Learning‐based cognitive control in ADHD: a multicentric study.
Background: Learning‐based cognitive control (CC), the ability to adapt control strategies based on contextual regularities, has been studied in typically developing (TD) children but remains underexplored in children with attention deficit hyperactivity disorder (ADHD). This study investigates whet...
| Publicado en: | Journal of Child Psychology & Psychiatry Vol. 67; no. 10; pp. 1624 - 1639 |
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| Autores principales: | , , , , , , , , , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Oct2026
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=196701221&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 196701221 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219630 JYY jtl: Journal of Child Psychology & Psychiatry issn: 00219630 maglogo: Y pubinfo: dt: Oct2026 vid: 67 iid: 10 pid: 480 pub: Wiley-Blackwell artinfo: ui: 196701221 10.1111/jcpp.70162 ppf: 1624 ppct: 15 formats: tig: atl: Learning‐based cognitive control in ADHD: a multicentric study. aug: au: Toffoli, Lisa Stefanelli, Giulia Del Popolo Cristaldi, Fiorella Duma, Gian Marco Pastore, Massimiliano Tarantino, Vincenza Franzoi, Malida Vecchi, Marilena Danieli, Alberto Martinez, Federica Blaye, Agnes Gonthier, Corentin Mento, Giovanni affil: Department of General Psychology – DPG, University of Padova, Padova, Italy Scientific Institute IRCCS E. Medea, Conegliano (TV), Italy Department of Developmental Psychology and Socialisation ‐ DPSS, University of Padova, Padova, Italy Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Palermo, Italy Centre de Recherche en Psychologie et Neuroscience (UMR 7077), Aix‐Marseille Université & CNRS, Marseille, France Nantes Université, Univ Angers, Laboratoire de psychologie des Pays de la Loire, LPPL, UR 4638, Nantes, France Institut Universitaire de France, Paris, France su: Italy Behavior disorders High schools Attention-deficit hyperactivity disorder Control (Psychology) Task performance Preschools Elementary schools Learning Psychological adaptation Adolescence Children Research funding Questionnaires Descriptive statistics Experimental design Research Neuropsychological tests Child Behavior Checklist Reaction time Short-term memory Comparative studies Cognitive flexibility sug: subj: Behavior disorders High schools Attention-deficit hyperactivity disorder Control (Psychology) Task performance Preschools Elementary schools Learning Psychological adaptation Adolescence Children Italy Elementary and Secondary Schools Child Day Care Services Research funding Questionnaires Descriptive statistics Experimental design Research Neuropsychological tests Child Behavior Checklist Reaction time Short-term memory Comparative studies Cognitive flexibility keyword: ADHD development Flanker task go‐noGo inhibition Learning‐based cognitive control ADHD development Flanker task go‐noGo inhibition Learning‐based cognitive control ab: Background: Learning‐based cognitive control (CC), the ability to adapt control strategies based on contextual regularities, has been studied in typically developing (TD) children but remains underexplored in children with attention deficit hyperactivity disorder (ADHD). This study investigates whether children with ADHD show intact learning‐based CC and how it is affected by increased cognitive demands. Methods: In a multicentric study, 7–14 years old children (145 ADHD [20F, mean = 10.4 ± 2.0], 97 TD [51F, mean = 10.4 ± 2.0]) completed two experimental tasks: a modified Flanker task and a cued go‐noGo task. Both included a List‐Wide Proportion Congruency (LWPC) manipulation to create different contextual predictability (mostly congruent/valid vs. half congruent/valid blocks). Reaction times (RTs) and accuracy were analyzed across blocks, and we also examined associations between task adaptation and neuropsychological (NPS) as well as questionnaire‐based measures of CC, including inhibition, cognitive flexibility, working memory, and behavioral difficulties. Results: Children with ADHD showed similar LWPC effects to TD peers in the Flanker task, suggesting preserved learning‐based CC in low‐demand contexts. In the cued go‐noGo task, which involved greater attentional and inhibitory demands, children with ADHD displayed less efficient modulation of RTs and reduced speed‐accuracy trade‐off adaptation compared to TD peers. A composite NPS score predicted task adaptation. No associations were found with parental questionnaires. Conclusions: Learning‐based CC appears preserved in children with ADHD in simple contexts but is hindered under complex, multi‐demand conditions. Neuropsychological performance may be a key mechanism underlying these group differences. These findings emphasize the need for ecologically valid paradigms and tailored interventions targeting complex CC challenges in ADHD. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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