| Title |
Time-on-task effects in children with and without ADHD: depletion of executive resources or depletion of motivation?
|
|---|---|
| Published in |
European Child & Adolescent Psychiatry, May 2017
|
| DOI | 10.1007/s00787-017-1006-y |
| Pubmed ID | |
| Authors |
Tycho J. Dekkers, Joost A. Agelink van Rentergem, Alette Koole, Wery P. M. van den Wildenberg, Arne Popma, Anika Bexkens, Reino Stoffelsen, Anouk Diekmann, Hilde M. Huizenga |
| Abstract |
Children with attention-deficit/hyperactivity disorder (ADHD) are characterized by deficits in their executive functioning and motivation. In addition, these children are characterized by a decline in performance as time-on-task increases (i.e., time-on-task effects). However, it is unknown whether these time-on-task effects should be attributed to deficits in executive functioning or to deficits in motivation. Some studies in typically developing (TD) adults indicated that time-on-task effects should be interpreted as depletion of executive resources, but other studies suggested that they represent depletion of motivation. We, therefore, investigated, in children with and without ADHD, whether there were time-on-task effects on executive functions, such as inhibition and (in)attention, and whether these were best explained by depletion of executive resources or depletion of motivation. The stop-signal task (SST), which generates both indices of inhibition (stop-signal reaction time) and attention (reaction time variability and errors), was administered in 96 children (42 ADHD, 54 TD controls; aged 9-13). To differentiate between depletion of resources and depletion of motivation, the SST was administered twice. Half of the participants was reinforced during second task performance, potentially counteracting depletion of motivation. Multilevel analyses indicated that children with ADHD were more affected by time-on-task than controls on two measures of inattention, but not on inhibition. In the ADHD group, reinforcement only improved performance on one index of attention (i.e., reaction time variability). The current findings suggest that time-on-task effects in children with ADHD occur specifically in the attentional domain, and seem to originate in both depletion of executive resources and depletion of motivation. Clinical implications for diagnostics, psycho-education, and intervention are discussed. |
X Demographics
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Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 33% |
| Unknown | 2 | 67% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 67% |
| Scientists | 1 | 33% |
Mendeley readers
The data shown below were compiled from readership statistics for 160 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 160 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 23 | 14% |
| Student > Master | 19 | 12% |
| Student > Bachelor | 15 | 9% |
| Other | 14 | 9% |
| Student > Doctoral Student | 14 | 9% |
| Other | 29 | 18% |
| Unknown | 46 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 68 | 43% |
| Nursing and Health Professions | 9 | 6% |
| Unspecified | 6 | 4% |
| Neuroscience | 5 | 3% |
| Computer Science | 4 | 3% |
| Other | 19 | 12% |
| Unknown | 49 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 04 April 2018.
All research outputs
#14,063,822
of 22,973,051 outputs
Outputs from European Child & Adolescent Psychiatry
#1,100
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Outputs of similar age
#169,053
of 313,690 outputs
Outputs of similar age from European Child & Adolescent Psychiatry
#19
of 32 outputs
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