TY - JOUR
T1 - Cognitive deficits and positively biased self-perceptions in children with ADHD
AU - McQuade, Julia D.
AU - Tomb, Meghan
AU - Hoza, Betsy
AU - Waschbusch, Daniel A.
AU - Hurt, Elizabeth A.
AU - Vaughn, Aaron J.
N1 - Funding Information:
This project was supported by grant number R01MH065899 from the National Institute of Mental Health to the third author. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health. J.D.McQuade(*).M.Tomb.B.Hoza Department of Psychology, University of Vermont, 2 Colchester Avenue, Burlington, VT 05405, USA e-mail: [email protected]
PY - 2011/2
Y1 - 2011/2
N2 - This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without Attention Deficit Hyperactivity Disorder (ADHD; 7-12 years old). Results indicated that children with ADHD with and without biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention, and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed.
AB - This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without Attention Deficit Hyperactivity Disorder (ADHD; 7-12 years old). Results indicated that children with ADHD with and without biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention, and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed.
UR - http://www.scopus.com/inward/record.url?scp=79952486705&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79952486705&partnerID=8YFLogxK
U2 - 10.1007/s10802-010-9453-7
DO - 10.1007/s10802-010-9453-7
M3 - Article
C2 - 20820902
AN - SCOPUS:79952486705
SN - 0091-0627
VL - 39
SP - 307
EP - 319
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
IS - 2
ER -
