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Dyslexic children often show attention problems at school, but it is not clear the nature of their impairments. The aim of this study was to analyze whether verbal processing artefacts could mediate attention deficits. Forty-seven children (22 dyslexics and 25 controls), aged between 7 to 12, were assessed through an ADHD rating scale and a battery of tasks(More)
We explored the neuropsychological profile for executive functions of children with attention deficit hyperactivity disorder (ADHD) to assess whether problems associated with the two most cited relevant processes--inhibition and attentional problems--were the core of any executive function difficulty. A battery of executive function tests was administered(More)
BACKGROUND The object of this study was to analyze the executive functioning of children with attention deficit hyperactivity disorder (ADHD) or reading disability (RD) independent of their non-executive deficits. METHODS Three carefully diagnosed groups of children, aged between 7 and 12 years (35 ADHD, 22 RD and 30 typically developing children), were(More)
Two studies explored the influence of irrelevant information on the problem-solving ability of children rated as inattentive by their teachers, on the basis of symptoms of attention deficit hyperactivity disorder as defined by the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; American Psychiatric Association, 1994). In the first study, 20(More)
This study investigated reasons why children with attention deficit hyperactivity disorder (ADHD) or arithmetic learning disorder (ALD) have difficulties in solving arithmetic word problems. In particular, the aim of this study was to verify whether these difficulties are due to a working memory deficit and defective inhibition of irrelevant information(More)
It has been hypothesised that children with Attention Deficit/Hyperactivity Disorder (ADHD) present memory problems, including working memory deficits. This research is aimed at finding clearer evidence of a working memory deficit in these children. In the first study 22 children that had been referred by teachers as having ADHD symptoms were compared with(More)
OBJECTIVE Poor parent and teacher awareness for attention-deficit/hyperactivity disorder (ADHD) and the scepticism of many clinicians on the prevalence of the disorder, make Italy an interesting environment in which to verify neuropsychological constructs generated in a predominantly Northern American cultural contest. The aim of the study was to verify, by(More)
The study compared performance of children with high levels of attention deficit hyperactivity disorder (ADHD; n=22), children with ADHD and oppositional defiant disorder (ODD; n=19), and a control group (n=20) on a Go-No-go test in a self-paced and computer-paced condition. Each condition, in turn, was run in a reward and a nonreward condition. The(More)
This paper reports a selection of completed or ongoing studies that have evaluated or applied the Strengths and Difficulties Questionnaire (SDQ) in five countries of Southern Europe: Italy, Spain, Portugal, Croatia, and France. In Italy, the SDQ has been used to study its concurrent validity with other norm-based instruments (Child Behavior Checklist-CBCL(More)
This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n = 29), children(More)