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Reduced Error Recognition Explains Post-Error Slowing Differences among Children with Attention Deficit Hyperactivity Disorder

Published online by Cambridge University Press:  07 September 2021

Anne B. Arnett Open the ORCID record for Anne B. Arnett [Opens in a new window] ,
Candace Rhoads  and
Tara M. Rutter
Anne B. Arnett*
Affiliation:
Division of Developmental Medicine, Boston Children’s Hospital, Boston, MA, USA
Candace Rhoads
Affiliation:
College of Education, University of Washington, Seattle, WA, USA
Tara M. Rutter
Affiliation:
Department of Clinical Psychology, Seattle Pacific University, Seattle, WA, USA Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, WA, USA
*
*Correspondence and reprint requests to: Anne B. Arnett, University of Washington, CHDD, Box 357920, Seattle, WA98195, USA. Tel:+616-6929. Fax: +598-7815. Email: [email protected]
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Abstract

Objective:

Youth with attention deficit hyperactivity disorder (ADHD) often show reduced post-error slowing (PES) compared to typically developing controls. This finding has been interpreted as evidence that children with ADHD have error recognition and adaptive control impairments. However, several studies report mixed results regarding PES differences in ADHD, and among healthy controls, there is considerable debate about the cognitive-behavioral origin of PES.

Methods:

We tested competing hypotheses aimed at clarifying whether reduced PES in children with ADHD is due to impaired error detection, deficits in adaptive control, and/or attention orienting to novelty. Children aged 7–11 years with a diagnosis of ADHD (n = 74) and controls (n = 30) completed four laboratory-based computer tasks with variable cognitive loads and error types.

Results:

ADHD diagnosis was associated with shorter PES only on a task with high cognitive load and low error-cuing, consistent with impaired error recognition. In contrast, there was no evidence of impaired adaptive control or heightened novelty orienting among children with ADHD.

Conclusions:

The cognitive-behavioral origin of PES is multifactorial, but reduced PES among children with an ADHD diagnosis is due to impaired error recognition during cognitively demanding tasks. Behavioral interventions that scaffold error recognition may facilitate improved performance among children with ADHD.

Keywords

ADHDExecutive functionsError monitoringAdaptive controlPost-novelty slowingAttention orienting
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 28 , Issue 8 , September 2022 , pp. 810 - 820
Copyright
Copyright © INS. Published by Cambridge University Press, 2021

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