UZH-Logo

Maintenance Infos

The impact of instruction and response cost on the modulation of response-style in children with ADHD


Drechsler, R; Rizzo, P; Steinhausen, H C (2010). The impact of instruction and response cost on the modulation of response-style in children with ADHD. Behavioral and Brain Functions, 6:31.

Abstract

BACKGROUND: The present study investigated the impact of divergent instructions and response cost on strategic cognitive control in children with ADHD.

METHODS: Children with ADHD (N = 34), combined subtype, and control children (N = 34) performed a series of self-paced computerized visual search tasks. The tasks varied by verbal instructions: after a baseline task, children were either instructed to work as fast as possible (speed instruction) or as accurately as possible (accuracy instruction). In addition, tasks were performed with and without response cost.

RESULTS: Both groups modulated latencies and errors according to instructions in a comparable way, except for latency in the accuracy - instruction without response cost, where control children showed a larger increase of response time. Response cost did not affect the modulation of response style in children with ADHD to a larger extent than in controls. However, with instructions group differences related to target criteria became clearly more accentuated compared to baseline but disappeared when response cost was added.

CONCLUSIONS: Delay aversion theory and motivational or state regulation models may account for different aspects of the results. Modifications related to task presentation, such as the emphasis put on different details in the verbal instruction, may lead to divergent results when comparing performances of children with ADHD and control children on a self-paced task.

BACKGROUND: The present study investigated the impact of divergent instructions and response cost on strategic cognitive control in children with ADHD.

METHODS: Children with ADHD (N = 34), combined subtype, and control children (N = 34) performed a series of self-paced computerized visual search tasks. The tasks varied by verbal instructions: after a baseline task, children were either instructed to work as fast as possible (speed instruction) or as accurately as possible (accuracy instruction). In addition, tasks were performed with and without response cost.

RESULTS: Both groups modulated latencies and errors according to instructions in a comparable way, except for latency in the accuracy - instruction without response cost, where control children showed a larger increase of response time. Response cost did not affect the modulation of response style in children with ADHD to a larger extent than in controls. However, with instructions group differences related to target criteria became clearly more accentuated compared to baseline but disappeared when response cost was added.

CONCLUSIONS: Delay aversion theory and motivational or state regulation models may account for different aspects of the results. Modifications related to task presentation, such as the emphasis put on different details in the verbal instruction, may lead to divergent results when comparing performances of children with ADHD and control children on a self-paced task.

Citations

3 citations in Web of Science®
4 citations in Scopus®
Google Scholar™

Altmetrics

Downloads

60 downloads since deposited on 01 Feb 2011
14 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:04 Faculty of Medicine > Center for Child and Adolescent Psychiatry
Dewey Decimal Classification:610 Medicine & health
Language:English
Date:June 2010
Deposited On:01 Feb 2011 18:00
Last Modified:05 Apr 2016 14:41
Publisher:BioMed Central
ISSN:1744-9081
Publisher DOI:https://doi.org/10.1186/1744-9081-6-31
PubMed ID:20525316
Permanent URL: https://doi.org/10.5167/uzh-44209

Download

[img]
Preview
Filetype: PDF
Size: 1MB
View at publisher

TrendTerms

TrendTerms displays relevant terms of the abstract of this publication and related documents on a map. The terms and their relations were extracted from ZORA using word statistics. Their timelines are taken from ZORA as well. The bubble size of a term is proportional to the number of documents where the term occurs. Red, orange, yellow and green colors are used for terms that occur in the current document; red indicates high interlinkedness of a term with other terms, orange, yellow and green decreasing interlinkedness. Blue is used for terms that have a relation with the terms in this document, but occur in other documents.
You can navigate and zoom the map. Mouse-hovering a term displays its timeline, clicking it yields the associated documents.

Author Collaborations