Emotion recognition and theory of mind deficits in children with attention deficit hyperactivity disorder

2017 ◽  
pp. 1
Author(s):  
Nurullah Bolat ◽  
Damla Eyuboglu ◽  
Murat Eyuboglu ◽  
Enis Sargin ◽  
Kayi Eliacik
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Theory Of Mind ◽  
Emotion Recognition ◽  
Attention Deficit ◽  
Hyperactivity Disorder

Early Development of Executive Function: A Problem-Solving Framework

1997 ◽  
Vol 1 (2) ◽  
pp. 198-226 ◽  
Author(s):  
Philip David Zelazo ◽  
Alice Carter ◽  
J. Steven Reznick ◽  
Douglas Frye
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Problem Solving ◽  
Theory Of Mind ◽  
Early Development ◽  
Attention Deficit ◽  
Review Of The Literature ◽  
Childhood Onset ◽  
Hyperactivity Disorder

Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.

Emotion recognition in children and adolescents with attention-deficit/hyperactivity disorder (ADHD)

2013 ◽  
Vol 5 (3) ◽  
pp. 295-302 ◽  
Author(s):  
Christina Schwenck ◽  
Thekla Schneider ◽  
Jutta Schreckenbach ◽  
Yvonne Zenglein ◽  
Angelika Gensthaler ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Recognition ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Hyperactivity Disorder

Meta-analysis of social cognition in attention-deficit/hyperactivity disorder (ADHD): comparison with healthy controls and autistic spectrum disorder

2015 ◽  
Vol 46 (4) ◽  
pp. 699-716 ◽  
Author(s):  
E. Bora ◽  
C. Pantelis
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Social Cognition ◽  
Emotion Recognition ◽  
Cognitive Deficits ◽  
Attention Deficit ◽  
Social Cognitive ◽  
Meta Analysis ◽  
Healthy Controls ◽  
Hyperactivity Disorder ◽  
Social Cognitive Deficits

BackgroundImpairment in social cognition is an established finding in autism spectrum disorders (ASD). Emerging evidence suggests that attention-deficit/hyperactivity disorder (ADHD) might be also associated with deficits in theory of mind (ToM) and emotion recognition. However, there are inconsistent findings, and it has been debatable whether such deficits persist beyond childhood and how similar social cognitive deficits are in ADHD v. ASD.MethodWe conducted a meta-analysis of social cognition, including emotion recognition and ToM, studies in ADHD compared with healthy controls and ASD. The current meta-analysis involved 44 studies comparing ADHD (n = 1999) with healthy controls (n = 1725) and 17 studies comparing ADHD (n = 772) with ASD (n = 710).ResultsFacial and vocal emotion recognition (d = 0.40–0.44) and ToM (d = 0.43) abilities were significantly impaired in ADHD. The most robust facial emotion recognition deficits were evident in anger and fear. Social cognitive deficits were either very subtle (emotion recognition) or non-significant (ToM) in adults with ADHD. Deficits in social cognition, especially ToM, were significantly more pronounced in ASD compared with ADHD. General cognitive impairment has contributed to social cognitive deficits in ADHD.ConclusionsPerformance of individuals with ADHD on social cognition lies intermediate between ASD and healthy controls. However, developmental trajectories of social cognition probably differ between ADHD and ASD as social cognitive deficits in ADHD might be improving with age in most individuals. There is a need for studies investigating a potential subtype of ADHD with persistent social cognitive deficits and exploring longitudinal changes in social cognition during development.

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