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Attention Deficit Disorder With and Without HyperactivityReaction Time and Speed of Cognitive ProcessingGeorge W. Hynd, EdD, is research professor of educational psychology and psychology and director of the Center for Clinical and Developmental Neuropsychology at the University of Georgia. He is also clinical professor of neurology at the Medical College of Georgia.
Naomi Nieves, PhD, is a graduate of the School Psychology Program at the University of Georgia. She is currently an assistant professor in the School Psychology Program at the University of Washington.
Robert T. Connor, PhD, is a graduate of the School Psychology Program at the University of Georgia. He is currently a postdoctoral fellow in Seattle, Washington.
Penny Stone, PhD, is a graduate of the School Psychology Program at the University of Georgia and is in private practice in Atlanta, Georgia.
Patricia Town, PhD, is a graduate of the School Psychology Program at the University of Georgia and is presently completing a postdoctoral fellowship in pediatric neuropsychology in the Department of Neurology at the Medical College of Wisconsin.
Mary Gail Becker, PhD, is an assistant professor of educational psychology and member of the School Psychology Program faculty at Penn State. She is a graduate of the School Psychology Program at the University of Georgia.
Benjamin B. Lahey, PhD, is a professor of psychology and director of the Georgia Children's Center in the Psychology Clinic at the University of Georgia.
Alison R. Lorys, MS, is a doctoral student in the School Psychology Program at the University of Georgia and is presently an intern at the Child Study Center at Oklahoma Health Science Center. Address: George W. Hynd, Department of Educational Psychology, 325 Aderhold Hall, University of Georgia, Athens, GA 30602. This study addressed the issue as to whether children reliably diagnosed as attention deficit disordered with hyperactivity (ADD/H) and without hyperactivity (ADD/ WO) differed significantly from each other and a clinic control (CC) population on speed and efficiency of cognitive processing. From an outpatient clinic population, 43 ADD/H and 22 ADD/ WO children were examined. An analysis of mean reaction time and speeded classification task performance revealed significant group effects on both mean reaction time and on a measure of within-subject variability. ADD/H children performed significantly more slowly and variably than the CC children on several of the speeded classification tasks. However, the ADD/ WO group was not distinguished on any measure. Thus, while children may be reliably diagnosed as ADD/H or ADD/WO using behavioral measures, it would appear that they cannot be distinguished on these neurocognitive tasks. Issues related to childhood psychopathology and the neuropsychological basis of ADD/H are discussed.
Journal of Learning Disabilities, Vol. 22, No. 9,
573-580 (1989) This article has been cited by other articles:
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