Stop and look! Evidence for a bias towards virtual navigation response strategies in children with ADHD symptoms.
|Title||Stop and look! Evidence for a bias towards virtual navigation response strategies in children with ADHD symptoms.|
|Publication Type||Journal Article|
|Year of Publication||2016|
|Authors||Robaey P, McKenzie S, Schachar R, Boivin M, Bohbot VD|
|Journal||Behav Brain Res|
|Date Published||2016 Feb 01|
|Keywords||Attention Deficit Disorder with Hyperactivity, Caudate Nucleus, Child, Female, Games, Experimental, Hippocampus, Humans, Male, Maze Learning, Psychological Tests, Putamen, Quebec, Spatial Memory, Spatial Navigation, User-Computer Interface|
Studies in children show that the development of spatial competence emerges between seven and eight years of age. Multiple memory systems (hippocampus-dependent spatial and caudate nucleus-dependent response learning) are involved in parallel processing of information during navigation. As a hippocampus-dependent spatial strategy also relies on frontoparietal executive control and working memory networks that are impaired in ADHD, we predicted that children will be more likely to adopt a response strategy as they exhibit ADHD symptoms. We tested 285 healthy children on a virtual radial-arm maze paradigm in order to test this hypothesis. We found that children displaying at least one ADHD symptom were more likely to have a perfect performance on a probe trial, which suggests that they did not rely on environmental landmarks. Children with ADHD symptoms may primarily rely on caudate nucleus-dependent response learning strategies at the expense of hippocampus-dependent spatial strategies. Repetition and reward based learning strategies, which are hallmarks of response learning, may be most effective in children exhibiting ADHD symptoms.
|Alternate Journal||Behav. Brain Res.|
|Grant List||200112NET-97878-NTA-CFCF-38854 / / Canadian Institutes of Health Research / Canada|