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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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“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
In the citing paper
“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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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 18
“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
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
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
Landau, Y. E., Auerbach, J. G., Gross‐Tsur, V., et al. (2003) · Journal of Child Neurology · doi:10.1177/08830738030180040801 · Cited by 13
Miller, K. J. (2005) · Pediatric Annals · doi:10.3928/0090-4481-20050401-12 · Cited by 15
Fadaei, E., Tavakoli, M., Tahmasebi, A., Narimani, M., Shiri, V., & Shiri, E. (2017) · Archives of Neuroscience · doi:10.5812/archneurosci.13989 · Cited by 13
“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
“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
A ‘chronic disorder’ health‐care model for children with complex developmental disorders
McDowell, M., & Klepper, K. (2000) · Journal of Paediatrics and Child Health · doi:10.1046/j.1440-1754.2000.00564.x · Cited by 10
Educational implications of executive dysfunction
Jacobson, L. A., & Mahone, E. M. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9780511977954.021 · Cited by 10
Verbal Working Memory as a Longitudinal Mechanism of Vocabulary Problems in Preschoolers with ADHD
Gremillion, M. L., Smith, T. E., & Martel, M. M. (2017) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-017-9625-7 · Cited by 12
“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
Hechtman, L. T., French, L. R., Mongia, M., & Cherkasova, M. V. (2011) · Neuropsychiatry · doi:10.2217/npy.11.65 · Cited by 9
Jónsdóttir, S., Bouma, A., Sergeant, J. A., & Scherder, E. (2004) · Neurorehabilitation and neural repair · doi:10.1177/1545968304270759 · Cited by 8
“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.”
BackgroundNoekera, M., & Haverkamp, F. (2003) · Developmental Medicine & Child Neurology · doi:10.1111/j.1469-8749.2003.tb00877.x · Cited by 8
Self-Organization of Mother-Child Instructional Dyads and Later Attention Disorder
Cherkes-Julkowski, M., & Mitlina, N. (1999) · Journal of Learning Disabilities · doi:10.1177/002221949903200102 · Cited by 8
Parker, R. (2021) · Language and Speech · doi:10.1177/00238309211039256 · Cited by 7
Metadata
- 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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