The DOI matches its Crossref record.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cited by
Sorted by citations
Contributions of memory circuits to language: the declarative/procedural model
Ullman, M. T. (2004) · Cognition · doi:10.1016/j.cognition.2003.10.008 · Cited by 1,893
“Dyslexia and ADHD are both linked to impairments of motor function (Denckla, Rudel, Chapman, & Krieger, 1985; Diamond, 2000; Wolff, Cohen, & Drake, 1984) and working memory (Denckla, 1996; Gathercole & Baddeley, 1993).”
BackgroundSpecific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis
Ullman, M. T., & Pierpont, E. I. (2005) · Cortex · doi:10.1016/s0010-9452(08)70276-4 · Cited by 972
Corbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., & Ozonoff, S. (2009) · Psychiatry Research · doi:10.1016/j.psychres.2008.02.005 · Cited by 584
“Introduction Executive function (EF) is an overarching term that refers to mental control processes that enable physical, cognitive, and emotional self-control (Denckla, 1996; Lezak, 1995; Pennington & Ozonoff, 1996) and are necessary to maintain effective goal-directed behavior (Welsh, 1988).”
BackgroundExecutive functioning in adult ADHD: a meta-analytic review
MARIJE BOONSTRA, A., OOSTERLAAN, J., SERGEANT, J. A., & BUITELAAR, J. K. (2005) · Psychological Medicine · doi:10.1017/s003329170500499x · Cited by 560
“There is continuing debate in the current literature as to whether EF data should be corrected for overall IQ level (Denckla, 1996).”
BackgroundComorbidity of Reading Disability and Attention-Deficit/ Hyperactivity Disorder
Willcutt, E. G., & Pennington, B. F. (2000) · Journal of Learning Disabilities · doi:10.1177/002221940003300206 · Cited by 572
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
