Relationship between reaction time variability and motor skill development in ADHD

Slower and more variable reaction times to computerized tasks have been documented in children diagnosed with attention deficit/hyperactivity disorder (ADHD). Recent research supports a role for attentional lapses in generating abnormally variable and slow responses. However, given the association between ADHD and impairments in motor control, we hypothesized that slower or more variable reaction times might also correlate with motor development. The aim of this case-control study was to explore the relationship between motor function, reaction speed and variability, and ADHD. After comprehensive educational and clinical assessments, motor skill development was evaluated in 35 children ages 9 to 14 (19 with ADHD) using the Physical and Neurological Examination for Subtle Signs (PANESS) test battery. Finger-sequencing speed and variability were quantified with goniometers. Reaction times were measured with 20 trials each of computerized simple and choice (binary) tasks. Compared to healthy controls, children with ADHD had slower and more variable reaction times, and these findings correlated with impaired motor development (PANESS) and slow and variable finger sequencing (goniometers). Further studies of motor development in ADHD may identify factors influencing speed and variability of reaction times.     

Relationship of Children's Daytime Behavior Problems With Bedtime Routines/Practices: A Family Context and the Consideration of Faux-ADHD

The study examined the relationship between childhood daytime behavior problems and bedtime routines and practices. Participants were 704 parents of children ages 2–13 who completed a questionnaire in 14 pediatric offices in Providence, Rhode Island. Of particular interest was the highly significant relationship (p-value < 0.0001) between children who bed share or lack regular bedtimes and whose parents are told they should take medicine for behavior or learning problems; and between children who bed share and have physically aggressive behavior toward a parent. Recommendations were made regarding integration of the results in the context of family treatment as well as the consideration of a faux-ADHD.     

The rise and fall of immediate and delayed memory for verbal and visuospatial information from late childhood to late adulthood

Over 100,000 verbal and visuospatial immediate and delayed memory tests were presented via the Internet to over 28,000 participants in the age range of 11 to 80. Structural equation modeling pointed to the verbal versus visuospatial dimension as an important factor in individual differences, but not the immediate versus delayed dimension. We found a linear decrease of 1% to 3% per year in overall memory performance past the age of 25. For visuospatial tests, this decrease started at age 18 and was twice as fast as the decrease of verbal memory. There were strong effects of education, with the highest educated group sometimes scoring one full standard deviation above the lowest educated group. Gender effects were small but as expected: women outperformed men on the verbal memory tasks; men outperformed women on the visuospatial tasks. We also found evidence of increasing proneness to false memory with age. Memory for recent news events did not show a decrease with age.     

Retention of autobiographical memories: An Internet-based diary study

In this online study we examined the retention of recent personal events using an Internet-based diary technique. Each participant (N=878) recorded on a website one recent personal event and was contacted after a retention interval that ranged between 2 and 46 days. We investigated how well the participants could recall the content, time, and details of their recorded event. We found a classic retention function. Details of the events were forgotten more rapidly than the content and the time of the events. There were no differences between the forgetting rates of the “who”, “what” and “where” elements of the content component. Reminiscing, social sharing, pleasantness, and frequency of occurrence aided recall, but surprisingly importance and emotionality did not. They were, however, strongly associated with reminiscing and social sharing.     

The reminiscence bump in autobiographical memory: Effects of age,gender, education,and culture

We investigated the age distribution of autobiographical memories with the Galton-Crovitz method through the Internet. Almost 2000 participants in the United States and the Netherlands aged between 11 and 70 years participated. They were presented with 10 cue words, and were asked to recall and date autobiographical memories. We found strong evidence for a “reminiscence bump” in all participant groups at all ages, with peaks at ages 15–18 for men and 13–14 for women. This peak could be localised more precisely than in previous studies due to our large sample size. We were able to remove the forgetting effect from the empirical age distribution with a method that allows separate estimation of memory encoding and forgetting. American participants showed a tendency to report older memories than the Dutch. Age group and level of education did not influence the lifetime encoding function.     

The phenomenology and temporal distributions of autobiographical memories elicited with emotional and neutral cue words

In this study we examined whether the temporal distribution of autobiographical memory changes when different types of cue words are used to elicit the memories, and how the type of cue word affects the phenomenal characteristics of the memories. A total of 76 participants, ranging in age from 21 to 69 years, were presented with 22 cue words (emotional, emotion-provoking, and neutral). They were asked to recall a personal event and to complete the Autobiographical Memory Questionnaire (Rubin, Schrauf, & Greenberg, 2003, 2004) for each cue word. Results showed that the phenomenological properties of autobiographical memories which were cued with emotional and emotion-provoking words were rated higher than those of memories which were cued with neutral words, and that the peak in the temporal distributions of the autobiographical memories that were cued with emotional or emotion-provoking words were located later than the peak of the distribution of the memories that were cued with neutral words.