TY - JOUR
T1 - Sustained attention and executive functioning performance in attention-deficit/hyperactivity disorder
AU - Stins, J.F.
AU - Tollenaar, M.S.
AU - Slaats-Willemse, D.I.E.
AU - Buitelaar, J.K.
AU - Swaab-Barneveld, H.J.T.
AU - Verhulst, F.C.
AU - Polderman, J.C.
AU - Boomsma, D.I.
PY - 2005
Y1 - 2005
N2 - The aim of this study was to further refine the cognitive phenotype of attention-deficit/ hyperactivity disorder (ADHD), with respect to the ability to sustain attention and executive functioning. Participants were 34 boys with ADHD (combined type) and 28 normal controls. The groups were closely matched for age and IQ. All participants were 12 years of age. Both groups performed a computerized sustained attention task and a response interference task. Measures related to speed, accuracy, and time on task were collected. We found that children with ADHD performed slower, less accurately, more impulsively, and with less stability than controls. Both groups produced more errors with increasing time on task, reflecting reduced vigilance. Importantly, no interaction with time on task was found. The overall pattern of results suggests that measures related to accuracy are more informative than measures related to speed of responding in refining the cognitive phenotype of ADHD. Copyright © Taylor & Francis Inc.
AB - The aim of this study was to further refine the cognitive phenotype of attention-deficit/ hyperactivity disorder (ADHD), with respect to the ability to sustain attention and executive functioning. Participants were 34 boys with ADHD (combined type) and 28 normal controls. The groups were closely matched for age and IQ. All participants were 12 years of age. Both groups performed a computerized sustained attention task and a response interference task. Measures related to speed, accuracy, and time on task were collected. We found that children with ADHD performed slower, less accurately, more impulsively, and with less stability than controls. Both groups produced more errors with increasing time on task, reflecting reduced vigilance. Importantly, no interaction with time on task was found. The overall pattern of results suggests that measures related to accuracy are more informative than measures related to speed of responding in refining the cognitive phenotype of ADHD. Copyright © Taylor & Francis Inc.
UR - https://www.scopus.com/pages/publications/21344437049
UR - https://www.scopus.com/inward/citedby.url?scp=21344437049&partnerID=8YFLogxK
U2 - 10.1080/09297040490916938
DO - 10.1080/09297040490916938
M3 - Article
SN - 0929-7049
VL - 11
SP - 285
EP - 294
JO - Child Neuropsychology
JF - Child Neuropsychology
IS - 3
ER -