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Abstract:
Abstract: The present study investigates the deficits of
children with Attention Deficit/Hyperactivity Disorder (AD/HD) in
various aspects of attention. The rationale of the study is based
on recent neurophysiological and neuropsychological studies that
suggest frontal lobes dysfunction in AD/HD. As frontal lobe
functioning is closely related to attention, AD/HD is hypothesised
to be associated with specific deficits in attention. Participants
were 81 children with AD/HD and 29 age-matched controls.
Standardised neuropsychological tests and experimental conditions
based on the task-set switching paradigm were utilised for
measuring different aspects of attention. In the experiment,
subjects have to switch between the colour-naming and word-reading
tasks on every 2nd trial. Neutral and Stroop stimuli were presented
in separate blocks of trials. Within this alternating runs
paradigm, negative priming effect was manipulated for the
word-reading task in the condition with Stroop stimuli. In the
baseline conditions, no switching is required. Performances (i.e.
accuracy, speed and variability of reaction time) in the
alternating runs paradigm were compared with those in the baseline
conditions. Results support the hypotheses that ADHD is associated
with specific deficits in selective and switching attention. The
co-morbidity of Learning Disorder was related to the deficit in
resistance for negative priming effect. A positive switching effect
was identified in the colour-naming task for children with ADHD;
results are discussed in light of the evidence on the deficit
associated with AD/HD in sustained attention.
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