Inhibitory deficits and symptoms of attention-deficit hyperactivity disorder: How are they related to effortful control?

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2022-09-20 DOI:10.1111/bjdp.12432

Katarzyna Kostyrka-Allchorne, Sam V. Wass, Hodo Yusuf, Vidya Rao, Chloé Bertini, Edmund J. S. Sonuga-Barke

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Abstract

Separate studies with clinical and community-based samples have identified an association between symptoms of attention-deficit hyperactivity disorder (ADHD) and inhibitory control deficits and ADHD and weak effortful control. We tested whether differences in effortful control explained the associations between ADHD symptoms and inhibitory control deficits, controlling for conduct problems. In a community sample, parents rated ADHD symptoms, conduct problems, effortful control, surgency and negative affect in 77 4-7-year-olds (47 girls), who performed an inhibitory control task. ADHD symptoms, deficient inhibitory control and low effortful control were correlated. Controlling for conduct problems, path analysis showed the ADHD symptoms – inhibitory control link was mediated statistically by effortful control. This focuses attention on cognitive-energetic factors associated with ADHD-related executive deficits.

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抑制性缺陷和注意缺陷多动障碍的症状:它们与努力控制有何关系?

临床和社区样本的独立研究已经确定了注意缺陷多动障碍(ADHD)症状与抑制性控制缺陷以及ADHD与弱努力控制之间的关联。我们测试了努力控制的差异是否解释了ADHD症状和抑制控制缺陷之间的联系，控制了行为问题。在一个社区样本中，父母对77名4-7岁儿童(47名女孩)的ADHD症状、行为问题、努力控制、紧急情况和负面影响进行了评分，这些儿童执行了抑制控制任务。注意缺陷多动障碍症状、抑制控制缺陷和低努力控制相关。控制行为问题，路径分析显示ADHD症状-抑制性控制联系在统计学上由努力控制介导。这将注意力集中在与adhd相关的执行缺陷相关的认知能量因素上。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;