Conditional associative learning of spatial and object information in children with attention deficit/hyperactivity disorder.
The present study assessed frontostriatal mediated memory functions in children with ADHD (N=12) and healthy control participants (N=12) using two tests of conditional associative learning (i.e., object and spatial) that shared similar stimulus-response association structures but that differed in terms of the demands placed upon strategic processes. Children with ADHD displayed normal performance on the object learning task but were impaired on the spatial learning task that placed greater demands on internally derived strategic processes. Secondary analyses further indicated that this strategic processing impairment cannot be attributed specifically to perseverative or working memory errors but rather appears to be related to a more general inability to maintain a high degree of consistency in responding across trials. Although the results of this study must be interpreted in light of the small sample sizes, they suggest that ADHD does not produce a basic deficit in acquiring stimulus-response associations previously shown to be associated with basal ganglia dysfunction. Rather, these findings suggest that the impaired conditional associative learning performance of children with ADHD is attributable to deficits in strategic processes previously been found to be dependent upon the integrity of the prefrontal cortex.
Brown University, Providence, RI 02912, USA. Jill_Gitten@Brown.edu
Jill C
JC
Gitten
Jesse L
JL
Winer
Elena K
EK
Festa
William C
WC
Heindel
D001245:Association Learning; D001289:Attention Deficit Disorder with Hyperactivity / Q000503:physiopathology*; D002648:Child; D003213:Conditioning, Psychological; D005260:Female; D006801:Humans; D008297:Male; D017397:Prefrontal Cortex / Q000503:physiopathology; D013028:Space Perception; D014163:Transfer, Psychology