Do motivational incentives reduce the inhibition deficit in ADHD?
The primary goal of this study was to test three competing theories of ADHD: the inhibition theory, the motivational theory, and a dual deficit theory. Previous studies have produced conflicting findings about the effects of incentives on executive processes in ADHD. In the present study of 25 children with ADHD and 30 typically developing controls, motivation was manipulated within the Stop Task. Stop signal reaction time was examined, as well as reaction time, its variability, and the number of errors in the primary choice reaction time task. Overall, the pattern of results supported the inhibition theory over the motivational or dual deficit hypotheses, as main effects of group were found for most key variables (ADHD group was worse), whereas the group by reward interaction predicted by the motivational and dual deficit accounts was not found. Hence, as predicted by the inhibition theory, children with ADHD performed worse than controls irrespective of incentives.
Shanahan
Michelle A
MA
Department of Psychology, University of Denver, CO 80208-0001, USA.
Pennington
Bruce F
BF
Willcutt
Erik W
EW
D000161:Acoustic Stimulation; D000293:Adolescent; D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000523:psychology*; D002648:Child; D002755:Choice Behavior; D003463:Cues; D004193:Discrimination Learning; D004200:Diseases in Twins / Q000175:diagnosis / Q000523:psychology*; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D008297:Male; D009042:Motivation; D009483:Neuropsychological Tests; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D011597:Psychomotor Performance; D011930:Reaction Time; D012016:Reference Values; D012201:Reward