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

Alexander Weigard, Cynthia L. Huang-Pollock

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

Results Using Ratcliff's drift diffusion model, we found that among Controls, the CC effect is due to improvements in attentional guidance and to reductions in response threshold. Children with ADHD did not show a CC effect; although they were able to use implicitly acquired information to deploy attentional focus, they had more difficulty adjusting their response thresholds.

Conclusions Improvements in attentional guidance and reductions in response threshold together underlie the CC effect. Results are consistent with neurocognitive models of ADHD that posit subcortical dysfunction but intact spatial attention, and encourage the use of alternative data analytic methods when dealing with reaction time data.

Background Strong theoretical models suggest implicit learning deficits may exist among children with Attention Deficit Hyperactivity Disorder (ADHD).

Method We examine implicit contextual cueing (CC) effects among children with ADHD (n = 72) and non-ADHD Controls (n = 36).

Original languageEnglish (US)
Pages (from-to)1336-1344
Number of pages9
JournalJournal of Child Psychology and Psychiatry and Allied Disciplines
Volume55
Issue number12
DOIs
StatePublished - Dec 1 2014

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Attention Deficit Disorder with Hyperactivity
Reaction Time
Theoretical Models
Learning

All Science Journal Classification (ASJC) codes

  • Psychiatry and Mental health
  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Medicine(all)

Cite this

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abstract = "Results Using Ratcliff's drift diffusion model, we found that among Controls, the CC effect is due to improvements in attentional guidance and to reductions in response threshold. Children with ADHD did not show a CC effect; although they were able to use implicitly acquired information to deploy attentional focus, they had more difficulty adjusting their response thresholds.Conclusions Improvements in attentional guidance and reductions in response threshold together underlie the CC effect. Results are consistent with neurocognitive models of ADHD that posit subcortical dysfunction but intact spatial attention, and encourage the use of alternative data analytic methods when dealing with reaction time data.Background Strong theoretical models suggest implicit learning deficits may exist among children with Attention Deficit Hyperactivity Disorder (ADHD).Method We examine implicit contextual cueing (CC) effects among children with ADHD (n = 72) and non-ADHD Controls (n = 36).",
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AB - Results Using Ratcliff's drift diffusion model, we found that among Controls, the CC effect is due to improvements in attentional guidance and to reductions in response threshold. Children with ADHD did not show a CC effect; although they were able to use implicitly acquired information to deploy attentional focus, they had more difficulty adjusting their response thresholds.Conclusions Improvements in attentional guidance and reductions in response threshold together underlie the CC effect. Results are consistent with neurocognitive models of ADHD that posit subcortical dysfunction but intact spatial attention, and encourage the use of alternative data analytic methods when dealing with reaction time data.Background Strong theoretical models suggest implicit learning deficits may exist among children with Attention Deficit Hyperactivity Disorder (ADHD).Method We examine implicit contextual cueing (CC) effects among children with ADHD (n = 72) and non-ADHD Controls (n = 36).

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