Applied Neuropsychology: Child最新文献_第4页

Design and development of the Persian Written Language Assessment Profile: a validation study on children with repaired cleft lip and/or palate. 波斯语书面语言评估大纲的设计与发展：一项对修复唇裂和/或腭裂儿童的验证研究。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-13 DOI: 10.1080/21622965.2026.2701841

Parisa Rezaei, Nahid Jalilevand, Mohammad Kamali, Reyhane Mohamadi, Zahra Soleymani, Fatemeh Derakhshandeh

{"title":"Design and development of the Persian Written Language Assessment Profile: a validation study on children with repaired cleft lip and/or palate.","authors":"Parisa Rezaei, Nahid Jalilevand, Mohammad Kamali, Reyhane Mohamadi, Zahra Soleymani, Fatemeh Derakhshandeh","doi":"10.1080/21622965.2026.2701841","DOIUrl":"https://doi.org/10.1080/21622965.2026.2701841","url":null,"abstract":"Background: Evidence on written language assessment remains limited in Persian-speaking children, particularly in clinical populations such as children with cleft lip and/or palate (CL/P), who may present with higher-order language difficulties. This study aimed to develop and validate the Persian Written Language Assessment Profile (PWLAP).Methods: A sequential mixed-methods design was used. In Phase I, the PWLAP was developed through literature review, expert interviews, and a two-round Delphi process involving 14 specialists. In Phase II, the profile was administered to 184 Persian-speaking students in grades 3-6 (128 typically developing (TD) and 56 with CL/P). Written language was evaluated using lexical measures (total number of words, number of different words, and type-token ratio) and morphosyntactic indices (T-unit measures, clause production, clausal complexity, and morphosyntactic errors).Results: Strong expert consensus supported the content validity of the PWLAP. The PWALP successfully differentiated students with CL/P from TD peers across lexical and morphosyntactic measures (p < 0.05), supporting construct validity. Reliability analyses demonstrated excellent inter- and intra-rater reliability (ICC ≥ 0.95).Conclusion: The PWLAP is a valid and reliable tool for assessing written language in Persian-speaking students and may be useful in assessment of written language in children with CL/P.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148434822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effectiveness of the cogmed computer-assisted cognitive rehabilitation program on the reading skills of linguistic dyslexic children. 计算机辅助认知康复对语言失读症儿童阅读能力的影响。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-08 DOI: 10.1080/21622965.2026.2697448

Negin Nikbin, Mehdi Rezaei, Ahmad Khamsan

{"title":"The effectiveness of the cogmed computer-assisted cognitive rehabilitation program on the reading skills of linguistic dyslexic children.","authors":"Negin Nikbin, Mehdi Rezaei, Ahmad Khamsan","doi":"10.1080/21622965.2026.2697448","DOIUrl":"10.1080/21622965.2026.2697448","url":null,"abstract":"Objectives: This study aimed to investigate the effectiveness of the Cogmed computer-assisted cognitive rehabilitation program and training for reading in improving reading skills in children with linguistic dyslexia.Methods: A randomized, controlled clinical trial was used. Thirty children with linguistic dyslexia were assigned to experimental group (n = 15) or control group (n = 15). Two participants (one from each group) dropped out during the intervention, resulting in a final sample of 28 participants (n = 14 per group. The experimental group received 25 sessions of reading training and the Cogmed cognitive rehabilitation intervention, while the control group only received reading training. Data were collected using the NEMA Reading and Dyslexia Test, the Specific Learning Disorder Questionnaire, Raven's Progressive Matrices Test, and the Assessment of Persian Reading Ability.Results: The findings indicated that the combined Cogmed and reading training intervention significantly improved multiple reading components, including low-frequency word reading (F = 56.34, p < 0.001, η2 = 0.68), high-frequency word reading (F = 29.62, p < 0.001, η2 = 0.53), word chains (F = 39.76, p = 0.001, η2 = 0.60), and word comprehension (F = 49.19, p = 0.001, η2 = 0.65).Conclusions: The combined Cogmed and reading training intervention produced statistically significant improvements across multiple reading subskills in children with linguistic dyslexia. These improvements remained stable over a one-month follow-up period, indicating short-to-medium-term durable cognitive and linguistic gains. Future research should examine long-term maintenance, test efficacy in other dyslexia subtypes, and utilize executive function (EFs) assessments along with neuroimaging techniques to explore the underlying mechanisms of change.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148403213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ADHD traits and reactive aggression: the moderating role of emotional problems in Chinese youth. ADHD特征与反应性攻击：中国青少年情绪问题的调节作用。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-07 DOI: 10.1080/21622965.2026.2698886

Nana Guo, Zhengyi Li, Weili Shi, Yuping Qian, Anselm B M Fuermaier

{"title":"ADHD traits and reactive aggression: the moderating role of emotional problems in Chinese youth.","authors":"Nana Guo, Zhengyi Li, Weili Shi, Yuping Qian, Anselm B M Fuermaier","doi":"10.1080/21622965.2026.2698886","DOIUrl":"https://doi.org/10.1080/21622965.2026.2698886","url":null,"abstract":"Objectives: Aggression is a developmentally significant problem among adolescents with elevated attention-deficit/hyperactivity disorder (ADHD) traits. Although ADHD traits have been associated with both reactive and proactive aggression, the role of emotional problems in shaping these associations remains unclear. This study examined the associations among ADHD traits, emotional problems, and aggression subtypes, and tested whether emotional problems moderate the relationship between ADHD traits and reactive versus proactive aggression.Methods: Participants were 2055 Chinese adolescents recruited from a community school. Self-report measures were used to assess ADHD traits, emotional problems, reactive aggression, and proactive aggression. Group comparisons and moderation analyses were conducted.Results: Adolescents with elevated ADHD traits exhibited higher levels of emotional problems and aggression than those with low ADHD traits, with larger effects for reactive aggression. Emotional problems significantly moderated the association between ADHD group status and reactive aggression, but not proactive aggression. Among adolescents with high ADHD traits, reactive aggression increased with higher emotional problem levels, whereas no such pattern was observed in the low-ADHD-trait group.Conclusions: Our findings highlight emotional problems play a key role in linking ADHD traits to reactive aggression in adolescence. We stress the importance of considering emotional functioning when examining ADHD-related aggression and highlight emotional problems as a potential intervention target for reducing reactive aggression.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.4,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148395775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Auditory processing and executive functions in adolescents with ADHD-predominantly inattentive presentation. 青少年adhd的听觉加工和执行功能-主要是注意力不集中。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-04 DOI: 10.1080/21622965.2026.2691930

Gizem Pehlivan Coruhlu, Ummugulsum Gundogdu

{"title":"Auditory processing and executive functions in adolescents with ADHD-predominantly inattentive presentation.","authors":"Gizem Pehlivan Coruhlu, Ummugulsum Gundogdu","doi":"10.1080/21622965.2026.2691930","DOIUrl":"https://doi.org/10.1080/21622965.2026.2691930","url":null,"abstract":"Background: Adolescents with Attention-Deficit/Hyperactivity Disorder-Predominantly Inattentive Presentation (ADHD-I) often show deficits in executive functions, sustained attention, and auditory processing. This study evaluated auditory selective attention, reaction time, and auditory processing in adolescents with ADHD-I.Methods: This cross-sectional study included adolescents aged 12-18 years with ADHD-I and age- and sex-matched controls. Auditory processing was assessed using a computerized experimental Auditory Selective Attention Test (ASAT), adapted into Turkish, with monaural and dichotic conditions measuring accuracy and reaction time (RT). Executive functions and symptom severity were evaluated using CPRS-R:L, BDEFS-CA, and SNAP-IV.Results: Adolescents with ADHD-I showed lower accuracy and longer reaction times in both ASAT conditions compared to controls. Accuracy was negatively correlated with CPRS-R:L hyperactivity, inattention, global index, and restlessness/impulsivity scores, while reaction times were positively correlated. Higher BDEFS-CA scores-particularly in organization, impulse control, self-motivation, and ADHD index-were associated with poorer ASAT performance. Regression analysis indicated that SNAP-IV inattention was the only significant predictor of auditory selective attention.Conclusion: Adolescents with ADHD-I demonstrate impairments in auditory selective attention and processing. Greater inattention severity is associated with reduced accuracy and prolonged reaction times, suggesting increased vulnerability to auditory distraction and reduced discrimination efficiency, with findings that may be considered preliminary.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2026-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148387294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Start-stop paradigm in motor learning: Higher vulnerability at task resumption in ADHD. 运动学习中的启停模式：ADHD患者任务恢复时的高脆弱性。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-02 DOI: 10.1080/21622965.2026.2695847

Mohammad Tollabi, Shahzad Tahmasebi Boroujeni, Fatemeh Sadat Tabatabaei, Elahe Arabameri, Mehdi Shahbazi

{"title":"Start-stop paradigm in motor learning: Higher vulnerability at task resumption in ADHD.","authors":"Mohammad Tollabi, Shahzad Tahmasebi Boroujeni, Fatemeh Sadat Tabatabaei, Elahe Arabameri, Mehdi Shahbazi","doi":"10.1080/21622965.2026.2695847","DOIUrl":"https://doi.org/10.1080/21622965.2026.2695847","url":null,"abstract":"Children with Attention-Deficit/Hyperactivity Disorder (ADHD) exhibit significant motor instability, yet the specific mechanisms remain unclear. This study introduces the \"Start-Stop Paradigm\" to investigate motor vulnerabilities at critical transition points: task initiation, continuation, and resumption after a break. Participants were 96 children aged 9 to 10 years (48 with ADHD, 48 typically developing; 48 boys, 48 girls). Re-analyzing data from a dart-throwing task, we found that children with ADHD demonstrated greater performance instability, with 12 out of 17 throw-to-throw transitions showing significant sequential dependencies (φ = 0.3-0.5), compared to only 8 in typically developing children. A pronounced \"reverse hot hand\" effect was observed at the block transition (resumption after a pause) in both groups, but it was more marked in the ADHD group. This indicates that resuming a task after a stop is a particular vulnerability. The Start-Stop Paradigm posits that children with ADHD struggle disproportionately with motor planning and execution at these transitions due to deficits in attention shifting, working memory updating, and motor parameter recalibration. These findings suggest that motor interventions for ADHD should be specifically tailored to stabilize performance at transitions, rather than focusing solely on overall practice volume.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148374291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Performances in executive functions in preschool children: relationship with children's age and their receptive and expressive language skills. 学龄前儿童执行功能的表现：与儿童年龄及其接受和表达语言能力的关系。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-30 DOI: 10.1080/21622965.2026.2696542

Mourad Ali Eissa Saad

{"title":"Performances in executive functions in preschool children: relationship with children's age and their receptive and expressive language skills.","authors":"Mourad Ali Eissa Saad","doi":"10.1080/21622965.2026.2696542","DOIUrl":"https://doi.org/10.1080/21622965.2026.2696542","url":null,"abstract":"The aim of this study was to determine performances in executive functions in preschool children and the relationship with children's age and their receptive and expressive language skills. The study was conducted in four public kindergartens in Baltim that approved the research. The study was conducted on three age groups: 3 (3 years, 0 months - 3 years, 11 months), 4 (4 years, 0 months - 4 years, 11 months), and 5 (5 years, 0 months - 5 years, 11 months). A total of 160 children were included, 83 girls and 77 boys. The Mann-Whitney U test was also applied to analyze gender differences. The relationships between executive function tasks and the Arabic receptive and expressive language skills test were analyzed using the Spearman rank correlation test. A significance level of .05 was used in all analyses. Findings from the Night/Day Task indicate no significant age-related performance increase related to this task. When the relationship between Language Test scores and executive function tasks was examined, it was found that NDT had no relationship with receptive and expressive language scores.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148350395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Differential cognitive effects of DHA-enriched and standard phosphatidylserine formulations in children with ADHD: a randomized, placebo-controlled trial. dha富集和标准磷脂酰丝氨酸制剂对ADHD儿童认知的不同影响：一项随机、安慰剂对照试验

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-25 DOI: 10.1080/21622965.2026.2694486

Caglar Charles Daniel Jaicks, Reyhan Calisan Kinter

{"title":"Differential cognitive effects of DHA-enriched and standard phosphatidylserine formulations in children with ADHD: a randomized, placebo-controlled trial.","authors":"Caglar Charles Daniel Jaicks, Reyhan Calisan Kinter","doi":"10.1080/21622965.2026.2694486","DOIUrl":"https://doi.org/10.1080/21622965.2026.2694486","url":null,"abstract":"Objective: This randomized, placebo-controlled trial investigated the cognitive effects of three phosphatidylserine (PS) formulations, with or without docosahexaenoic acid (DHA), in children aged 10-14 years diagnosed with attention-deficit/hyperactivity disorder (ADHD) or presenting with clinically significant subthreshold ADHD symptoms.Material and methods: Forty-five medication-naïve children meeting DSM-5 criteria for ADHD or exhibiting subthreshold symptoms confirmed by standardized parent-teacher rating scales (Turgay/Conners) and clinical evaluation were randomized in a 1:1:1:1 ratio to receive placebo, PS Capsule (100 mg PS + 17.78 mg DHA), PS Sachet (117.78 mg PS without DHA), or PS Plus Capsule (150 mg PS + 26.67 mg DHA) for eight weeks. Cognitive performance was assessed at baseline and post-intervention using the MOXO continuous performance test and the Stroop test.Results: Significant between-group differences were observed across MOXO and Stroop outcomes. The PS Plus group showed the greatest improvements in attention, impulsivity, and hyperactivity, along with the largest reductions in reaction time. The placebo, Capsule, and Sachet groups demonstrated smaller and generally comparable changes. Stroop error rates and correction counts decreased significantly only in the PS Plus group, suggesting enhanced inhibitory control and cognitive flexibility.Conclusion: Higher-dose phosphatidylserine combined with DHA (PS Plus) yielded superior cognitive benefits compared with placebo and lower-dose formulations.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.4,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148315203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of psychoeducational psychotherapy on neurocognitive functions, quality of life, and emotion regulation in adolescents diagnosed with bipolar disorder: A randomized controlled trial. 心理教育心理治疗对诊断为双相情感障碍的青少年神经认知功能、生活质量和情绪调节的影响：一项随机对照试验。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-24 DOI: 10.1080/21622965.2026.2690220

Gonca Özyurt, Ezgi Karagöz Tanıgör, İmge Mercanoğlu, Gözde Kurt, Nadire Aydemir, Yusuf Öztürk, Ali Evren Tufan, Burak Baykara, Neslihan İnal

{"title":"The effect of psychoeducational psychotherapy on neurocognitive functions, quality of life, and emotion regulation in adolescents diagnosed with bipolar disorder: A randomized controlled trial.","authors":"Gonca Özyurt, Ezgi Karagöz Tanıgör, İmge Mercanoğlu, Gözde Kurt, Nadire Aydemir, Yusuf Öztürk, Ali Evren Tufan, Burak Baykara, Neslihan İnal","doi":"10.1080/21622965.2026.2690220","DOIUrl":"https://doi.org/10.1080/21622965.2026.2690220","url":null,"abstract":"Objective: This study aims to evaluate the effects of psychoeducational psychotherapy (PEP) on neurocognitive functions, symptomatology, quality of life, and emotion regulation in euthymic adolescents diagnosed with BD.Materials and methods: Thirty-two adolescents diagnosed with BD were randomized, with 16 receiving psychoeducational psychotherapy. They were assessed using the Wisconsin Card Sorting Test and the Stroop Test; Pediatric Quality-of-Life Inventory, the Difficulties in Emotion Regulation Scale (DERS), the Affective Reactivity Index, the Young Mania Rating Scale and the Children's Depression Rating Scale.Results: When comparing the group that received PEP with the non-PEP group after 12 weeks, DERS scores, quality of life scores, irritability scores and disease severity showed improvements. No changes were observed in neurocognitive function assessments.Conclusion: Our study demonstrates that PEP has a positive impact on difficulties in emotion regulation and quality of life in adolescents diagnosed with BD. It also suggests that PEP contributes to reducing irritability and improving overall functioning. Therefore, PEP appears to be a beneficial therapeutic approach that can be incorporated into routine treatment for adolescents with BD.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148306699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond phonology: Independent and moderating effects of visual-spatial skills on dyslexia classification in a transparent orthography. 超越音系：视觉空间技能对透明正字法阅读障碍分类的独立和调节作用。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-23 DOI: 10.1080/21622965.2026.2691275

Bartosz Mikołaj Radtke, Marta Łockiewicz, Paweł Jurek, Michał Olech, Ariadna Beata Łada-Maśko, Urszula Sajewicz-Radtke

{"title":"Beyond phonology: Independent and moderating effects of visual-spatial skills on dyslexia classification in a transparent orthography.","authors":"Bartosz Mikołaj Radtke, Marta Łockiewicz, Paweł Jurek, Michał Olech, Ariadna Beata Łada-Maśko, Urszula Sajewicz-Radtke","doi":"10.1080/21622965.2026.2691275","DOIUrl":"https://doi.org/10.1080/21622965.2026.2691275","url":null,"abstract":"Developmental dyslexia (DD) is primarily attributed to phonological processing deficits, but visual-spatial processing may also shape individual variability. Relatively few studies have examined whether discrete CHC-based visual-spatial indicators provide incremental and conditional information for dyslexia classification beyond phonological and RAN-based predictors, particularly in transparent orthographies. This study tested whether visual-spatial indicators have independent and moderating effects on dyslexia classification in a transparent orthography, within a moderation (risk × protection) framework. Participants were 658 Polish-speaking, age- and sex-matched, school-aged students (329 with DD, 329 without DD). Hierarchical logistic regression models contrasted the contributions of phonological composites, RAN, and Cattell-Horn-Carroll visual-spatial (Gv) indicators-perceptual organization (PO), visual memory (VM), and visual-motor coordination (VMC)-to dyslexia status. Phonological and literacy measures were the strongest predictors. However, visual-spatial indicators showed selective effects, with perceptual organization emerging as the most robust Gv predictor, whereas VMC showed a significant but cautionary adjusted association consistent with shared-variance/suppression effects. Interaction analyses showed that higher PO and VM moderated the associations between phonological/RAN-based predictors and dyslexia classification, such that these predictors showed reduced classification strength at higher levels of PO or VM. Findings provide evidence that visual-spatial indicators are independently and conditionally associated with dyslexia classification, supporting an interaction-aware, multifactorial account of DD.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Automatic and controlled processing in ADHD: A mini-perspective on attention, visual processing, and learning. 注意缺陷多动障碍的自动和控制处理：一个关于注意力、视觉处理和学习的小视角。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-06-19 DOI: 10.1080/21622965.2026.2691284

Giulia Picciotto, Giulia Currò, Elena Ricchiazzi, Laura Brunetti

{"title":"Automatic and controlled processing in ADHD: A mini-perspective on attention, visual processing, and learning.","authors":"Giulia Picciotto, Giulia Currò, Elena Ricchiazzi, Laura Brunetti","doi":"10.1080/21622965.2026.2691284","DOIUrl":"https://doi.org/10.1080/21622965.2026.2691284","url":null,"abstract":"Attention-deficit/hyperactivity disorder (ADHD) is commonly defined in behavioral terms, but this description may underrepresent the cognitive mechanisms underlying everyday impairment. In this mini-perspective, ADHD is reconsidered as a condition characterized by an unstable interaction between automatic and controlled processing. This interaction is proposed to shape attentional selection, visual exploration, interference control, working memory demands, and academic functioning. Drawing on influential theoretical models of ADHD and on empirical work concerning sensory processing, visual scan paths, conflict monitoring, visual-motor attention, and structured learning support, this perspective argues that many ADHD-related difficulties emerge from inefficient transitions between rapid, stimulus-driven responding and slower, goal-directed control. This framework helps explain the variability often observed across laboratory and school-based tasks and provides a bridge between perceptual, executive, and educational findings. Rather than viewing ADHD as a unitary deficit of attention, the present article supports a broader framework linking perceptual selection, executive regulation, and learning.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-6"},"PeriodicalIF":1.4,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148275690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0