Does Positive Illusory Bias Affect Self-Concept and Loneliness in Children With Symptoms of ADHD?

2018 ◽  
Vol 23 (11) ◽  
pp. 1274-1283 ◽  
Author(s):  
Agnese Capodieci ◽  
Giulia Crisci ◽  
Irene Cristina Mammarella
Keyword(s):  
Social Skills ◽  
Self Concept ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Social Difficulties

Objective: Positive illusory bias (PIB) has been amply studied in children with ADHD, but its function is still limited understanding. Method: In a sample of 21 children with symptoms of ADHD, this study investigated whether they were more likely to be rejected by peers and examined PIB, and its influence on self-concept and loneliness, comparing the children with symptoms of ADHD with children who had weak social skills, but no ADHD. The children’s and teachers’ perception of social difficulties were compared, and self-concept and loneliness were analyzed in the two groups, which were also compared with typically developing (TD) children. Results: The results showed the presence of PIB on social skills in children with symptoms of ADHD, but this phenomenon did not give them a higher self-concept, which was similar to that of children with weak social skills and lower than in TD children. Conclusion: The implications of these findings are discussed.

The Processes Underlying Positive Illusory Bias in ADHD: The Role of Executive Functions and Pragmatic Language Skills

2021 ◽  
pp. 108705472110636
Author(s):  
Giulia Crisci ◽  
Ramona Cardillo ◽  
Irene C. Mammarella
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Receptive Language ◽  
Pragmatic Language ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Children With Adhd ◽  
Pragmatic Language Skills ◽  
Social Difficulties

Objective: Children with ADHD often show a positive illusory bias (PIB), reporting an extremely positive idea of their own competence, despite their difficulties. The mechanisms underlying this phenomenon are still poorly understood. In the present study, we examined social PIB and investigated the role of executive functions (EFs) and pragmatic language (PL). Method: Forty-one children with ADHD and 42 typically-developing children matched on age, IQ, and receptive language were administered measures of social competence, EFs and PL. The parents were also asked to estimate their child’s social competence. Results: There was evidence of social difficulties and PIB in children with ADHD. Only PL, not EFs, seemed to mediate the association between ADHD and PIB. Conclusion: Our findings suggest that PL abilities should be considered in efforts to improve self-perception in children with ADHD.

Explicit and Implicit Positive Illusory Bias in Children With ADHD

2015 ◽  
Vol 22 (10) ◽  
pp. 994-1001 ◽  
Author(s):  
Christina C. Emeh ◽  
Amori Yee Mikami ◽  
Bethany A. Teachman
Keyword(s):  
Implicit Association Test ◽  
Control Method ◽  
Self Report ◽  
Implicit Associations ◽  
Positive Illusory Bias ◽  
Typically Developing ◽  
Implicit Measures ◽  
Children With Adhd ◽  
Behavioral Competence ◽  
Self Perceptions

Objective: Children with ADHD overestimate their own social and behavioral competence when using explicit self-report measures, a phenomenon known as Positive Illusory Bias (PIB). This study examined whether children with ADHD show PIB when self-perceptions are measured implicitly, reflecting associations that are relatively difficult to consciously control. Method: Participants were 23 children (ages 6.8-9.8) with ADHD and 55 typically developing (TD) children. Children’s explicit self-perceptions of competence were measured via self-report on the Self-Perception Profile for Children; their implicit associations were assessed using an Implicit Association Test. Parent and teacher ratings formed an adult-reported composite indicator of children’s competence, to which children’s self-perceptions were compared. Results: Children with ADHD overestimated their competence as compared with adult-informant reports on both explicit and implicit measures, whereas TD children tended to be accurate. Conclusion: Inflated self-perceptions in children with ADHD may exist on an implicit level outside of conscious awareness.

Parent characteristics and positive illusory bias in children with ADHD

2010 ◽  
Author(s):  
Heather J. Prime ◽  
Vicky K. Timmermanis ◽  
Angela Varma ◽  
Judith Wiener
Keyword(s):  
Positive Illusory Bias ◽  
Children With Adhd ◽  
Parent Characteristics

scholarly journals Event-Based Prospective Memory Deficit in Children with ADHD: Underlying Cognitive Factors and Association with Symptoms

2021 ◽  
Vol 18 (11) ◽  
pp. 5849
Author(s):  
Floriana Costanzo ◽  
Elisa Fucà ◽  
Deny Menghini ◽  
Antonella Rita Circelli ◽  
Giovanni Augusto Carlesimo ◽  
...  
Keyword(s):  
Prospective Memory ◽  
Positive Influence ◽  
Attentional Focus ◽  
Adhd Group ◽  
Typically Developing ◽  
Children With Adhd ◽  
The Road ◽  
Hyperactivity Disorder ◽  
Event Based

Event-based prospective memory (PM) was investigated in children with Attention deficit/hyperactivity disorder (ADHD), using a novel experimental procedure to evaluate the role of working memory (WM) load, attentional focus, and reward sensitivity. The study included 24 children with ADHD and 23 typically-developing controls. The experimental paradigm comprised one baseline condition (BC), only including an ongoing task, and four PM conditions, varying for targets: 1 Target (1T), 4 Targets (4T), Unfocal (UN), and Reward (RE). Children with ADHD were slower than controls on all PM tasks and less accurate on both ongoing and PM tasks on the 4T and UN conditions. Within the ADHD group, the accuracy in the RE condition did not differ from BC. A significant relationship between ADHD-related symptoms and reduced accuracy/higher speed in PM conditions (PM and ongoing trials), but not in BC, was detected. Our data provide insight on the adverse role of WM load and attentional focus and the positive influence of reward in the PM performance of children with ADHD. Moreover, the relation between PM and ADHD symptoms paves the road for PM as a promising neuropsychological marker for ADHD diagnosis and intervention.

scholarly journals Positive Child Personality Factors in Children with ADHD

2021 ◽  
pp. 108705472199756
Author(s):  
Tasmia Hai ◽  
Emma A. Climie
Keyword(s):  
Social Skills ◽  
Neurodevelopmental Disorder ◽  
Personality Factors ◽  
Substantial Impact ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Behavioral Competence ◽  
Strength Based ◽  
And Coping ◽  
Multiple Domains

Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder. While previous studies have shown substantial impact of ADHD across multiple domains, relatively little attention has been devoted to studying positive personality factors in individuals with ADHD. To address this, the current study examined strength-based factors in children with ADHD in relation to their social skills. Method: Sixty-four children (aged 8–12 years) with ADHD completed questionnaires related to their social skills and strength-based factors (e.g., optimism, resilience, self-concept, and coping skills). Results: Findings indicated significant differences between different levels of social skills in children with ADHD, with children with higher social skills reporting higher levels of resiliency, greater behavioral competence, and greater prosocial attitudes than those with lower social skills. Conclusions: The results highlight the importance of fostering strong social skills in children with ADHD, leading them to perceive themselves as competent and resilient.

scholarly journals Increased Delay Discounting on a Novel Real-Time Task among Girls, but not Boys, with ADHD

2015 ◽  
Vol 22 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Keri S. Rosch ◽  
Stewart H. Mostofsky
Keyword(s):  
Real Time ◽  
Delay Discounting ◽  
Diagnostic Group ◽  
Group Differences ◽  
The Novel ◽  
Typically Developing ◽  
Subjective Ratings ◽  
Time Discounting ◽  
Children With Adhd ◽  
Girls With Adhd

AbstractThe aim of this study was to examine delay discounting in girls and boys with ADHD-Combined type (ADHD-C) relative to typically developing (TD) children on two tasks that differ in the extent to which the rewards and delays were experienced by participants. Children ages 8–12 years with ADHD-C (n=65; 19 girls) and TD controls (n=55; 15 girls) completed two delay discounting tasks involving a series of choices between smaller, immediate and larger, delayed rewards. The classic delay discounting task involved choices about money at delays of 1–90 days and only some of the outcomes were actually experienced by the participants. The novel real-time discounting task involved choices about an immediately consumable reward (playing a preferred game) at delays of 25–100 s, all of which were actually experienced by participants. Participants also provided subjective ratings of how much they liked playing the game and waiting to play. Girls with ADHD-C displayed greater delay discounting compared to boys with ADHD-C and TD girls and boys on the real-time discounting task. Diagnostic group differences were not evident on the classic discounting task. In addition, children with ADHD-C reported wanting to play the game more and liking waiting to play the game less than TD children. This novel demonstration of greater delay discounting among girls with ADHD-C on a discounting task in which the rewards are immediately consumable and the delays are experienced in real-time informs our understanding of sex differences and motivational processes in children with ADHD. (JINS, 2016, 22, 12–23)

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