the impact of instruction and response cost on the modulation of response-style in children with adhd指令的影响和响应成本的调制响应方式的儿童多动症.pdfVIP
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the impact of instruction and response cost on the modulation of response-style in children with adhd指令的影响和响应成本的调制响应方式的儿童多动症
Drechsler et al. Behavioral and Brain Functions 2010, 6:31
/content/6/1/31
RESEARCH Open Access
The impact of instruction and response cost on
the modulation of response-style in children
with ADHD
1* 1 1,2,3
Renate Drechsler , Patrizia Rizzo , Hans-Christoph Steinhausen
Abstract
Background: The present study investigated the impact of divergent instructions and response cost on strategic
cognitive control in children with ADHD.
Methods: Children with ADHD (N = 34), combined subtype, and control children (N = 34) performed a series of
self-paced computerized visual search tasks. The tasks varied by verbal instructions: after a baseline task, children
were either instructed to work as fast as possible (speed instruction) or as accurately as possible (accuracy
instruction). In addition, tasks were performed with and without response cost.
Results: Both groups modulated latencies and errors according to instructions in a comparable way, except for
latency in the accuracy - instruction without response cost, where control children showed a larger increase of
response time. Response cost did not affect the modulation of response style in children with ADHD to a larger
extent than in controls. However, with instructions group differences related to target criteria became clearly more
accentuated compared to baseline but disappeared when response cost was added.
Conclusions: Delay aversion theory and motivational or state regulation models may account for different aspects
of the results. Modifications related to task presentation, such as the emphasis put on different details in the verbal
instruction, may lead to divergent results when comparing performances of children with ADHD and control
children on a self-paced task.
Backg
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