Social and Academic Problems in ADHD: The Role of Implicit and Explicit Learning

ADHD 中的社会和学术问题：内隐和外显学习的作用

基本信息

批准号：
8601950
负责人：
CYNTHIA L HUANG-POLLOCK
金额：
$ 35.75万
依托单位：
PENNSYLVANIA STATE UNIVERSITY, THE
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-07-01 至 2017-01-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8601950
关键词：
Academic achievement Accounting Address Adopted Attention deficit hyperactivity disorder Basal Ganglia Belief Child Childhood Chronic Cognitive Cognitive remediation Complex Corpus striatum structure DSM-IV Development Educational Intervention Exclusion Face Goals Group Processes Impairment Individual Individual Differences Intervention Joints Learning Mediating Modeling Neurosciences Occupational Status Outcome Performance Process Program Development Psychosocial Assessment and Care Research Risk Factors Role Self-control as a personality trait Services Shapes Short-Term Memory Social Adjustment Social Behavior Social Problems Socioeconomic Status Specific qualifier value Speed Structure Substance abuse problem System Testing Training Underachievement Ursidae Family Work aged cognitive neuroscience design disorder control executive function improved innovation intervention program meetings peer prefrontal lobe processing speed programs psychoeducational psychosocial public health relevance remediation skill acquisition skills social social skills theories

项目摘要

DESCRIPTION (provided by applicant): The planned study is to improve the field's understanding of the cognitive and learning processes that shape two of the most chronic real world impairments seen in children with ADHD: social performance deficits and academic underachievement. Prior work has established that ADHD-related weaknesses in working memory (WM) directly impacts the ability of children with ADHD to explicitly acquire a cognitive skill, of which academic achievement would be but one example. Such work is relevant to a promising new direction in ADHD intervention which adopts a cognitive remediation approach to treatment. Initial findings from these cutting edge programs are encouraging; however, most target "executive functions" (EF) which are both poorly specified and non-unitary as individual constructs and as a collective group of processes. Results from the current application have the potential to answer the growing call to integrate neuroscience into educational and intervention programs by guiding the development of these programs through the identification of more specific/efficient cognitive target(s) for remediation. The first aim of the present study therefore asks whether slow speed of processing accounts for ADHD-related deficits in WM as well as the poor acquisition of explicit cognitive skills, which in turn would predict chronic academic underachievement. If this proves to be the case, then psychotherapeutic and pharmacologic interventions should target processing speed (as opposed to the more molar EF process), which would have positive downstream implications for a number of higher order executive processes, including but not limited to WM. Another potential rate limiting step to the development of innovative treatments, is that the examination of EFs has largely dominated research in the cognitive neuroscience of childhood ADHD, to the exclusion of other promising cognitive mechanisms. The second and third aims thus examine whether the implicit learning system, a learning system largely independent of EF, but dependent upon neuroanatomical structures implicated in ADHD (i.e. basal ganglia and striatum) and responsible for learning complex nonverbal rules used in directing social behavior, is (a) intact in children with ADHD, and (b) can predict social performance deficits in ADHD. Despite the availability of a number of empirically supported psychosocial treatments for ADHD, none have demonstrated long term benefits in the normalization of peer status or academic achievement. To meet these goals, we have adopted an SEM approach to systematically examine the potential conjoint contributions of EFs, speeded performance, and explicit/implicit learning processes on social and academic performance in children aged 8-12 with and without DSM-IV ADHD.The void in our basic understanding of skill acquisition processes in ADHD, combined with a need to improve our existing psychosocial and academic remediation programs, argues for a comprehensive study of explicit and implicit learning in ADHD, and of the cognitive processes that contribute to the acquisition of skill.

描述（由申请人提供）：计划的研究是为了提高该领域对认知和学习过程的理解，这些过程塑造了ADHD儿童中最慢性的两种现实世界障碍：社会绩效缺陷和学术成就欠佳。先前的工作已经确定，工作记忆中与ADHD相关的弱点（WM）直接影响ADHD儿童明确获得认知技能的能力，这将是一个学术成就只是一个例子。此类工作与ADHD干预中有希望的新方向有关，该方向采用认知补救方法进行治疗。这些尖端计划的初步发现令人鼓舞；但是，大多数目标“执行功能”（EF）既明确指定又不是独立的，也不是单独的构造和集体过程。当前应用程序的结果有可能通过通过识别更具体/有效的认知目标来进行修复来指导这些计划的制定，从而回答不断增长的呼吁，以将神经科学整合到教育和干预计划中。因此，本研究的第一个目的询问，处理的慢速速度是否会说明WM中与ADHD相关的缺陷以及对显式认知技能的不良获取，这反过来又可以预测长期的学术不足。如果事实证明是这种情况，那么心理治疗和药理干预措施应靶向处理速度（而不是更磨牙的EF程序），这将对许多高阶执行过程（包括但不限于WM）具有积极的下游意义。开发创新治疗的另一个潜在限制步骤是，对EFS的检查在很大程度上主导了儿童多动症的认知神经科学的研究，排除了其他有希望的认知机制。因此，第二和第三的目的检查了隐式学习系统（学习系统）是否在很大程度上独立于EF，但取决于与ADHD有关的神经解剖结构（即基底神经节和纹状体）以及负责学习与指导社会行为的复杂非语言规则的负责是（ADHD儿童和（b）可以预测社交绩效的复杂非语言规则，是（a）完整的。尽管有许多经验支持的多动症的经验支持的社会心理治疗方法，但在同伴身份或学术成就的正常化方面，没有人能显示出长期的好处。为了实现这些目标，我们采用了一种SEM方法来系统地检查EFS的潜在联合贡献，加快绩效的速度以及对8-12岁儿童的社交和学术表现的明确/隐式学习过程，有无DSM-IV ADHD。在我们对ADHD中的基本了解和学术方面的基本理解中，我们对ADHD的基本了解，与我们的学业进行了研究，并与我们进行了研究，并结合了一定的学业，并与我们的学术进行了良好的态度，并构成了一定的学业，并进行了研究，并与我们的学术进行了研究，并融合了一定的学业，并构成了一定的学业，并构成了一定的精神态度，并将多动症中的隐性学习以及有助于获得技能的认知过程。

项目成果

期刊论文数量（16）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Preferential Choice to Exert Cognitive Effort in Children with ADHD: a Diffusion Modelling Account.

DOI：
10.1007/s10802-023-01080-x
发表时间：
2023-10
期刊：
RESEARCH ON CHILD AND ADOLESCENT PSYCHOPATHOLOGY
影响因子：
2.5
作者：
Yan, Xu;Huang-Pollock, Cynthia
通讯作者：
Huang-Pollock, Cynthia

Posterror slowing predicts rule-based but not information-integration category learning.

DOI：
10.3758/s13423-013-0441-0
发表时间：
2013-12
期刊：
Psychonomic bulletin & review
影响因子：
3.5
作者：
Tam H;Maddox WT;Huang-Pollock CL
通讯作者：
Huang-Pollock CL

A diffusion modeling approach to understanding contextual cueing effects in children with ADHD.

DOI：
10.1111/jcpp.12250
发表时间：
2014-12
期刊：
Journal of child psychology and psychiatry, and allied disciplines
影响因子：
0
作者：
Weigard A;Huang-Pollock C
通讯作者：
Huang-Pollock C

Mechanism-based groups of children with ADHD are associated with distinct domains of impairment.

基于机制的多动症儿童群体与不同的损伤领域相关。

DOI：
10.1016/j.psychres.2022.115018
发表时间：
2023
期刊：
Psychiatry research
影响因子：
11.3
作者：
Shapiro,ZviR;Bray,Bethany;Huang-Pollock,Cynthia
通讯作者：
Huang-Pollock,Cynthia

The role of speed in ADHD-related working memory deficits: A time-based resource-sharing and diffusion model account.

DOI：
10.1177/2167702616668320
发表时间：
2017-03
期刊：
Clinical psychological science : a journal of the Association for Psychological Science
影响因子：
0
作者：
Weigard A;Huang-Pollock C
通讯作者：
Huang-Pollock C