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Systematic Review: Attention-Deficit/Hyperactivity Disorder and Instrumental Learning
https://oist.repo.nii.ac.jp/records/2149
https://oist.repo.nii.ac.jp/records/2149a87d7319-0a57-46e1-96bb-55b375b992db
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
1-s2.0-S0890856721001817-main (771.6 kB)
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International(https://creativecommons.org/licenses/by-nc-nd/4.0/)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2021-05-28 | |||||
| タイトル | ||||||
| タイトル | Systematic Review: Attention-Deficit/Hyperactivity Disorder and Instrumental Learning | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | ADHD | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | instrumental learning | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | systematic review | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | journal article | |||||
| 著者（英） |
Hulsbosch, An-Katrien
× Hulsbosch, An-Katrien× De Meyer, Hasse× Beckers, Tom× Danckaerts, Marina× Van Liefferinge, Dagmar× Tripp, Gail× Van der Oord, Saskia |
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| 書誌情報 |
en : Journal of the American Academy of Child & Adolescent Psychiatry 発行日 2021-04-13 |
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| 抄録 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Objective Although instrumental learning deficits are, among other deficits, assumed to contribute to attention-deficit/hyperactivity disorder (ADHD), no comprehensive systematic review of instrumental learning deficits in ADHD exists. This review examines differences between ADHD and typically developing (TD) children in basic instrumental learning and the effects of reinforcement form, magnitude, schedule, and complexity, as well as effects of medication, on instrumental learning in children with ADHD. Method A systematic search of PubMed, PsyINFO, CINAHL, EMBASE+EMBASE CLASSIC, ERIC, and Web of Science was conducted for articles up to March 16, 2020. Experimental studies comparing instrumental learning between groups (ADHD versus TD) or a manipulation of reinforcement/medication within an ADHD sample were included. Quality of studies was assessed with an adapted version of the Hombrados and Waddington criteria to assess risk of bias in (quasi-) experimental studies. Results A total of 19 studies from among 3,384 non-duplicate screened articles were included. No difference in basic instrumental learning was found between children with ADHD and TD children, nor effects of form or magnitude of reinforcement. Results regarding reinforcement schedule and reversal learning were mixed, but children with ADHD seemed to show deficits in conditional discrimination learning compared to TD children. Methylphenidate improved instrumental learning in children with ADHD. Quality assessment showed poor quality of studies with respect to sample sizes and outcome and missing data reporting. Conclusion The review identified very few and highly heterogenous studies, with inconsistent findings. No clear deficit was found in instrumental learning under laboratory conditions. Children with ADHD do show deficits in complex forms of learning, that is, conditional discrimination learning. Clearly more research is needed, using more similar task designs and manipulations. |
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| 出版者 | ||||||
| 出版者 | Elsevier Inc. | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 0890-8567 | |||||
| PubMed番号 | ||||||
| 関連タイプ | isIdenticalTo | |||||
| 識別子タイプ | PMID | |||||
| 関連識別子 | info:pmid/33862167 | |||||
| DOI | ||||||
| 関連タイプ | isIdenticalTo | |||||
| 識別子タイプ | DOI | |||||
| 関連識別子 | info:doi/10.1016/j.jaac.2021.03.009 | |||||
| 権利 | ||||||
| 権利情報 | © 2021 The Author(s). | |||||
| 関連サイト | ||||||
| 識別子タイプ | URI | |||||
| 関連識別子 | https://www.sciencedirect.com/science/article/pii/S0890856721001817?via%3Dihub | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
