Cognitive Factors Influencing Mathematics Ability in Children with ADHD.

摘要

Background- Mathematics difficulty is a prevalent co-morbidity of ADHD. There is limited knowledge to explain cognitive characteristics of this co-morbidity. Objective- The study aims to investigate cognitive factors influencing mathematics performance in children with ADHD. Method- The sample consisted of 374 children with ADHD. The association between reading and mathematics ability and different cognitive factors measured by WISC-IV, Stop Signal Task and RAN was studied. Results- Inhibitory control did not have association with neither mathematics nor reading ability. Processing speed, working memory and visuo-spatial processing were predictors of mathematics score. Processing speed had differentiating role for mathematics performance. Conclusion- The lack of association between mathematics performance and inhibitory control implies possible independence of difficulties in mathematics learning from ADHD core cognitive deficits. Processing speed distinguishes mathematics from reading ability in children with ADHD. The cognitive factors influencing mathematics ability in ADHD seem to be similar to those in general population.