Negation Processing in Children with ADHD: The Generic Problem of Using Negation in Instructions

Autor/inn/en	Dudschig, Carolin; Kaup, Barbara; Svaldi, Jennifer; Gulewitsch, Marco Daniel
Titel	Negation Processing in Children with ADHD: The Generic Problem of Using Negation in Instructions
Quelle	In: Journal of Psycholinguistic Research, 50 (2021) 6, S.1309-1320 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dudschig, Carolin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-021-09789-w
Schlagwörter	Morphemes; Language Processing; Attention Deficit Hyperactivity Disorder; Psycholinguistics; Comparative Analysis; Inhibition; Children; Pilot Projects; Brain Hemisphere Functions + Suchen Sie Ihr Suchwort? Morphem; Sprachverarbeitung; Psycholinguistik; Hemmung; Child; Kind; Kinder; Pilot project; Modellversuch; Pilotprojekt
Abstract	Recent studies have suggested that negation comprehension falls back onto inhibitory brain systems that are also crucial for impulse control and other non-linguistic control domains (Beltran et al., 2018, 2019; de Vega et al., 2016; Liu et al., 2020). Against this backdrop, the present pilot study investigated the use of negation within directional instructions (i.e., "not left", "now left", "not right", "now right") in children with ADHD and a control group. The results indicate that children in general have a long response delay following negative compared to affirmative instructions. Additionally, there was a tendency for this effect to be more pronounced in the ADHD group. Together, these results suggest that negation processing might indeed demand inhibitory control processes, which are differently available across different subgroups. Thus, the current study provides evidence that using negation in imperatives or instructions is generally rather critical and should be avoided if possible, but that negation use is probably even more problematic in specific clinical populations. Potential implications of these results will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01