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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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Items 101–153 of 153
Attention Deficit Hyperactivity Disorder
Katzinger, J. J., Murray, M. T., & Lyon, M. R. (2020) · Elsevier eBooks · doi:10.1016/b978-0-323-43044-9.00151-5 · Cited by 7
Working Memory Training in Children with Neurodevelopmental Disorders
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“…2000; Rogers, Hwang, Toplak, Weiss, & Tannock, 2011), as well as maladjusted (classroom) behaviour and may play an important role in the development of neurodevelopmental disorders, such as ADHD and learning disabilities (Aronen, Vuontela, Steenari, Salmi, & Carlson, 2005; Denckla, 1996).”
BackgroundAttention Deficit Hyperactivity Disorder
Lyon, M., & Murray, M. T. (2013) · Elsevier eBooks · doi:10.1016/b978-1-4377-2333-5.00150-4 · Cited by 6
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The Correlation Between Cognitive and Movement Shifting and Brain Activity in Children With ADHD
Kang, K. D., Han, D. H., Kim, S. M., Bae, S., & Renshaw, P. F. (2016) · Journal of Attention Disorders · doi:10.1177/1087054716677816 · Cited by 5
“Moreover, deficits of executive functions in ADHD are associated with processing speed impairments (Denckla, 1996).”
BackgroundADHD and its relationship to comorbidity and gender
Jónsdóttir, S. (2006) · University of Groningen research database (University of Groningen / Centre for Information Technology) · Cited by 4
Les capacités mnésiques de l’enfant présentant un trouble déficit de l’attention : état des lieux
Martín, P., Speranza, M., & Colombel, F. (2022) · Neuropsychiatrie de l Enfance et de l Adolescence · doi:10.1016/j.neurenf.2021.12.004 · Cited by 5
Event-Related Brain Potentials During a Continuous Performance Test (CPT) Task in Normal Children
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“Additionally, prior studies suggest that individuals with ADHD may demonstrate sub-optimal encoding processes, potentially linked to their limited use of proactive strategies in visual or verbal tasks (Cai et al., 2023; Denckla, 1996; Kim et al., 2014).”
Executive Function Assessment in Children with ASD through ENFEN: Guidance for Teachers
Guasch, R. F., Gavaldá, J. M. S., & Vallès, M. P. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2013.12.776 · Cited by 4
Prox-Vagedes, V., Steinert, S., Zhang, Y., Roy, M., Dillo, W., Emrich, H. M., Dietrich, D. E., & Ohlmeier, M. D. (2011) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2011.00027 · Cited by 2
Uddin, M. S., Mamun, A. A., & Asaduzzaman, M. (2016) · Journal of Behavioral and Brain Science · doi:10.4236/jbbs.2016.67028 · Cited by 2
“In the course of attention multiple stimuli from the outside environment bombard body’s specialized sensory receptors and the brain performed searching to select only desire subject of interest [7].”
BackgroundMahdavi, H., Shahrivar, Z., Tehrani‐Doost, M., Fatholahi, Y., Jahanitabesh, A., & Shakiba, A. (2017) · Iranian Journal of Psychiatry and Behavioral Sciences · doi:10.5812/ijpbs.6218 · Cited by 2
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Alghasi, A., Hassanpour, Z., Bahadoram, M., Ashrafi, S., & Nourbakhsh, S. M. K. (2020) · Journal of Preventive Epidemiology · doi:10.34172/jpe.2020.13 · Cited by 2
“Researchers believe that the three components of inhibition, working memory and planning are the main components of executive action (28,29).”
BackgroundCognitive and memory performance patterns associated with ADHD subtypes
O’Donnell, L. (2004) · Texas ScholarWorks (Texas Digital Library) · Cited by 2
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The profile of executive function of very preterm children at 4 to 12 years
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“One issue that is somewhat controversial is whether the executive function deficits in preterm children are indicative of ADHD or a learning disability * as both these groups manifest weaknesses in these areas.(6) The benefit of Aarnoudse-Moens et al.”
BackgroundMémoire épisodique d’enfants présentant un trouble déficit de l’attention avec ou sans hyperactivité
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TDAH CON TRASTORNO DEL DESARROLLO DE LA COORDINACIÓN
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Distúrbios da linguagem falada no transtorno do déficit de atenção/hiperatividade
Periotto, M. C. (2009) · Digital Library of Theses and Dissertations (Universidade de São Paulo) · doi:10.11606/d.5.2009.tde-08092009-151608
SYMPTOM DIMENSIONS AND NEUROCOGNITIVE FUNCTIONING IN ADULT ADHD
Butcher, A. T. (2000) · VTechWorks (Virginia Tech)
Executive Function Determinants of Attention-Deficit/Hyperactivity Disorder Medication Response
Kubas, H. A. (2013) · Libraries and Cultural Resources (University of Calgary) · doi:10.5072/prism/26036
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“Although this study was not designed to test any particular theory regarding the nature of ADHD and thus cannot make any statements in that regard, the results are consistent with predictions made by recent theories proposing executive dysfunction-not problems with basic memory, attention, or learning, per se—as a com…”
ResultWåhlstedt, C. (2009) · KTH Publication Database DiVA (KTH Royal Institute of Technology)
Langage, orthophonie et troubles des apprentissages
Willems, G. (2007) · Elsevier eBooks · doi:10.1016/b978-2-294-06906-2.50007-1
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¿Es el TDAH un trastorno atencional?
Valencia, M. (2017) · Revista de Psicología Universidad de Antioquia · doi:10.17533/udea.rp.v9n2a01
Évaluation clinique du fonctionnement neuropsychologique dans les troubles du spectre de l’autisme
Corbett, B. A., & Iqbal, Y. S. (2020) · Elsevier eBooks · doi:10.1016/b978-2-294-76574-2.00009-8
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“These adjustments are motivated by group dierences in sensorimotor speed, working memory, auditory or visual acuity, etc., (Cerella, 1990; Conway et al., 2003; Denckla, 1996; Jacobson et al., 2011; Kail, 1991; Owsley, 2016; Salthouse, 1996; Verhaeghen and Cerella, 2008; Wingfield et al., 2005).”
Brown, J. A. (2012) · UC Research Repository (University of Canterbury) · doi:10.26021/7156
Melekoğlu, M., Öğülmüş, K., ATBAŞI, Z., Macit, Z. B., & KARTAL, M. S. (2026) · Psychology in the Schools · doi:10.1002/pits.70150
“Students with SLD frequently experience difficulties not only in academic domains but also in areas such as attention, memory, and self‐regulation (Baird et al. 2009; Denckla 1996; Maehler and Schuchardt 2009; Montague 2007).”
Banu, S. U., & Kumar, P. (2026) · Lecture notes in networks and systems · doi:10.1007/978-3-032-28310-8_34
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Barnes, K. A. (2008) · DigitalGeorgetown (Georgetown University Library)
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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