In the article selected, Claesdotter, Cervin, Åkerlund, Råstam, & Lindvall (2018) expound on the effects that ADHD tends to have on cognitive performance from the perspective that this mental disorder create a situation where patients suffer reduced cognition. The study seeks to examine the relationship between ADHD and reduced perception with the focus being towards highlighting the extent to which this mental disorder may impact cognitive performance. Attention-deficit hyperactivity disorder (ADHD) occurs as one of the most common neurodevelopmental disorder affecting children. Most of the children with ADHD experience significant challenges in controlling their impulses, which affects their cognition and cognitive performance in a substantial way (Mueller, Hong, Shepard, & Moore, 2017). ADHD interferes with the functioning and development due to the ongoing pattern associated with hyperactivity-impulsivity. The outcome of this is that majority of these children find themselves in a situation where it becomes difficult for them to connect with others within the same social environment as a result of ADHD condition.
Although the article does not expound on any limitations, one of the notable limitations that can be noted from the theory relevant to this study is that the applicability of the theoretical framework is somewhat limited due to constraints in samples. Researchers intending to study the effects of ADHD on cognitive performance find themselves at a significant restriction considering that they are expected to use children as their samples. In most cases, this becomes a challenge in seeking the requisite permissions that would allow them to engage in relevant studies that would advance the overall applicability of their studies. However, the limitation only affects the generalizability of the theoretical framework of the study while creating a situation where it becomes challenging to determine the effectiveness of the theories.
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Method
The primary purpose of the study, as conducted by Claesdotter, Cervin, Åkerlund, Råstam, & Lindvall (2018), was to evaluate the effects of ADHD on cognitive performance. The study sought to build on the understanding that children who have ADHD face significant issues surrounding cognition and cognitive performance. Although prior studies, some of which have been included in this article, the link between cognitive performance and ADHD, they fail to appreciate the fact that ADHD acts as one of the risk factors for reduced cognition. In this study, Claesdotter, Cervin, Åkerlund, Råstam, & Lindvall (2018) reflect on the general perception that children with ADHD face a significant risk concerning their cognition considering that it becomes somewhat challenging for them gain knowledge or understand their environments as expected. The study goes further towards highlighting the extent to which ADHD may affect a child's cognitive performance, which is essential towards building on the understanding that indeed this condition shapes the children's mental understanding.
The study encompasses several dependent and independent variables that govern the extent of the study concerning the topical area of focus. The independent variable analyzed in this study is ADHD. In this case, ADHD is the independent variable, as occurs as the independent condition affecting children leading to their exposure to other issues such as reduced cognitive performance. The variable reflects more on the idea that children with this condition are much more likely to suffer from other conditions, which affect their mental capacities. On the other hand, the dependent variables evaluated as part of this study are cognition and cognitive performance. These variables are dependent on whether or not a child is diagnosed with ADHD, which acts as the main risk factor for reduced cognition and cognitive performance.
Results
The results from the study showed a significant difference regarding the severity of ADHD and cognitive performance among the 112 drug-naïve subjects (age: 7-18 years) selected for the study. Claesdotter, Cervin, Åkerlund, Råstam, & Lindvall (2018) focus on using the Cambridge Neuropsychological Test Automated Battery (CANTAB) test to determine the impacts that ADHD has on cognitive performance. The results of the tests on the subjects indicated that children with high levels of ADHD tend to experience challenges in comprehending their respective environments. That arises from the fact that the majority of these children experience a significant increase in hyperactivity-impulsivity, which substantially affects their cognition. The results also highlighted the existing connection between ADHD and cognition from the perspective of perception, which sought to support the position that indeed this mental condition tends to have a significant effect on cognitive performance.
The results also point to the fact that ADHA creates a challenge for the persons affected, as it creates a situation where it becomes difficult for the persons affected to sustain focus in any given environment. Claesdotter, Cervin, Åkerlund, Råstam, & Lindvall (2018) take note of the fact that reduced cognitive performance results from a situation where it becomes difficult for the subjects affected to maintain expected levels of focus while in given environments. Thus, this means that exposure of the children to the severe effects of ADHD acts as a contributing factor to reduced cognition and cognitive performance. The results, from the study, can point out this relationship as a way of trying to highlight the fact that indeed ADHD tends to have a significant effect on cognition.
Discussion
The main methodological weakness, noted from the study, revolves around the sample size selected for the study, as this sample is somewhat limited, which makes it difficult to determine the validity of the results. In any given study, researchers are expected to use a sample that may have ultimate outcomes leading to the generalization of the findings or issues. However, in this study, the researcher may find it difficult in generalizing the results considering that the sample is somewhat limited, which may lead to a limitation in the study outcomes. The second methodological weakness noted, in this study, revolves around bias on the part of the researchers while engaging in the study. Bias arises from the fact that the researchers tend to have the perception that indeed ADHD tends to have essential impacts on cognitive performance, which is a perception that guides their engagement in the study. Thus, this limits the general outcomes of the study, as the results can be considered as being biased.
The other key aspect of consideration from this study is the future research directions that researchers may adopt from the findings, as presented in the article. Future research in this topic may reflect more on examining the mental effects that ADHD is having on the children, which results in a reduction in their cognitive performance. In other words, researchers may seek to examine multiple subjects to determine how the mental effects associated with ADHD impact on cognition. Engagement in this study will help towards creating that general platform from which to understand the nature of the relationship between ADHD and cognition, as well as, cognitive performance.
References
Claesdotter, E., Cervin, M., Åkerlund, S., Råstam, M., & Lindvall, M. (2018). The effects of ADHD on cognitive performance. Nordic Journal of Psychiatry , 72 (3), 158-163.
Mueller, A., Hong, D. S., Shepard, S., & Moore, T. (2017). Linking ADHD to the neural circuitry of attention. Trends in cognitive sciences , 21 (6), 474-488.
