Abstract
Visual-spatial Working Memory (WM) is the most impaired executive function in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Some suggest
that deficits in executive functioning are caused by motivational deficits. However, there are no studies that investigate
the effects of motivation on the visual-spatial WM of children with- and without ADHD. Studies examining this in executive
functions other than WM, show inconsistent results. These inconsistencies may be related to differences in the reinforcement
used. The effects of different reinforcers on WM performance were investigated in 30 children with ADHD and 31 non-ADHD controls.
A visual-spatial WM task was administered in four reinforcement conditions: Feedback-only, 1 euro, 10 euros, and a computer-game
version of the task. In the Feedback-only condition, children with ADHD performed worse on the WM measure than controls. Although
incentives significantly improved the WM performance of children with ADHD, even the strongest incentives (10 euros and Gaming)
were unable to normalize their performance. Feedback-only provided sufficient reinforcement for controls to reach optimal
performance, while children with ADHD required extra reinforcement. Only children with ADHD showed a decrease in performance
over time. Importantly, the strongest incentives (10 euros and Gaming) normalized persistence of performance in these children,
whereas 1 euro had no such effect. Both executive and motivational deficits give rise to visual-spatial WM deficits in ADHD.
Problems with task-persistence in ADHD result from motivational deficits. In ADHD-reinforcement studies and clinical practice
(e.g., assessment), reinforcement intensity can be a confounding factor and should be taken into account. Gaming can be a
cost-effective way to maximize performance in ADHD.
that deficits in executive functioning are caused by motivational deficits. However, there are no studies that investigate
the effects of motivation on the visual-spatial WM of children with- and without ADHD. Studies examining this in executive
functions other than WM, show inconsistent results. These inconsistencies may be related to differences in the reinforcement
used. The effects of different reinforcers on WM performance were investigated in 30 children with ADHD and 31 non-ADHD controls.
A visual-spatial WM task was administered in four reinforcement conditions: Feedback-only, 1 euro, 10 euros, and a computer-game
version of the task. In the Feedback-only condition, children with ADHD performed worse on the WM measure than controls. Although
incentives significantly improved the WM performance of children with ADHD, even the strongest incentives (10 euros and Gaming)
were unable to normalize their performance. Feedback-only provided sufficient reinforcement for controls to reach optimal
performance, while children with ADHD required extra reinforcement. Only children with ADHD showed a decrease in performance
over time. Importantly, the strongest incentives (10 euros and Gaming) normalized persistence of performance in these children,
whereas 1 euro had no such effect. Both executive and motivational deficits give rise to visual-spatial WM deficits in ADHD.
Problems with task-persistence in ADHD result from motivational deficits. In ADHD-reinforcement studies and clinical practice
(e.g., assessment), reinforcement intensity can be a confounding factor and should be taken into account. Gaming can be a
cost-effective way to maximize performance in ADHD.
- Content Type Journal Article
- Pages 1-13
- DOI 10.1007/s10802-011-9601-8
- Authors
- Sebastiaan Dovis, Department of Developmental Psychology, University of Amsterdam, Weesperplein 4, 1018 XA Amsterdam, The Netherlands
- Saskia Van der Oord, Department of Developmental Psychology, University of Amsterdam, Weesperplein 4, 1018 XA Amsterdam, The Netherlands
- Reinout W. Wiers, Department of Developmental Psychology, University of Amsterdam, Weesperplein 4, 1018 XA Amsterdam, The Netherlands
- Pier J. M. Prins, Department of Developmental Psychology, University of Amsterdam, Weesperplein 4, 1018 XA Amsterdam, The Netherlands
- Journal Journal of Abnormal Child Psychology
- Online ISSN 1573-2835
- Print ISSN 0091-0627