Incidental learning, distraction, and sustained attention in hyperactive and control subjects

Journal of Abnormal Child Psychology
M G Aman, S H Turbott

Abstract

Thirty-two children designated as hyperactive (ADD) were compared with an equal number of control subjects who were matched for age, sex, and verbal IQ. The subjects were tested on a component selection task, measuring serial memory and incidental learning and a cancellation task, assessing attentional variables and distractibility. No straightforward group differences were found on the component selection task, whereas hyperactive subjects made more omission and commission errors than controls on the cancellation task. It was concluded that a deficit in sustained attention and impulsivity best described the group differences. Age was also found to influence performance on a number of variables, including incidental learning on the component selection task and response rate and omission errors on the cancellation task. Because subjects in the hyperactive group were rated as extreme on a number of subscales not necessarily related to hyperactivity, the data were reexamined by multiple regression analyses. Subscales considered to be related both to hyperactivity and to conduct disorder were associated with different performance variables, indicating that each of these subscales provided some unique information.

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Citations

Apr 1, 1991·Journal of Abnormal Child Psychology·R A Barkley
Apr 1, 1991·Journal of Abnormal Child Psychology·T P ZahnJ L Rapoport
Dec 1, 1992·Journal of Abnormal Child Psychology·T J Power
Mar 1, 1987·Journal of Abnormal Child Psychology·M G AmanS H Turbott
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Mar 1, 1996·Journal of Child Psychology and Psychiatry, and Allied Disciplines·P W Leung, K J Connolly
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Apr 11, 2008·Journal of Attention Disorders·Lara TuchaKlaus W Lange
Jan 1, 1996·Journal of the Experimental Analysis of Behavior·M H HunzikerA Neuringer

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