Biological Correlates of Learning and Attention: What Is Relevant to Learning Disability and Attention-Deficit Hyperactivity Disorder?
Abstract
Advances in the related fields of cognitive neuroscience and neuropsychology offer intriguing reformulations of the clinical entities of attention-deficit hyperactivity disorder (ADHD) and learning disabilities (LD). The definition of such terms as attention and learning used in cognitive neuroscience differ from their use in clinical practice and emphasize such processes as intention, working memory, and executive function. Research suggests that neither attention nor long-term memory are the critical cognitive correlates of ADHD or LD. Rather, encoding processes, particularly working memory, are identified as deficiencies for children with these conditions. Furthermore, intention and inhibition appear to be particularly impaired in children with ADHD, who exhibit broader deficits in so-called executive function. Findings from cognitive neuroscience offer explanations of the neuroanatomical and neurophysiological underpinnings of learning problems and the frequent comorbidity of LD and ADHD.
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Children with ADHD show a developmental lag in verbal working memory, developing it more slowly than typically developing children.
“research has indicated that children with ADHD display a “developmental lag” in verbal WM, such that children with ADHD develop verbal WM skills slower than typically developing children (Denckla, 1996; Sowerby, Seal, & Tripp, 2011).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Denckla, 1996
Slower verbal working memory development in children with ADHD may matter for reading achievement development.
“in line with previous research suggesting that slower development of verbal WM in children with ADHD may be important for the development of reading achievement (Denckla, 1996; Sowerby et al., 2011).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Denckla, 1996
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“Neuropsychological and imaging studies indicate that attention eficit hyperactivity disorder (ADHD) is associatedwith alterations n information encoding processes such as those observed on hildren with these conditions [1].”
BackgroundManaging dysexecutive disorders
Mahone, E. M., & Slomine, B. S. (2001) · Cambridge University Press eBooks · doi:10.1017/cbo9780511545894.014 · Cited by 20 · see citing works
Patterns of Cognitive Impairments Among Heroin and Cocaine Users
Severtson, S. G., Hedden, S. L., Martins, S. S., & Latimer, W. W. (2010) · Journal of Learning Disabilities · doi:10.1177/0022219409355481 · Cited by 20 · see citing works
“The ability to inhibit responses is a key theoretical construct in the detection of attention problems related to ADHD; but impaired inhibition may also contribute to the difficulties evidenced in learning disabilities (Denckla, 1996; Lazar & Frank, 1998).”
BackgroundNoeker, M., & Haverkamp, F. (2003) · Developmental Medicine & Child Neurology · doi:10.1017/s0012162203211336 · Cited by 19 · see citing works
Pineda, D. A., Lopera, F. J., Lópera, I. C. P., Trujillo, N., Aguirre–Acevedo, D. C., Hincapié, L., Arango, C. P., Acosta, M. T., Holzinger, S. I., Palacio, J. D., et al. (2011) · ADHD Attention Deficit and Hyperactivity Disorders · doi:10.1007/s12402-011-0061-3 · Cited by 17 · see citing works
“ADHD deficiencies, several authors reported that children with ADHD perform lower than controls on tasks assessing continuous vigilance, processing speed, verbal learning and memory, working memory, phonological awareness, and executive function (Riccio et al. 1994; Denckla 1996a, b; Pineda et al. 2007).”
BackgroundThe Effects of a Consumer-Oriented Multimedia Game on the Reading Disorders of Children with ADHD
McGraw, T. M., Burdette, K., & Chadwick, K. (2005) · doi:10.26503/dl.v2005i1.181 · Cited by 15 · see citing works
Kubas, H. A., Backenson, E. M., Wilcox, G., Piercy, J. C., & Hale, J. B. (2012) · Postgraduate Medicine · doi:10.3810/pgm.2012.09.2592 · Cited by 14 · see citing works
Kognitiv-behaviorale Strategien in der Behandlung von Erwachsenen mit ADHS
Elsässer, M., Nyberg, E., & Stieglitz, R. (2009) · Zeitschrift für Psychiatrie Psychologie und Psychotherapie · doi:10.1024/1661-4747.a000004 · Cited by 13 · see citing works
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Fadaei, E., Tavakoli, M., Tahmasebi, A., Narimani, M., Shiri, V., & Shiri, E. (2017) · Archives of Neuroscience · doi:10.5812/archneurosci.13989 · Cited by 11 · see citing works
“He concluded that there is a meaningful relationship between attention deficits and learning in these children, which is considered as a fundamental basis of learning (20).”
BackgroundLanguage Delay in 3-Year-Old Children With ADHD Symptoms
Rohrer-Baumgartner, N., Zeiner, P., Eadie, P. A., Egeland, J., Gustavson, K., Reichborn‐Kjennerud, T., & Aase, H. (2013) · Journal of Attention Disorders · doi:10.1177/1087054713497253 · Cited by 10 · see citing works
“This result further implies that even though nonverbal working memory may be language-based (Denckla, 1996), verbal working memory is languagebased to a larger extent in young preschoolers.”
BackgroundNeuropsychological applications of the WISC-IV and WISC-IV Integrated.
Miller, D. C., & Hale, J. B. (2008) · Time to knit · doi:10.1016/b978-0-12-373626-0.00011-7 · Cited by 11 · see citing works
A ‘chronic disorder’ health‐care model for children with complex developmental disorders
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Educational implications of executive dysfunction
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Verbal Working Memory as a Longitudinal Mechanism of Vocabulary Problems in Preschoolers with ADHD
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“Consistent with this, the development of both language and verbal WM appears to be delayed in children with ADHD (Denckla 1996; Sowerby et al. 2011).”
BackgroundDiagnosing ADHD in adults: limitations to DSM-IV and DSM-V proposals and challenges ahead
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“These deficits have in common their association with the concept of executive functioning.(13) Sleeping disorders have been frequently reported in ADHD children and used to be a diagnostic criterion for ADHD.”
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Self-Organization of Mother-Child Instructional Dyads and Later Attention Disorder
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- Authors
- DENCKLA, M. B.
- Affiliations
- Kennedy Krieger Institute (US)
- Corresponding author
- DENCKLA, MARTHA BRIDGE
- Venue
- Journal of Developmental & Behavioral Pediatrics
- Published
- 1996-04
- Volume
- 17
- Issue
- 2
- Pages
- 114???119
- ISSN
- 0196-206X (ISSN-L)
- OpenAlex
- W2066957538
- Cited by
- 153
- References
- 0
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 2 · 2021: 1 · 2020: 3 · 2018: 2 · 2017: 4 · 2016: 4 · 2015: 3 · 2014: 4 · 2013: 4 · 2012: 9
- FWCI
- 4.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Developmental & Behavioral Pediatrics (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (5p50hd025806-05)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P50 HD25806)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- attention deficit hyperactivity disorder, learning disabilities, attention, working memory, executive function, intention, inhibition, encoding processes, long-term memory, neuroanatomy, neurophysiology, comorbidities, children
- MeSH terms
- Attention, Attention Deficit Disorder with Hyperactivity, Humans, Learning Disabilities, Motivation, Neurophysiology, Mental Recall
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