Association between auditory mismatch negativity and visual working memory in school-age children with attention deficit/hyperactivity disorder.

Background: Attention-deficit/hyperactivity disorder (ADHD) patients exhibit characteristics of impaired working memory (WM) and diminished sensory processing function. This study aimed to identify the neurophysiologic basis underlying the association between visual WM and auditory processing function in children with ADHD.

Methods: The participants included 86 children with ADHD (aged 6-15 years, mean age 9.

Sound localization and auditory selective attention in school-aged children with ADHD.

This study aimed to identify the neurophysiologic bases of auditory attention deficits in children with attention-deficit/hyperactivity disorder (ADHD), focusing on the electroencephalography component of auditory spatial selective attention [the N2 anterior contralateral component (N2ac)]. EEG data were collected from 7- to 11-year-old children with ADHD ( = 54) and age-, sex-, and IQ-matched typically developing (TD) children ( = 61), while they performed an auditory spatial selective task. For behavior, the children with ADHD showed a shorter reaction time (RT) but a higher RT coefficient of variability (RT) than TD children.

Altered Resting-State EEG Microstate in Idiopathic Sudden Sensorineural Hearing Loss Patients With Tinnitus.

In order to clarify the central reorganization in acute period of hearing loss, this study explored the aberrant dynamics of electroencephalogram (EEG) microstates and the correlations with the features of idiopathic sudden sensorineural hearing loss (ISSNHL) and tinnitus. We used high-density EEG with 128 channels to investigate alterations in microstate parameters between 25 ISSNHL patients with tinnitus and 27 healthy subjects. This study also explored the associations between microstate characteristics and tinnitus features.

Why is working memory related to intelligence? Different contributions from storage and processing.

Domain-specific contributions of working memory (WM), short-term memory (STM), and executive functioning (EF) to individual differences in intelligence were analysed using a latent variable approach. A sample of 345 participants completed a battery of 24 tests tapping the constructs of interests as comprehensively as possible. Visuospatial and verbal STM and WM tasks were administered along with three subcomponents of EF, namely inhibition, planning, and shifting.