Thesis Format
Monograph
Degree
Master of Arts
Program
Education
Supervisor
Fenesi, Barbara
Abstract
Hyperactivity in children with Attention Deficit/Hyperactivity Disorder (ADHD) is often thought of as an impairment. However, hyperactivity may be an adaptive behaviour during cognitively demanding tasks for those with ADHD. We investigated the impact of movement during a cognitively demanding task on prefrontal brain activity, inhibitory control, and self-efficacy in children with ADHD. Children aged 8-12 (with and without ADHD) engaged in the Stroop task under two conditions: Movement and Stationary. The Movement condition consisted of children pedalling on a desk cycle while performing the Stroop task with pre-post self-efficacy ratings; the Stationary condition involved children sitting still while completing the same task and ratings. Movement increased prefrontal brain activity and inhibitory control among both children with and without ADHD, with a greater magnitude of benefit for those with ADHD. Additionally, movement improved self-efficacy specifically for children with ADHD. Findings suggest that movement during cognitively demanding tasks may be beneficial for children, especially for those with ADHD.
Summary for Lay Audience
ADHD (Attention Deficit/Hyperactivity Disorder) is a neurodevelopmental disorder that affects the daily lives of many children. Children with ADHD struggle with inattention, impulsivity and often hyperactivity, and these challenges have, in part, been attributed to hypofrontality—a state of diminished blood flow in the prefrontal cortex. Hypofrontality has been correlated with poor executive functioning, processes that enable us to plan, focus attention, remember, and juggle multiple tasks. However, hyperactivity may play a deliberate and functional role in promoting attention among those with ADHD. Specifically, children with ADHD have been shown to upregulate their gross motor activity during cognitively demanding tasks to augment prefrontal cortical hypoactivation, serving to enhance executive functioning. My research aimed to elucidate the neurocognitive impact of movement during executive functioning among children with ADHD. Specifically, I aimed to answer the following questions: 1) How does movement during an executive functioning task impact performance in children with and without ADHD?; 2) How does movement during an executive functioning task impact prefrontal brain activity in children with and without ADHD?; and 3) How does movement during an executive functioning task impact self-efficacy in children with and without ADHD? Participants aged 8-12 engaged in two conditions where they performed an executive functioning task (Stroop) while pedalling a desk cycle (movement condition) and while remaining stationary (stationary condition). Participants also rated their self-efficacy for the Stroop task before and after each condition. Results showed that movement helped improve executive functioning (specifically, inhibitory control) and prefrontal brain activity in children with and without ADHD. Additionally, movement improved self-efficacy in children with ADHD. This thesis showed promising results that movement was able to improve neurocognitive activity during an executive functioning task in children with ADHD.
Recommended Citation
Lam, Matthew, "Does movement during a cognitive task support performance among children with Attention-Deficit Hyperactivity Disorder (ADHD)?" (2024). Electronic Thesis and Dissertation Repository. 10143.
https://ir.lib.uwo.ca/etd/10143
Included in
Behavior and Behavior Mechanisms Commons, Developmental Psychology Commons, Motor Control Commons, School Psychology Commons