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29-07-2019 | Original Article

Increased Working Memory Load in a Dual-Task Design Impairs Nonverbal Social Encoding in Children with High and Low Attention-Deficit/Hyperactivity Disorder Symptoms

Auteurs: Dane C. Hilton, Matthew A. Jarrett, Ana T. Rondon, Josh Tutek, Mazheruddin M. Mulla

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 1/2020

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Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) are known to have difficulty with peer relations, though the mechanisms by which these children struggle with interpersonal relationships are not well known. The current study examined the relation between working memory (WM) and the encoding of nonverbal social cues using a dual-task paradigm tested in children with High and Low ADHD symptoms. A total of 40 children were recruited (20 High ADHD; 20 Low ADHD) and completed computerized tasks of social encoding and WM in both single- and dual-task conditions. A series of repeated measures mixed-model ANOVAs revealed that both children with High ADHD and Low ADHD performed significantly worse during the dual-task condition compared to the single task conditions. Also, children with High ADHD had significantly lower performance than Low ADHD children on task-based social encoding and WM. This study supports the role of WM in nonverbal social encoding in children.
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Metagegevens
Titel
Increased Working Memory Load in a Dual-Task Design Impairs Nonverbal Social Encoding in Children with High and Low Attention-Deficit/Hyperactivity Disorder Symptoms
Auteurs
Dane C. Hilton
Matthew A. Jarrett
Ana T. Rondon
Josh Tutek
Mazheruddin M. Mulla
Publicatiedatum
29-07-2019
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 1/2020
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-019-00915-3