Difficulties of children with ADHD symptoms in solving mathematical problems when information must be updated. (December 2016)

• Record Type: Journal Article
• Authors: Re, Anna M.; Lovero, Francesca; Cornoldi, Cesare; Passolunghi, Maria Chiara
• Is Part Of: Research in developmental disabilities. Volume 59(2016:Dec.)
• Page Start: 186
• Page End: 193
• Publication Date: 2016-12
• Subjects: Working memory updating -- Cognitive ability -- ADHD -- Word problem solving; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2016.09.001
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: The relationship between updating and performance on mathematical word problems has never been studied for children with ADHD. The request of updating information in a mathematical word problem impaired the problem solving ability of children with ADHD. Our results support the view that updating is problematic in ADHD children and that updating influences their problem solving ability. Due to the importance of problem solving in school learning and in everyday life difficulties of ADHD children due to updating processes should be considered more deeply. Abstract: It has been hypothesized that ADHD is associated both with difficulties in mathematical problem solving and in updating information in working memory. However, the relationship between updating and performance on mathematical word problems has never been studied for children with ADHD. The present study examined these issues comparing the performance of solving mathematical word problems (with no updating request vs high updating request) in a group of 11–12 year old children with ADHD compared to a matched control group with typical development (TD). Results showed that children with ADHD solved fewer problems correctly than typically-developing children; moreover they made more errors in solving problems with updating requirements than those without updating requirements. In contrast, typically-developing children did not show any differences in problems performance on problems with and without updating requirements. Fine grained analyses of children's problem solving processes showed that children with ADHD found more difficult to select the appropriate data prior to calculation and to choose and execute the correct solution than typically-developing children. The difficulty to select the appropriate data results more severe in problems with updating requirements. Overall, these results support the hypothesis that the learning difficulties of children with ADHD are related to their executive dysfunctions, that negatively affect complex tasks requiring updating of to-be-processed information.