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Full-Text Articles in Psychology
Biopsychosocial Models Of The Development Of Childhood Disruptive Behaviors, Anne Bernard Arnett
Biopsychosocial Models Of The Development Of Childhood Disruptive Behaviors, Anne Bernard Arnett
Electronic Theses and Dissertations
Hyperactivity/attention problems (HAP) and conduct problems (CP) are common and impairing disruptive behaviors in childhood and adolescence. Previous research has established that HAP and CP are highly comorbid, and that outcomes are worse for youth exhibiting both symptom clusters relative to youth with only one disruptive behavior type. Despite ample evidence that HAP and CP share common etiological factors and maladaptive outcomes, the nature of their developmental association remains unclear. This dissertation clarifies three important characteristics of comorbid HAP and CP development, in two replicate, longitudinal, population samples of youth. First, I test the theory that within-person variation in HAP …
Impulsivity And Attention-Deficit/Hyperactivity Disorder (Adhd) Testing Competing Predictions From The Working Memory And Behavioral Inhibition Models Of Adhd, Joseph S. Raiker
Impulsivity And Attention-Deficit/Hyperactivity Disorder (Adhd) Testing Competing Predictions From The Working Memory And Behavioral Inhibition Models Of Adhd, Joseph S. Raiker
Electronic Theses and Dissertations
Impulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD – working memory (WM) and behavioral inhibition (BI) – to examine the extent to which ADHD-related impulsive responding was attributable to model-specific mechanisms and processes. Children with ADHD (n = 21) and typically developing children (n = 20) completed laboratory tasks that provided WM (domaingeneral central executive [CE], phonological/visuospatial storage/rehearsal) and …
Molecular Genetic Basis Of Opposite Gene By Environment Interactions In Reading Disability And Attention Deficit/Hyperactivity Disorder, Jennifer Rosenberg
Molecular Genetic Basis Of Opposite Gene By Environment Interactions In Reading Disability And Attention Deficit/Hyperactivity Disorder, Jennifer Rosenberg
Electronic Theses and Dissertations
The goal of this study is to better understand the genetic basis of Reading Disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) by examining molecular G x E interactions with parental education for each disorder. Research indicates that despite sharing genetic risk factors, RD and ADHD are influenced by different types of G x E interactions with parental education - a diathesis stress interaction in the case of ADHD and a bioecological interaction in RD. In order to resolve this apparent paradox, we conducted a preliminary study using behavioral genetic methods to test for G x E interactions in RD …
Re-Examining The Stop-Signal Task To Test Competing Theories Of Ad/Hd, Laura E. Santerre-Lemmon
Re-Examining The Stop-Signal Task To Test Competing Theories Of Ad/Hd, Laura E. Santerre-Lemmon
Electronic Theses and Dissertations
The current study tested two competing models of Attention-Deficit/Hyperactivity Disorder (AD/HD), the inhibition and state regulation theories, by conducting fine-grained analyses of the Stop-Signal Task and another putative measure of behavioral inhibition, the Gordon Continuous Performance Test (G-CPT), in a large sample of children and adolescents. The inhibition theory posits that performance on these tasks reflects increased difficulties for AD/HD participants to inhibit prepotent responses. The model predicts that putative stop-signal reaction time (SSRT) group differences on the Stop-Signal Task will be primarily related to AD/HD participants requiring more warning than control participants to inhibit to the stop-signal and emphasizes …
Adhd Behavior Problems And Near- And Long-Term Scholastic Achievement Differential Mediating Effects Of Verbal And Visuospatial Memory, Dustin E. Sarver
Adhd Behavior Problems And Near- And Long-Term Scholastic Achievement Differential Mediating Effects Of Verbal And Visuospatial Memory, Dustin E. Sarver
Electronic Theses and Dissertations
The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory’s contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math …