102 research outputs found
Impulsivity in adolescents: Cognitive, neural, hormonal and social factors
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162121.pdf (Publisher’s version ) (Open Access)Radboud University, 16 januari 2017Promotor : Cillessen, A.H.N. Co-promotor : Scheres, A.P.J.202 p
The interplay between motivation and inhibition in ADHD
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162595.pdf (Publisher’s version ) (Open Access)RU Radboud Universiteit, 27 januari 2017Promotor : Cillessen, A.H.N. Co-promotores : Scheres, A.P.J., Mies, G.W.195 p
ADHD en Creativiteit: het Modererende Effect van Inhibitiecontrole
No full textVoorgaand onderzoek wijst op de potentiële link tussen ADHD symptomen en creativiteit, met name divergent denken. Eenzelfde effect is gevonden bij een zwakkere inhibitiecontrole en divergent denken. Het huidig onderzoek beantwoorde de vraag of er een positief verband is tussen ADHD symptomen en creativiteit, en of dit verband gemodereerd wordt door inhibitiecontrole. Hierbij werd verwacht dat naarmate de inhibitiecontrole zwakker is, het verband tussen ADHD symptomen en divergent denken sterker zou zijn. Zo probeerde dit onderzoek bij te dragen aan de literatuur naar positieve kanten van ADHD symptomen, ter destigmatisering en bevordering van de praktijk. Online werd een zelfrapportage vragenlijst voor ADHD symptomen, een Alternate Uses taak en een Flanker taak afgenomen. ADHD symptomen had een significant effect op divergent denken, maar alleen op Fluency en Flexibility en niet op Originality. Inhibitiecontrole had geen effect op divergent denken en modereerde alleen het verband tussen ADHD en Flexibility, echter in tegengestelde richting dan voorspeld: het effect van ADHD symptomen op Flexibility vergrootte naarmate de inhibitiecontrole sterker was. Het huidige onderzoek leverde empirisch bewijs voor het voorspelde verband tussen ADHD symptomen en creativiteit. Dit heeft mogelijk implicaties voor de klinische praktijk, zoals psychoeducatie. Toekomstig onderzoek zal meer inzicht kunnen geven in mogelijke moderators en mediators van dit verband
Het verband tussen Hyperactiviteit-Impulsiviteit en Divergent Denken in Studenten: De rol van Onoplettendheid
No full textDe huidige studie onderzocht de individuele voorspelling van de ADHD symptoomdomeinen op divergent denken, waarbij er ook gecontroleerd werd voor het andere symptoomdomein. De reden hiervoor is de schaarse literatuur en onduidelijkheid over de bijdrage van de symptoomdomeinen op divergent denken (Hoogman et al., 2020; Boot et al., 2017). De steekproef bestond uit 159 studenten uit de omgeving van Nijmegen. Het doel van het onderzoek was om inzicht te bieden in de unieke voorspelling van onoplettendheid en hyperactiviteit-impulsiviteit op divergent denken. De hypothese was dat hyperactiviteit-impulsiviteit een positieve en onoplettendheid een negatieve voorspellende waarde heeft op divergent denken. Er werd verwacht dat er sprake was van een suppressie in de context van confounding effect van onoplettendheid op het verband tussen hyperactiviteit-impulsiviteit en divergent denken (Mackinnon et al., 2000). Uit de resultaten blijkt dat hyperactiviteit-impulsiviteit een positief verband heeft met flexibility en fluency, zelfs wanneer er gecontroleerd wordt voor onoplettendheid. Het verband tussen onoplettendheid en divergent werd niet significant wanneer er gecontroleerd werd voor hyperactiviteit-impulsiviteit. Dit betekent dat enkel hyperactiviteit-impulsiviteit een unieke voorspellende waarde heeft op divergent denken. Er is geen bewijs gevonden voor een suppressie in de context van confounding effect. De implicatie is dat onderzoek naar het verband tussen onoplettendheid en divergent denken pas wat kan zeggen wanneer er gecontroleerd wordt voor hyperactiviteit-impulsiviteit. Het onderzoek biedt perspectief voor een positievere blik op behandeling en theoretische modellen van ADHD. Vervolgonderzoek kan zich richten op het includeren van meer klinische ADHD symptomen in de steekproef en zorgen voor grotere spreiding op de originality uitkomstmaat.
Sleutelwoorden: ADHD; Creativiteit; Onoplettendheid; Hyperactiviteit-impulsiviteit; Studente
Steep temporal reward discounting in ADHD-combined type: Acting upon feelings
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116681.pdf (Publisher’s version ) (Open Access)Difficulty waiting plays a primary role in symptoms of attention-deficit/hyperactivity disorder (ADHD), in particular, impulsivity. Current theories suggest that relatively strong preferences for small immediate rewards as observed in ADHD-Combined type are the result of delay-related negative feelings. However, the measurement of difficulty waiting is typically limited to objective choices between small immediate and large delayed rewards. This study aimed at extending the measurement of difficulty waiting in ADHD-Combined type with ratings about subjective feelings. Children and adolescents (ages 6-17) with ADHD-Combined type (n=25), ADHD-Inattentive type (n=20) and matched typically developing participants (n=37) performed temporal reward discounting tasks, and completed a Visual Analogue Scale of subjectively experienced ease/difficulty waiting. Although those with ADHD-Combined type demonstrated relatively steep temporal reward discounting, as reported elsewhere (Scheres et al., 2010), there were no group differences for subjectively experienced ease/difficulty waiting. Additionally, correlations between subjective and objective measures of difficulty waiting were significantly higher in the ADHD-Combined type group than in the control group. These findings suggest that (a) those with ADHD-Combined type do not choose impulsively because they have more negative feelings about waiting than controls; (b) choices in the ADHD-Combined type group are more in accordance with/driven by their feelings than choices made by participants in the control group.7 p
The Effects of a Cognitive-Behavioural Intervention Against Procrastination in University Students
No full textProcrastination is a dysfunctional behaviour experienced by many university students. Due to
negative consequences, such as low academic achievement and well-being, research has tried
finding the underlying causes of procrastination. The key contributing factors (expectancy,
value, impulsivity and delay) form the procrastination equation which is the core of the
Temporal Motivation Theory (TMT). Based on this, cognitive-behavioural therapies (CBT)
have been developed to reduce procrastination. Though effective, the intervention research so
far had considerable limitations.These included few randomized controlled trials (RCT) and
interventions with long durations and high drop-out rates. Thus, the current study adapted an
existing CBT intervention to examine its effectiveness in reducing procrastination and
enhancing well-being using an RCT. Seventy-one university students participated. They were
randomly assigned to an intervention (N = 37) or waiting-list condition (N = 34). By using the
Pure Procrastination Scale and the Warwick Edinburgh Mental Well-being Scale,
procrastination and well-being were assessed before and after the four-week-long
intervention/waiting period. As hypothesized, the results showed a significant time x group
interaction regarding procrastination, meaning that the intervention group had a stronger
decrease in procrastination from pre- to post-measurement than the control group. Contrary to
the hypothesis, such an interaction was not found for well-being, meaning that the
intervention was not effective in enhancing well-being. Nevertheless, this intervention turned
out to be successful in reducing procrastination, showed a low drop-out rate, and was of short
duration. This makes it cost-effective and therefore, after considering the limitations, it could
be used in university settings to assist students struggling with procrastination
Which executive functioning deficits are associated with AD/HD, ODD/CD and comorbid AD/HD+ODD/CD?
No full textItem does not contain fulltextThis study investigated (1) whether attention deficit/hyperactivity disorder (AD/HD) is associated with executive functioning (EF) deficits while controlling for oppositional defiant disorder/conduct disorder (ODD/CD), (2) whether ODD/CD is associated with EF deficits while controlling for AD/HD, and (3)~whether a combination of AD/HD and ODD/CD is associated with EF deficits (and the possibility that there is no association between EF deficits and AD/HD or ODD/CD in isolation). Subjects were 99~children ages 6–12 years. Three putative domains of EF were investigated using well-validated tests: verbal fluency, working memory, and planning. Independent of ODD/CD, AD/HD was associated with deficits in planning and working memory, but not in verbal fluency. Only teacher rated AD/HD, but not parent rated AD/HD, significantly contributed to the prediction of EF task performance. No EF deficits were associated with ODD/CD. The presence of comorbid AD/HD accounts for the EF deficits in children with comorbid AD/HD+ODD/CD. These results suggest that EF deficits are unique to AD/HD and support the model proposed by R. A. Barkley (1997).17 p
The top and the bottom of ADHD: a neuropsychological perspective
No full textFive models of attention deficit/hyperactivity disorder (ADHD) are reviewed. It is proposed that the cognitive-energetic model provides a reasonably comprehensive account of ADHD by incorporating the features of both the inhibition and delay aversion models. It is suggested that ADHD can only be accounted for by an analysis at three levels: top-down control, specific cognitive processes and energetic factors. It is argued that a refined and conceptually comprehensive neuropsychological battery is needed to advance research in ADHD. A widely distributed neural network involving frontal, basal ganglia, limbic and cerebellar loci seem implicated in ADHD
Varieties of attention-deficit/hyperactivity disorder-related intra-individual variability
No full textIntra-individual variability in behavior and functioning is ubiquitous among children with attention-deficit/hyperactivity disorder (ADHD), but it has not been systematically examined or integrated within causal models. This article seeks to provide a conceptual, methodologic, and analytic framework as a foundation for future research. We first identify five key research questions and methodologic issues. For illustration, we examine the periodic structure of Eriksen Flanker task reaction time (RT) data obtained from 24 boys with ADHD and 18 age-matched comparison boys. Reaction time variability in ADHD differed quantitatively from control subjects, particularly at a modal frequency around .05 Hz (cycle length approximately 20 sec). These oscillations in RT were unaffected by double-blind placebo and were suppressed by double-blind methylphenidate. Together with converging lines of basic and clinical evidence, these secondary data analyses support the speculative hypothesis that the increased power of multisecond oscillations in ADHD RT data, and by inference, in attentional performance, represents a catecholaminergic deficit in the ability to appropriately modulate such oscillations in neuronal activity. These results highlight the importance of retaining time-series data and quantitatively examining intra-subject measures of variability as a putative endophenotype for ADHD
Speed of inhibition predicts teacher-rated medication response in boys with attention deficit hyperactivity disorder
No full textItem does not contain fulltextThis study aimed at investigating whether one of the key deficits in Attention Deficit Hyperactivity Disorder (ADHD), slow response inhibition, predicted the response to methylphenidate (MPH) treatment. In order to address this issue, we used Stop Signal Reaction Times (SSRTs) measured at baseline in 20 medication-nave boys with ADHD as predictor, and parent and teacher ratings that were collected during a double-blind, placebo-controlled titration trial of MPH in the same group as outcome measures. Parent and teacher ratings were collected on primary scales, measuring ADHD symptoms, and secondary scales, measuring oppositional and disruptive behaviour. Placebo response and ADHD/Oppositional Defiant Disorder symptom severity at baseline were controlled for in the analyses. The SSRT did not predict the MPH response as measured by parent ratings, but it did predict the MPH response as measured by teacher ratings. This effect was specific for the ADHD scales. The slower SSRTs were, the less children benefited from MPH. Moreover, children with longer SSRTs needed higher doses of MPH for optimal symptom relief than children with shorter SSRTs. These findings have implications for clinicians who face the decision of which MPH dose to prescribe.18 p
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