Is the Positive Bias an ADHD Phenomenon? Reexamining the Positive Bias and its Correlates in a Heterogeneous Sample of Children.

The goals of this study were to (a) evaluate the presence of the positive bias (PB) in elementary-school-aged children with and without ADHD when PB is defined at the individual level through latent profile analysis and (b) examine the extent to which several correlates (i.e., social functioning, aggression, depression, and anxiety) are associated with the PB.

Forming first impressions of children: the role of attention-deficit/hyperactivity disorder symptoms and emotion dysregulation.

Background: Previous research on peer status of children with attention-deficit/hyperactivity disorder (ADHD) has focused on already-established peer groups, rendering the specific social behaviors that influence peers' initial impressions largely unknown. Recently, theorists have argued that emotion dysregulation is a key aspect of ADHD, with empirical work finding relations between emotion dysregulation and social outcomes. Therefore, the current study focuses on the initial interactions among children varying in ADHD symptoms duringh a novel playgroup, proposing that emotion dysregulation displayed during the playgroup may serve as a possible pathway between ADHD symptoms and peers' initial negative impressions.

Communicating with Sensation Seekers: An fMRI Study of Neural Responses to Antidrug Public Service Announcements.

This study examined the neural basis of processing high- and low-message sensation value (MSV) antidrug public service announcements (PSAs) in high (HSS) and low sensation seekers (LSS) using fMRI. HSS more strongly engaged the salience network when processing PSAs (versus LSS), suggesting that high-MSV PSAs attracted their attention. HSS and LSS participants who engaged higher level cognitive processing regions reported that the PSAs were more convincing and believable and recalled the PSAs better immediately after testing.

A Story Mapping Intervention to Improve Narrative Comprehension Deficits in Adolescents with ADHD.

The current study examined the effects of an 8-week Story Mapping Intervention (SMI) to improve narrative comprehension in adolescents with ADHD. Thirty 12 - 16 year-old adolescents with ADHD who were participating in a summer treatment program for adolescents with ADHD received the SMI instruction ten times and completed SMI homework ten times in a structured environment with teacher feedback. Recall of fables and story creation were assessed before and after the SMI.

Inference generation and story comprehension among children with ADHD.

Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events and in using causal structure and thematic importance to guide recall of stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences.

The role of pragmatic language use in mediating the relation between hyperactivity and inattention and social skills problems.

Purpose: In the present study, the authors explored whether pragmatic language use was associated with, and perhaps accounted for, the social skills problems that children with varying levels of hyperactivity and inattention experience.

Method: A community sample of 54 children aged 9-11 years participated. Pragmatic language use, hyperactivity and inattention, and social skills were examined utilizing data collected from standardized parent-report rating scales.

A developmental examination of story recall and coherence among children with ADHD.

This study investigated developmental differences in story recall in children with attention-deficit/hyperactivity disorder (ADHD), N = 57 (77.2% male) and their comparison peers, N = 98 (61.2% male).

Developmental changes in attention and comprehension among children with attention deficit hyperactivity disorder.

Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time.

Getting clued in: inferential processing and comprehension monitoring in boys with ADHD.

Objective: The present study examines the ability of children with ADHD to make inferences and monitor ongoing understanding of texts, to shed light on their academic difficulties.

Method: A total of 29 boys with ADHD and 41 comparison boys between the ages of 7 and 12 participated. Three tasks measure how boys create and evaluate inferences, particularly explanatory inferences, and how they monitor their understanding of story events and the connections among them.

Inhibitory deficits in children with attention-deficit/hyperactivity disorder: intentional versus automatic mechanisms of attention.

Application of theoretically based tasks to the study of the development of selective attention has led to intriguing new findings concerning the role of inhibitory mechanisms. This study examined inhibitory mechanisms using a countermanding task and an inhibition of return task to compare deficits in intentionally, versus reflexively, controlled inhibition of attention in children with attention deficit hyperactivity disorder. Fifty children with attention-deficit/hyperactivity disorder (ADHD) were classified into one of three subtypes: predominantly inattentive (ADHD/PI), combined (ADHD/C), and those children with ADHD/C who also met criteria for comorbid oppositional defiant disorder (ADHD/C + ODD).

Parent--child joint picture-book reading among children with ADHD.

Objective: Children with AD/HD exhibit two disparate areas of difficulty: disrupted interactions with parents and significant problems in story comprehension. This study links these two difficulties by examining parent-child joint picture-book reading to determine whether there were diagnostic group differences in parent and child storytelling.

Method: Parents of 25 children with ADHD and 39 comparison children (mean age = 7.

Response style differences in the inattentive and combined subtypes of attention-deficit/hyperactivity disorder.

This study examined potential differences between the inattentive and combined ADHD subtypes using laboratory tasks assessing behavioral inhibitory processes. Seventy-five children completed two tasks of behavioral inhibition believed to isolate different processes: the cued reaction time task (CRT), a basic inhibition task, and the go/no-go task (GNG), a complex inhibition task that incorporates motivational contingencies. Three groups of participants were identified, including ADHD/Inattentive (n = 17), ADHD/Combined (n = 37), and comparison (n = 21).

Effects of the Office of National Drug Control Policy's Marijuana Initiative Campaign on high-sensation-seeking adolescents.

Objectives: We evaluated the effects of the Marijuana Initiative portion of the Office of National Drug Control Policy's National Youth Anti-Drug Media Campaign on high-sensation-seeking and low-sensation-seeking adolescents.

Methods: Personal interviews were conducted via laptop computers with independent monthly random samples of 100 youths from the same age cohort in each of 2 moderate-sized communities over 48 months (April 1999-March 2003) of the campaign, including the critical first 6 months of the 9-month initiative. The start of the initiative was treated as an "interruption" in time-series analyses of the combined community sample.

The effects of thematic importance on story recall among children with attention deficit hyperactivity disorder and comparison children.

This study examined the recall of televised stories for younger (4-6 years) and older (7-9 years) children with and without attention deficit hyperactivity disorder (ADHD) under two different viewing conditions (toys present/toys absent). Each child watched two Rugrats television programs, once with toys present and once with toys absent. Immediately after viewing a program, the child completed a free recall of the observed story.

Cognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school.

The present study examined children's cognitive engagement with television as a function of the continuity of central or incidental content and whether this varied with age and clinical status. In Experiment 1, 9- to 11-year-old children's response times on a secondary task were slower the later a probe occurred in a sequence of central events, and response times predicted recall. Experiment 2 extended these results to 6- to 8-year-old children.

Online story comprehension among children with ADHD: which core deficits are involved?

Children with ADHD have difficulty understanding causal connections and goal plans within stories. This study examined mediators of group differences in story narrations between children ages 7-9 with and without ADHD, including as potential mediators both the core deficits of ADHD (i.e.

Disentangling the relation between television viewing and cognitive processes in children with attention-deficit/hyperactivity disorder and comparison children.

Objectives: To develop causal hypotheses regarding the effects of television viewing on cognitive processes in children and to examine the proposition that deleterious effects of television may be stronger among children with attention-deficit/hyperactivity disorder.

Design: Longitudinal study involving 2 phases occurring 18 months apart.

Setting: University research facilities in Lexington.

Story comprehension and the impact of studying on recall in children with attention deficit hyperactivity disorder.

This study examined the impact of studying on story comprehension and recall among children with attention deficit hyperactivity disorder (ADHD). Participants in the study were 36 children with ADHD and 43 nonreferred comparison children ages 7 to 11. The participants listened to 1 of 2 folktales and recalled the story both before and after studying a written version of the story for up to 10 min.

Online cognitive engagement of boys with ADHD.

The present study was designed to examine the role that attentional problems may play in accounting for difficulties in story comprehension experienced by children with ADHD. A secondary task methodology was used to examine whether or not online variations in cognitive engagement with a televised story were related to the continuity of central or incidental information. Twenty-two 9- to 11 -year-old boys with ADHD and 36 of their nonreferred peers watched a television program and responded to auditory probes presented at preselected points during continuous sequences of central or incidental information.

On-line story representation in boys with attention deficit hyperactivity disorder.

Children with attention deficit hyperactivity disorder (ADHD) face an increased risk of poor achievement in school. Thus, knowledge of the cognitive processing abilities of children with ADHD is critical to understanding and improving their academic performance. Although many studies have focused on the specific nature of the attention deficit experienced by children with ADHD, few have examined higher order cognitive processing such as comprehension of stories.

Predictors of exposure from an antimarijuana media campaign: outcome research assessing sensation seeking targeting.

Using data from a large-scale antimarijuana media campaign, this investigation examined the demographic and psychographic variables associated with exposure to public service announcements designed to target high sensation-seeking adolescents. The literature on sensation seeking indicates that adolescents high in this trait are at greater risk for substance abuse. Analyses assessed the predictive utility of various risk and protective factors, normative influences, demographic variables, and marijuana-related attitudes, intentions, and behaviors on campaign message exposure.

Effects of Headings on Text Processing Strategies.

This experiment addressed the question of how headings influence readers' memories for text content. College students read and recalled a 12-topic expository text. Half of the participants were trained to construct a mental outline of the text's topic structure as they read and then use their mental outlines to guide their recall attempts.

Effects of Headings on Text Summarization.

A summarization task was used to study whether headings influence readers' representations of the topic structure of a text. College students (Experiments 1-3) and sixth- and eighth-graders (Experiment 3) summarized a multiple topic text that (a) included headings introducing every new subtopic, (b) included headings introducing half of the new subtopics, or (c) included no headings. In all experiments, topics were more likely to be included in a summary if they were signaled than if they were not signaled.

Comprehension of televised stories in boys with attention deficit/hyperactivity disorder and nonreferred boys.

Two studies compared comprehension of televised stories by 7- to 12-year-old boys with attention deficit/hyperactivity disorder (ADHD) and nonreferred comparison boys. Boys watched one show with toys present and one with toys absent. Visual attention was continuously recorded, and recall was tested after each show.