Advancing the neuroscience of ADHDVarieties of Attention-Deficit/Hyperactivity Disorder-Related Intra-Individual Variability
Section snippets
Conceptual Issues and Foundational Research Questions
In this section, we draw a number of conceptual distinctions regarding ARV that lead us to frame a program of basic research around five key questions.
Issues of Measurement and Analysis
In the previous section, we proposed questions that provide the framework for a program of research into ARV; however, a prerequisite is the development of methods to quantify and characterize important features of variability. This raises issues of data capture, data characterization, and the use of inferential statistical methods to determine the extent to which children with ADHD differ from typically developing children. In this section, we address each of these conditions in turn.
An Illustrative Comparison: From Standard Deviations to Fourier Analyses
Supported by overwhelming evidence that, as a group, children with ADHD consistently exhibit deficits in multiple versions of the continuous performance task (Corkum and Siegel 1993), early accounts of the neuropsychology of ADHD posited a central deficit of sustained attention or vigilance, which worsens as test sessions are prolonged (Sykes et al 1971). The straightforward prediction in ADHD was that performance relative to comparison subjects should also worsen over time, but this was not
Implications of Quantitative Analyses of Variability in ADHD
Before considering the results of our analyses, we must first acknowledge that the form of the Eriksen Flanker task used here could itself entrain oscillations based on the rhythmic presentation of trials every 3 sec (i.e., at .33 Hz). The main RT oscillation we encountered reflected a cycle length approximately seven times the ITI, and harmonics from such a presumed artifact were not observed. This possibility could be definitively excluded in the future by varying the ITI for this and other
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