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Effortful and Automatic Information Processing in Boys with ADHD and Specific Learning Disorders

Published online by Cambridge University Press:  01 February 1999

Philip L. Hazell ,
Vaughan J. Carr ,
Terry J. Lewin ,
Sally A. M. Dewis ,
Diane M. Heathcote  and
Belinda M. Brucki
Philip L. Hazell
Affiliation:
University of Newcastle, Callaghan, Australia
Vaughan J. Carr
Affiliation:
University of Newcastle, Callaghan, Australia
Terry J. Lewin
Affiliation:
University of Newcastle, Callaghan, Australia
Sally A. M. Dewis
Affiliation:
University of Newcastle, Callaghan, Australia
Diane M. Heathcote
Affiliation:
University of Newcastle, Callaghan, Australia
Belinda M. Brucki
Affiliation:
University of Newcastle, Callaghan, Australia
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Abstract

Boys with Attention Deficit Hyperactivity Disorder (ADHD, N=50), Specific Learning Disorder (LD, N=45), combined Specific Learning Disorder and ADHD (LD/ADHD, N=25), and controls (N=51) completed effortful and automatic information processing tasks based on Treisman and Gelade's (1980) “information integration theory”. ADHD and LD/ADHD subjects did not differ from controls at baseline or under feedback and reward conditions, suggesting that they were investing similar levels of mental effort in the tasks. The LD group had a superior performance in the effortful task and an inferior performance in the automatic task compared with the other groups at baseline. The data suggest a potential method of distinguishing primary LD from learning difficulties that occur secondary to ADHD.

Keywords

Attention deficit disorderspecific learning disabilitiesvisual processingcognitionmotivationinformation integration theory
Type
Research Article
Information
The Journal of Child Psychology and Psychiatry and Allied Disciplines , Volume 40 , Issue 2 , February 1999 , pp. 275 - 286
Copyright
© 1999 Association for Child Psychology and Psychiatry

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