NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ696555
Record Type: Journal
Publication Date: 2004-Oct
Pages: 10
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0091-0627
Time Perception: Does It Distinguish ADHD and RD Children in a Clinical Sample?
McGee, R.; Brodeur, D.; Symons, D.; Andrade, B.; Fahie, C.
Journal of Abnormal Child Psychology, v32 n5 p481 Oct 2004
This study used a double-dissociation design to evaluate whether children with ADHD demonstrated specific deficits relative to children with Reading Disorders. Recent theory suggests that ADHD children have deficits in time perception and working memory, whereas RD children have deficits in phonological decoding. The performance of 113 clinic-referred children aged 6-11 was examined using measures of working memory, phonological processing, and time perception. Respondents completed two time production tasks in which they were to judge when 30-s had elapsed, and another in which they were asked to estimate the duration of the Conners' CPT (CCPT). Time Perception and phonological processing variables were submitted to a 2 X 2 ANCOVA (ADHD vs. RD), covarying for age, SES, IQ, and working memory. Children with ADHD were more likely to overestimate the time taken for the CCPT than children without ADHD, but no group differences were found on the 30-s estimation tasks. Children with RD did not display deficits in time estimation, but showed deficits in auditory phonological processing. The lack of interaction effects supported an "etiological subtype" over the "phenocopy" model of ADHD and RD. No group differences were detected using the CCPT. Although our previous studies did not find an order effect for the Conners' CPT in a 1-hr battery, a fatigue effect was evident with a 1.5-hr battery. The implications for Barkley's behavioral inhibition theories (R. Barkley, 1997) are discussed.
Springer-Verlag New York, LLC., Journal Fulfillment, P.O. Box 2485, Secaucus, NJ 07096. Tel: 800-777-4643 (Toll Free); Fax: 201-348-4505; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Continuous Performance Test