Post-error slowing in preschool children and adolescents with Attention-Deficit/Hyperactivity Disorder.
Item
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Title
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Post-error slowing in preschool children and adolescents with Attention-Deficit/Hyperactivity Disorder.
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Identifier
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AAI3283587
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identifier
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3283587
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Creator
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Berwid, Olga G.
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Contributor
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Adviser: Jeffrey M. Halperin
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Date
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2007
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Clinical | Psychology, Cognitive
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Abstract
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The objective of this dissertation was to examine whether post-error reaction time slowing, an index of self-regulation, is impaired in individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) at two separate developmental time points: preschool and adolescence. Two studies were conducted with separate cohorts. Study 1 examined post-error slowing in a sample of preschool children rated by parents, teachers, and clinicians as exhibiting high levels of ADHD symptoms. In addition to group comparisons based on symptom status, a cross-sectional examination of age-related changes in post-error slowing in typically developing preschoolers (controls) was also conducted. Study 2 compared post-error slowing in individuals diagnosed with ADHD in childhood, who were diagnostically reassessed in adolescence for persistence versus remission of the disorder, relative to a well-matched comparison group. Post-error slowing was examined as a function of both childhood and adolescent diagnostic status. The results of Study 1 indicated that, although children as young as 3 years of age exhibited post-error slowing on a computerized reaction time task, the expected increases in post-error slowing with age were not found. Further, hyperactive/inattentive preschool children exhibited reduced levels of post-error slowing relative to controls. Thus, symptomatic preschool children appeared to be impaired on this index of self-regulation. Post hoc exploratory analyses suggested some support for greater attentional difficulties in hyperactive/inattentive children who failed to exhibit post-error slowing. Study 2 did not yield any significant results. Contrary to expectations, individuals with ADHD did not exhibit reduced levels of post-error slowing whether examined as a function of either childhood (ADHD, Control) or adolescent diagnostic status (Persisters, Remitters, Controls). Findings from Study 1 are discussed in the context of developmental changes in the complex neural circuitry underlying both post-error slowing and ADHD. Further investigation of the contributions of component cognitive processes (i.e., error detection, affect/motivation, attention, self-regulation) and their neural bases is recommended. In addition, consideration of post-error slowing as a potential endophenotype may be of benefit to research regarding the genetic underpinnings of ADHD.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
