Evaluating cognitive and motivational accounts of greater reinforcement effects among children with attention-deficit/hyperactivity disorder
Evaluating cognitive and motivational accounts of greater reinforcement effects among children with attention-deficit/hyperactivity disorder
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DOI：
10.1186/s12993-015-0065-9
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发表时间：
2015-04-29
影响因子：
5.1
通讯作者：
Bubnik, Michelle G.
中科院分区：
文献类型：
--
作者：
Fosco, Whitney D.;Hawk, Larry W., Jr.;Bubnik, Michelle G.
背景：注意力缺陷/多动障碍与认知缺陷和动机失调有关。强化可以改善认知表现，与典型的发展控制相比，ADHD儿童的认知表现往往更好。目前的研究测试认知（基线认知的个体差异）和/或动机（奖励敏感性的个体差异; SR）的过程可以解释诊断组的差异，在reinforcement effects.Methods：参与者是58名儿童（25 ADHD，33控制）9-12岁。儿童完成抑制控制（停止信号任务），工作记忆（n-back）和持续注意力（连续性能任务）的措施，在基线一周内，并再次一周后，在强化和无强化条件下;复合材料计算跨认知领域。父母和儿童报告的特质SR（SPSRQ; BIS/BAS）相结合，以索引一个孩子的反应对食欲，奖励stimulation.Results：在单独的分析，诊断组，基线认知的个体差异，SR的个体差异都缓和了强化对认知的影响。当一起考虑时，诊断组x强化和基线认知x强化的相互作用都保持稳健。相比之下，无论是诊断组x强化，也不SR x强化的相互作用占唯一的方差时，共同evaluatedtogether.Conclusions：基线认知和特质SR预测认知强化效果，但只有SR份额显着的方差与诊断组。这些结果表明，ADHD儿童对认知强化的更大反应与他们对奖励刺激的高度特质敏感性密切相关，与ADHD的动机模型一致。
Background: Attention Deficit/Hyperactivity Disorder is associated with cognitive deficits and dysregulated motivation. Reinforcement improves cognitive performance, often to a greater degree among children with ADHD compared to typically-developing controls. The current study tests the degree to which cognitive (individual differences in baseline cognition) and/or motivational (individual differences in Sensitivity to Reward; SR) processes can account for diagnostic group differences in reinforcement effects.Methods: Participants were 58 children (25 ADHD, 33 control) ages 9-12. Children completed measures of inhibitory control (Stop Signal Task), working memory (n-back), and sustained attention (Continuous Performance Task) during a baseline week and again one week later under reinforcement and no-reinforcement conditions; composites were computed across cognitive domains. Parent-and child-reported trait SR (SPSRQ; BIS/BAS) were combined to index a child's response towards appetitive, rewarding stimuli.Results: In separate analyses, diagnostic group, individual differences in baseline cognition, and individual differences in SR all moderated the impact of reinforcement on cognition. When considered together, the Diagnostic Group x Reinforcement and Baseline Cognition x Reinforcement interactions both remained robust. In contrast, neither the Diagnostic Group x Reinforcement nor the SR x Reinforcement interactions accounted for unique variance when evaluated together.Conclusions: Both baseline cognition and trait SR predict reinforcement effects on cognition, but only SR shares significant variance with diagnostic group. These results suggest that ADHD children's greater response to reinforcement on cognition is strongly related to their heightened trait sensitivity to rewarding stimuli, consistent with motivational models of ADHD.