scholarly journals Gray matter networks associated with attention and working memory deficit in ADHD across adolescence and adulthood

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kuaikuai Duan ◽  
Wenhao Jiang ◽  
Kelly Rootes-Murdy ◽  
Gido H. Schoenmacker ◽  
Alejandro Arias-Vasquez ◽  
...  
Keyword(s):  
Working Memory ◽  
Gray Matter ◽  
Cerebellar Tonsil ◽  
Childhood Onset ◽  
Nominal Level ◽  
Memory And Attention ◽  
Hyperactivity Disorder ◽  
Inferior Frontal Region ◽  
Significant Attention

AbstractAttention-deficit/hyperactivity disorder (ADHD) is a childhood-onset neuropsychiatric disorder and may persist into adulthood. Working memory and attention deficits have been reported to persist from childhood to adulthood. How neuronal underpinnings of deficits differ across adolescence and adulthood is not clear. In this study, we investigated gray matter of two cohorts, 486 adults and 508 adolescents, each including participants from ADHD and healthy controls families. Two cohorts both presented significant attention and working memory deficits in individuals with ADHD. Independent component analysis was applied to the gray matter of each cohort, separately, to extract cohort-inherent networks. Then, we identified gray matter networks associated with inattention or working memory in each cohort, and projected them onto the other cohort for comparison. Two components in the inferior, middle/superior frontal regions identified in adults and one component in the insula and inferior frontal region identified in adolescents were significantly associated with working memory in both cohorts. One component in bilateral cerebellar tonsil and culmen identified in adults and one component in left cerebellar region identified in adolescents were significantly associated with inattention in both cohorts. All these components presented a significant or nominal level of gray matter reduction for ADHD participants in adolescents, but only one showed nominal reduction in adults. Our findings suggest although the gray matter reduction of these regions may not be indicative of persistency of ADHD, their persistent associations with inattention or working memory indicate an important role of these regions in the mechanism of persistence or remission of the disorder.

scholarly journals Gray matter networks associated with cognitive deficit in ADHD across adolescence and adulthood

2020 ◽  
Author(s):  
Jingyu Liu ◽  
Kuaikuai Duan ◽  
Wenhao Jiang ◽  
Kelly Rootes-Murdy ◽  
Gido Schoenmacker ◽  
...  
Keyword(s):  
Working Memory ◽  
Gray Matter ◽  
Brain Regions ◽  
Cross Sectional Study ◽  
Cerebellar Tonsil ◽  
Childhood Onset ◽  
Cross Sectional ◽  
Nominal Level ◽  
Hyperactivity Disorder ◽  
Inattention And Hyperactivity

AbstractAttention-deficit/hyperactivity disorder (ADHD) is a childhood-onset neuropsychiatric disorder, and its existence in adulthood is well established. Beyond symptoms of inattention and hyperactivity/impulsivity, patients commonly present with impairments in cognition. How neuronal underpinnings of symptoms and cognitive deficits differ across adolescence and adulthood is not clear. In this cross sectional study, we investigated gray matter of two cohorts, 486 adults and 508 adolescents, each including participants with ADHD and healthy controls. Independent component analysis was applied to the gray matter of each cohort, separately, to extract cohort specific networks. Then, we identified gray matter networks associated with symptoms, working memory and/or diagnosis in each cohort, and projected them onto the other cohort for comparison. Two components in the inferior, middle/superior frontal regions identified in adults and one component in the insula and inferior frontal region identified in adolescents were significantly associated with working memory deficits in both cohorts. One component in bilateral cerebellar tonsil and culmen identified in adults and one component in left cerebellar region identified in adolescents were significantly associated with inattentive symptoms in both cohorts. All these components presented significant or nominal level of gray matter reduction for ADHD patients in adolescents, but only one showed nominal reduction for patients in adults. Our findings suggest gray matter reduction may not be a sensitive marker for persist ADHD. However, the patterns of certain brain regions are associated with deficits in working memory or attention persistently from childhood into adulthood, which might help understand the mechanism of disease persistence.

scholarly journals Working Memory and ADHD in Preschool Education. The Role of ICT’S as a Diagnostic and Intervention Tool: An Overview

2015 ◽  
Vol 10 (5) ◽  
pp. 4 ◽  
Author(s):  
Georgia Kokkalia ◽  
Athanasios Drigas
Keyword(s):  
Working Memory ◽  
Information And Communication Technologies ◽  
Preschool Education ◽  
Communication Technologies ◽  
Memory And Attention ◽  
Hyperactivity Disorder ◽  
Scientific Approach ◽  
Information And Communication ◽  
Educational Perspective

Recent development in the role of education in pre-school children includes the use of Information and Communication Technologies (ICTs). ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of specific areas in kindergarten according to the educational perspective and the areas of needs they serve, is thought significant. In this paper we present a brief overview of the most representative studies of the last decade (2004-2014), which concentrates on the working memory and attention difficulties that children face in kindergarten, and are supported by ICTs. A brief theoretical scientific approach of the role of working memory is presented while its correlation with the Attention Deficit Hyperactivity Disorder (ADHD) is examined.

scholarly journals The Role of Speed in ADHD-Related Working Memory Deficits

2016 ◽  
Vol 5 (2) ◽  
pp. 195-211 ◽  
Author(s):  
Alexander Weigard ◽  
Cynthia Huang-Pollock
Keyword(s):  
Working Memory ◽  
Cognitive Processing ◽  
Resource Sharing ◽  
Memory Deficits ◽  
Slow Speed ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Psychological Science ◽  
Cognitive Processing Speed

Several recent commentaries suggest that, for psychological science to move beyond “homuncular” explanations for cognitive control, it is critically important to examine the role of basic and computationally well-defined processes (e.g. cognitive processing speed). Correlational evidence has previously linked slow speed to working memory (WM) deficits in Attention-Deficit Hyperactivity Disorder (ADHD), but the directionality of this relationship has not been investigated experimentally and the mechanisms through which speed may influence WM are unclear. Herein, we demonstrate in school-aged children with and without ADHD that manipulating speed (indexed with the diffusion model) within a WM paradigm reduces WM capacity due to an increase in cognitive load, in a manner that is consistent with predictions of the time-based resource-sharing model of WM. Results suggest slow speed is a plausible cause of WM deficits in ADHD, provide a mechanistic account of this relationship, and urge the exploration of nonexecutive neurocognitive processes in clinical research on etiology.

scholarly journals Sparse parallel independent component analysis and its application to identify linked genomic and gray matter alterations underlying working memory impairment in attention-deficit/hyperactivity disorder

2020 ◽  
Author(s):  
Kuaikuai Duan ◽  
Jiayu Chen ◽  
Vince D. Calhoun ◽  
Wenhao Jiang ◽  
Kelly Rootes-Murdy ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Independent Component Analysis ◽  
Psychiatric Disorders ◽  
Gray Matter ◽  
Attention Deficit ◽  
Component Analysis ◽  
Independent Component ◽  
Hyperactivity Disorder ◽  
Common Genetic Variants

AbstractMost psychiatric disorders are highly heritable and associated with altered brain structural and functional patterns. Data fusion analyses on brain imaging and genetics, one of which is parallel independent component analysis (pICA), enable the link of genomic factors to brain patterns. Due to the small to modest effect sizes of common genetic variants in psychiatric disorders, it is usually challenging to reliably separate disorder-related genetic factors from the rest of the genome with the typical size of clinical samples. To alleviate this problem, we propose sparse parallel independent component analysis (spICA) to leverage the sparsity of individual genomic sources. The sparsity is enforced by performing Hoyer projection on the estimated independent sources. Simulation results demonstrate that the proposed spICA yields improved detection of independent sources and imaging-genomic associations compared to pICA. We applied spICA to gray matter volume (GMV) and single nucleotide polymorphism (SNP) data of 341 unrelated adults, including 127 controls, 167 attention-deficit/hyperactivity disorder (ADHD) cases, and 47 unaffected siblings. We identified one SNP source significantly and positively associated with a GMV source in superior/middle frontal regions. This association was replicated with a smaller effect size in 317 adolescents from ADHD families, including 188 individuals with ADHD and 129 unaffected siblings. The association was found to be more significant in ADHD families than controls, and stronger in adults and older adolescents than younger ones. The identified GMV source in superior/middle frontal regions was not correlated with head motion parameters and its loadings (expression levels) were reduced in adolescent (but not adult) individuals with ADHD. This GMV source was associated with working memory deficits in both adult and adolescent individuals with ADHD. The identified SNP component highlights SNPs in genes encoding long non-coding RNAs and SNPs in genes MEF2C, CADM2, and CADPS2, which have known functions relevant for modulating neuronal substrates underlying high-level cognition in ADHD.

scholarly journals A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills

2018 ◽  
Vol 52 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Amanda E. Child ◽  
Paul T. Cirino ◽  
Jack M. Fletcher ◽  
Erik G. Willcutt ◽  
Lynn S. Fuchs
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Processing Speed ◽  
Activity Level ◽  
Dimensional Approach ◽  
Academic Variables ◽  
Hyperactivity Disorder ◽  
Attention Skills ◽  
Math Disability

Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.

scholarly journals A Review of Working Memory Training in the Management of Attention Deficit Hyperactivity Disorder

2021 ◽  
Vol 15 ◽  
Author(s):  
Maha Saleh Habsan Al-Saad ◽  
Basma Al-Jabri ◽  
Abeer F. Almarzouki
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Memory Deficits ◽  
Working Memory Training ◽  
Memory Training ◽  
Pharmacological Interventions ◽  
Factors Affecting ◽  
Hyperactivity Disorder

Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children. Working memory deficits underlie many of the behavioural symptoms of ADHD. Alongside psychostimulant medications, strategies to improve working memory may play an important adjuvant role in the management of ADHD. In this study, we review the role of working memory deficits in ADHD, the evidence surrounding working memory training strategies in the management of the condition, and the factors affecting the success of these strategies in alleviating ADHD symptoms. More specifically, we review several non-pharmacological interventions that target working memory deficits in ADHD, with special emphasis on cognitive working memory training. We conclude that the development of evidence-based interventions such as computerised cognitive training (CCT) could provide an alternative or adjunct to the use of psychostimulants, especially in cases where side effects are a major issue.

The Role of Individual Differences in Cognitive Skills in Children’s Learning Through Film

2010 ◽  
Vol 22 (3) ◽  
pp. 105-113 ◽  
Author(s):  
Eva Michel
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Skills ◽  
Cued Recall ◽  
Memory And Attention ◽  
Domain Specific ◽  
Children’S Learning ◽  
Attention Tasks ◽  
Children's Learning

This study examines the role of individual differences in cognitive skills in children’s learning through educational films. A total of 40 children, half of them aged 6, the other half 8, were shown a film about sugar production. After one week, the children took part in a memory test on the film’s content with free recall, cued recall, and recognition. In a second session, four working memory and attention tasks were administered. Results reveal that individual differences in domain-specific working memory skills account for substantial variance in the learning outcome, whereas children’s age was no significant predictor. Findings are discussed in terms of cognitive processes underlying learning through films.

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