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PsyPath > Task 1 > Flashcards

Task 1 Flashcards

1
Q

What is ADHD?

A

Persistent pattern of inattention and/or hyperactivity-impulsivity significantly higher than expected for child at that developmental stage

• Deficit in working memory (WM), executive fuctioning (planning, response inhibition, reasoning) and temporal processing

Neurodevelopmental disorder —> develops since childhood and diagnosed between 7 and 12 years old

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2
Q

How does attention deficit manifest?

A
  • Lack of attention in academic, occupational or social situation
  • Careless mistakes at school/work
  • Failure to take in or respond to instructions
  • Tendency to switch between unfinished tasks
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3
Q

How does hyperactivity manifests?

A 
• Excessive fidgetiness and talkting
• Not remaining seated when asked 
• Excessive running/climbing when inappropriate 
• Difficulties in sedentary activities 
    ----> e.g. cannot listen to a story
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4
Q

How does impulsivity manifests?

A

• Impatience
• Difficulty in delaying responses
—-> e.g. go out of house before putting on a coat
• Interrupting others
• Desire for immediate rewards over delayed rewards
—-> e.g. Marshmallow task

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5
Q

DSM-5 criteria to diagnose ADHD

A

• Two types of ADHD presentation
—> innatention and hyperactivity/impulsivity presentation
• Symptons present before age of 12 in at least 2 settings
• Symp. reduce quality of educational, social or occupational ability
• Symp. do not occur during other psychotic disorders
+ has to be present for longer than 6 months

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6
Q

It is possible to have a combined representation of ADHD.

What does this mean?
What consequences does this have?

A

Show symptoms for both the innattention AND hyperactivity/impulsivity presentation

High rates of comorbidity –> around 50% of kids will also be diagnosed with other disorder(s)

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7
Q

When is ADHD usually diagnosed?

A

In school, since learning and adjustment is significantly affected

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8
Q

How frequent do people have ADHD?

—> Prevalence

A

5% of school-aged kiddos; 2,5% of adults around the world

—> about half of the kiddos with ADHD carry it into adulthood

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9
Q

What are some of the consequences of ADHD?

A
  • Poor academic achievement
  • Prone to frustration and/or temper outbursts
  • Low self-esteem
  • Difficulties within families since ADHD children’s behaviour is seen as intentional, wilful and irresponsible
  • Difficulties in making friends and integrating in social groups, usually due to aggressive or disruptive behaviour
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10
Q

What are the possible causes of ADHD?

A 
Biolofical factors:
  • Genetic 
  • Gene-environmetn interaction
  • Neuroscience
  • Prenatal factors
Psychological factors:
  • Parent-child interaction
  • Theory of mind
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11
Q

Genetic factors

A
  • Heritability of around 70% –> proved from adoption studies
  • Genetic abonormalities in NT systems of dopamine, nonrepinephrine and serotonin which causes in ADHD
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12
Q

Gene-environment-interaction

A

ADHD is heritable but it may only show when certain environmental influences are active
—> genetic abnormalities + smoking during pregnancy (prenantal factor) = higher levels of hyperactivity and impulsiveness

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13
Q

Neuroscience - cognitive

A

• MRI studies show ADHD brains are 3,2% smaller and develop slower
—> immature brain hypothesis
• Abonormalities in cerebellum’s influence on cortico-striatal-thalamo cirtuits involved in choosing, initiating and carrying our complx motor and cognitive responses

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14
Q

What are the differences in neurological functioning and cerebral blood flow in children in ADHD?

A
  1. PFC is smaller in volume and shows abnormal activation when children try to inhibit their responses
    —> regulates attention, organization planning
  2. Catecholamine neurotransmitter, which are involved in inhibiting impulses
    —> includes dopamine, serotonin, nonrepinephrine
  3. Less connectivity between PFC and emotional, motor and memory areas
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15
Q

Parent-child interaction

A

Child with ADHD are likely to have parents with ADHD –> parents impatient with children –> less effective parenting styles –> children defy = cicle

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16
Q

Does systematic training of WM tasks over 5 weeks improve WM, executive functions and reduce ADHD symptoms?

Tasks: Span-board, digit span, stroop task, Rave’s colored progressive matrices

A

Yes, WM can be improved by training (significant improvement in span-board task) and ADHD symptoms can be decreased as rated by parents (teacher’s rating scores were not significant.

ADHD more related to visuospatial WM

17
Q

External incentives can help ADHD children to optimize motivational state and improve performance.

Why is that?

A

ADHD kiddos prefer immediate reward over delayed reward –> delay aversion

Researchers showed computerization of tasks (CAI) increases interes and motivation which leads to better performance

18
Q

Computer Assisted Instruction CAI

A

Programs that include clear goals, highlighting important material and immediate feedback

–> children playing a game format of CAI can sustain attention, concetrate longer time and behave less impulsively

19
Q

How does adding game elements influence training on motivation, performance and WM?

A
  • Control training - suares light up in a sequence; child has to repeat the sequence
  • Game training - same thing but with animations, a story line, a goal and rewards

—> Results show more effectivenes in game format: less absence time, more sequences performed, more satisfaction from kids, fewer errors, increased WM span.

20
Q

What are some problems in WM training research?

A
  • Practise effects
  • Lack of research studying ONLY inhibitory control
  • Lack of below-school age children studies
21
Q

Do training programs have an effect on visuospatial WM and inhibitory control? (Thorell article)

A

Training programs:
• WM -> stumili presented in sequence, child repeats
• Inhibition -> 1) go/no-go 2) stop-signal 3) flanker task

WM trainings DID have effects on both trained and non-trained WM tasks and improved attention
Ihibitory control training improved on several trained tasks but not on non-traintasks of inhibition or executive functioning

22
Q

Studies show that WM training, but not inhibition control training, does have an effect on non-trained tasks

What possible explanations are there for this?

A
  • Possible different areas associated with WM and inhibition systems have different plasticity
  • Hard to manipulae difficutly levels in inhibition training tasks
  • Some childrem were already pretty good on the task so there is little space for improvement
23
Q

Why hasn’t been possible to find ONE possible contributory factor to create a grand theory of ADHD?

A

Because ADHD has a heterogeneous nature (caused by various factors and affects several different brain regions for different individuals) and has an associations with other problems in childhood

24
Q

Stop Signal Paradigm SSP

A

Tests ability to inhibit an already intiated response (visual) when signalled to do so (auditory)
—> ADHD kiddos show longer stop signals reactions

25
Q

Dual pathway model of ADHD (Sonuga-Barke article)

A

• Dysregulation of thought and action pathway DTAP
–> inhibitory control
• Motivational style pathway MSP
–> delay aversion

Enviromnmental moderation plays a role for both pathways

Outcome is the same but the underlying process is not the same in the different pathways

26
Q

DTAP

A
  • Arises from dysfunction - Context independent
  • Associated with more severe and generalised cognitive imparement –> overactivity - failure to effectively manage time
  • Associated with meso-cortical dopamine system

—> eg. marshmallow study

27
Q

MSP

A
  • Context dependent
  • Associated with meso-limbic dopamine system

—> eg.

28
Q

What limitations does Dual pathway model have?

A

Not all patients affected by either DAv (delay aversion) or I-EDF ( inhibitory dysfunction)

ADHD also show non-executive deficits: perception, memory, timing…

29
Q

Venn diagram (renewed DPM)

A

Shows proportion of ADHD childrem who met threslhold for deficits in timing, ihibition and delay.

Timing was the most common deficit; inhibition the least.

30
Q

What were the results drawn from the study by Sonuga, Bitsakou and Thompson?

Renewed Dual Pathway model

A
  1. Disassociation of timing, inhibition and delay since patients were mostly affected by only one domain
  2. Strongest familial effects were for inhibition and timing - if ADHD child has timing problems, sibling most likely will too
31
Q

Triple pathway model (the other one)

A

Three independent components underlying the processes: cognitive control, reward sensitivity and timing.

It is not possible to have all three deficits at the same time, as compared to the renewed dual process (that includes timing).
It is also easier to categorize the ADHD kiddos processing

32
Q

What pathways are involved in leading to symptoms of ADHD?

A
  1. Dorsal frontostriatal - cognitive control
  2. Ventral frontostriatal - reward
  3. Frontocerebellar - temporal processing
33
Q

Treatments for ADHD

A
  1. Stimulant drugs such as Ritalin, Dexedrine, etc.

2. Psychological therapy (most effective)

34
Q

What are the advantages of stimulant drugs?

A
  1. Decrease the demanding, disruptive and non-compliant behavior
  2. Increases in positive mood, goal directed behavior and interactions with others

—> works by increasing the levels of dopamine and inhibiting it’s reuptake

35
Q

What are the disadvantages of stimulant drugs?

A
  1. May increase the frequency of tics in children
  2. Decrease in their growth rate
  3. Risk of abuse

PsyPath (10 decks)

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