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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.

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.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:04 Faculty of Medicine > Psychiatric University Hospital Zurich > 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:21 Nov 2017 15:13
Publisher:BioMed Central
ISSN:1744-9081
Free access at:PubMed ID. An embargo period may apply.
Publisher DOI:https://doi.org/10.1186/1744-9081-6-31
PubMed ID:20525316

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