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- Publisher Website: 10.1017/S0033291716002531
- Scopus: eid_2-s2.0-84990223263
- PMID: 27697085
- WOS: WOS:000391320100006
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Article: Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: A moderated mediation model
Title | Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: A moderated mediation model |
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Authors | |
Keywords | ADHD reading ability moderated-mediation diffusion model |
Issue Date | 2017 |
Citation | Psychological Medicine, 2017, v. 47, n. 2, p. 255-266 How to Cite? |
Abstract | © Cambridge University Press 2016. Background Attention deficit hyperactivity disorder (ADHD) is frequently associated with poorer reading ability; however, the specific neuropsychological domains linking this co-occurrence remain unclear. This study evaluates information-processing characteristics as possible neuropsychological links between ADHD symptoms and RA in a community-based sample of children and early adolescents with normal IQ (≥'70). Method The participants (n = 1857, aged 6-15 years, 47% female) were evaluated for reading ability (reading single words aloud) and information processing [stimulus discriminability in the two-choice reaction-time task estimated using diffusion models]. ADHD symptoms were ascertained through informant (parent) report using the Development and Well-Being Assessment (DAWBA). Verbal working memory (VWM; digit span backwards), visuospatial working memory (VSWM, Corsi Blocks backwards), sex, socioeconomic status, and IQ were included as covariates. Results In a moderated mediation model, stimulus discriminability mediated the effect of ADHD on reading ability. This indirect effect was moderated by age such that a larger effect was seen among younger children. Conclusion The findings support the hypothesis that ADHD and reading ability are linked among young children via a neuropsychological deficit related to stimulus discriminability. Early interventions targeting stimulus discriminability might improve symptoms of inattention/hyperactivity and reading ability. |
Persistent Identifier | http://hdl.handle.net/10722/288569 |
ISSN | 2023 Impact Factor: 5.9 2023 SCImago Journal Rankings: 2.768 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Lúcio, P. S. | - |
dc.contributor.author | Salum, G. A. | - |
dc.contributor.author | Rohde, L. A. | - |
dc.contributor.author | Swardfager, W. | - |
dc.contributor.author | Gadelha, A. | - |
dc.contributor.author | Vandekerckhove, J. | - |
dc.contributor.author | Pan, P. M. | - |
dc.contributor.author | Polanczyk, G. V. | - |
dc.contributor.author | Do Rosário, M. C. | - |
dc.contributor.author | Jackowski, A. P. | - |
dc.contributor.author | Mari, J. J. | - |
dc.contributor.author | Cogo-Moreira, H. | - |
dc.date.accessioned | 2020-10-12T08:05:18Z | - |
dc.date.available | 2020-10-12T08:05:18Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Psychological Medicine, 2017, v. 47, n. 2, p. 255-266 | - |
dc.identifier.issn | 0033-2917 | - |
dc.identifier.uri | http://hdl.handle.net/10722/288569 | - |
dc.description.abstract | © Cambridge University Press 2016. Background Attention deficit hyperactivity disorder (ADHD) is frequently associated with poorer reading ability; however, the specific neuropsychological domains linking this co-occurrence remain unclear. This study evaluates information-processing characteristics as possible neuropsychological links between ADHD symptoms and RA in a community-based sample of children and early adolescents with normal IQ (≥'70). Method The participants (n = 1857, aged 6-15 years, 47% female) were evaluated for reading ability (reading single words aloud) and information processing [stimulus discriminability in the two-choice reaction-time task estimated using diffusion models]. ADHD symptoms were ascertained through informant (parent) report using the Development and Well-Being Assessment (DAWBA). Verbal working memory (VWM; digit span backwards), visuospatial working memory (VSWM, Corsi Blocks backwards), sex, socioeconomic status, and IQ were included as covariates. Results In a moderated mediation model, stimulus discriminability mediated the effect of ADHD on reading ability. This indirect effect was moderated by age such that a larger effect was seen among younger children. Conclusion The findings support the hypothesis that ADHD and reading ability are linked among young children via a neuropsychological deficit related to stimulus discriminability. Early interventions targeting stimulus discriminability might improve symptoms of inattention/hyperactivity and reading ability. | - |
dc.language | eng | - |
dc.relation.ispartof | Psychological Medicine | - |
dc.subject | ADHD | - |
dc.subject | reading ability | - |
dc.subject | moderated-mediation | - |
dc.subject | diffusion model | - |
dc.title | Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: A moderated mediation model | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1017/S0033291716002531 | - |
dc.identifier.pmid | 27697085 | - |
dc.identifier.scopus | eid_2-s2.0-84990223263 | - |
dc.identifier.volume | 47 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 255 | - |
dc.identifier.epage | 266 | - |
dc.identifier.eissn | 1469-8978 | - |
dc.identifier.isi | WOS:000391320100006 | - |
dc.identifier.issnl | 0033-2917 | - |