Impact of ADHD Subtypes, Cognitive Disengagement Syndrome and Anxiety on Memory Functions and Visuospatial Skills in Children with ADHD
Bibliographic record
Abstract
Introduction Children with Attention Deficit Hyperactivity Disorder (ADHD) may experience impairments in memory functions and visuospatial skills. Despite this, research exploring the relationship between ADHD subtypes, psychiatric comorbidities, and these neurocognitive functions is limited. This study focused on cognitive disengagement syndrome (CDS) and anxiety as comorbid conditions, both of which independently impact neurocognitive functions. However, the combined effects of these conditions with ADHD remain poorly understood. Moreover, investigating how CDS influences neurocognitive domains is essential for a comprehensive understanding of the syndrome’s cognitive aspects. Therefore, identifying the factors that impact memory functions and visuospatial skills in children with ADHD is expected to facilitate the recognition of cases at risk. Objectives This study aimed to investigate the relationship between ADHD subtypes, psychiatric comorbidities, and memory functions and visual spatial skills in children with ADHD. Methods The study recruited 120 children with ADHD aged 6-12 years. ADHD subtypes, anxiety, and CDS symptoms were assessed using standardized scales and DSM-5-based psychiatric evaluations. The participants were then administered the Visual Reproduction Subtest of the Wechsler Memory Scale, Oktem Verbal Memory Processes Test, Block Design Subtest of the WISC-IV, Judgment of Line Orientation Test and Benton Visual Recognition Test to measure visuospatial skills and working memory functions. Results The results showed that 28% of the sample group was diagnosed with inattentive type ADHD (ADHD-IN), while 72% were diagnosed with combined type ADHD. Additionally, 33.33% of participants had CDS+ADHD. When comparing children with CDS + ADHD to those with ADHD alone in terms of visual-spatial and organizational processing abilities, it was found that those with CDS + ADHD were impaired. Children with ADHD-IN also scored lower on a verbal memory test compared to those with combined-type ADHD. On the other hand, anxiety scores were found to be positively correlated with memory functions. Conclusions The study found that ADHD subtypes, the presence of CDS symptoms, and anxiety impact the neurocognitive profile of children with ADHD. Further research is needed to understand the various areas of cognitive function that may be affected. The authors declare that they have no conflicts of interest. Disclosure of Interest None Declared
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".