implicit learning deficits may exist among children with Attention Deficit Hyperactivity Disorder (ADHD). Method We examine implicit contextual cueing (CC) effects among children with ADHD (n = 72) and non-ADHD Controls (n = 36). Results Using Ratcliff's drift diffusion model, we found that among Controls, the CC effect is due to improvements in attentional guidance and to reductions in response threshold. Children with ADHD did not show a CC effect; although they were able to use implicitly acquired information to deploy attentional focus, they had more difficulty adjusting their response thresholds. Conclusions Improvements in attentional guidance and reductions in response threshold together underlie the CC effect. Results are consistent with neurocognitive models of ADHD that posit subcortical dysfunction but intact spatial attention, and encourage the use of alternative data analytic methods when dealing with reaction time data. En ligne : http://dx.doi.org/10.1111/jcpp.12250 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] A diffusion modeling approach to understanding contextual cueing effects in children with ADHD [Texte imprimé et/ou numérique] / Alexander WEIGARD, Auteur ; Cynthia HUANG-POLLOCK, Auteur . - p.1336-1344. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1336-1344 Mots-clés : Contextual cueing  diffusion model  ADHD  implicit learning  developmental psychopathology  neuropsychology Index. décimale : PER Périodiques Résumé : Background Strong theoretical models suggest implicit learning deficits may exist among children with Attention Deficit Hyperactivity Disorder (ADHD). Method We examine implicit contextual cueing (CC) effects among children with ADHD (n = 72) and non-ADHD Controls (n = 36). Results Using Ratcliff's drift diffusion model, we found that among Controls, the CC effect is due to improvements in attentional guidance and to reductions in response threshold. Children with ADHD did not show a CC effect; although they were able to use implicitly acquired information to deploy attentional focus, they had more difficulty adjusting their response thresholds. Conclusions Improvements in attentional guidance and reductions in response threshold together underlie the CC effect. Results are consistent with neurocognitive models of ADHD that posit subcortical dysfunction but intact spatial attention, and encourage the use of alternative data analytic methods when dealing with reaction time data. En ligne : http://dx.doi.org/10.1111/jcpp.12250 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

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