A proof-of-concept study exploring the effects of impulsivity on a gamified version of the stop-signal task in children.

ADHD gamification impulsivity response inhibition stop-signal task

Journal

Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902

Informations de publication

Date de publication:
2023
Historique:
received: 12 10 2022
accepted: 18 01 2023
entrez: 27 2 2023
pubmed: 28 2 2023
medline: 28 2 2023
Statut: epublish

Résumé

This proof-of-concept study provides an appraisal of a remotely administered gamified Stop-Signal Task (gSST) for future use in studies using child sample. Performance on the standard Stop-Signal (SST) task has been shown previously to differentiate attention-deficit-hyperactivity-disorder groups from controls. As is the case with the SST, it was envisaged that those with greater impulsivity would perform worse than those with lower levels of impulsivity in the gSST. The potential advantage of the gSST is that it could be perceived as less monotonous than the original SST and has the potential to provide higher data quality in child samples, however future research will need to be conducted to determine this. The gSST was administered remotely

Identifiants

pubmed: 36844283
doi: 10.3389/fpsyg.2023.1068229
pmc: PMC9946965
doi:

Types de publication

Journal Article

Langues

eng

Pagination

1068229

Informations de copyright

Copyright © 2023 Gallagher, Kessler, Bramham, Dechant and Friehs.

Déclaration de conflit d'intérêts

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Auteurs

Ruth Gallagher (R)

School of Psychology, University College Dublin, Dublin, Ireland.

Klaus Kessler (K)

School of Psychology, University College Dublin, Dublin, Ireland.

Jessica Bramham (J)

School of Psychology, University College Dublin, Dublin, Ireland.

Martin Dechant (M)

ZEISS Vision Science Lab, Institute for Ophthalmic Research, Tübingen University, Tübingen, Germany.
UCLIC, University College London, London, United Kingdom.

Maximilian A Friehs (MA)

School of Psychology, University College Dublin, Dublin, Ireland.
Lise-Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
Department of Psychology of Conflict, Risk and Safety, University of Twente, Enschede, Netherlands.

Classifications MeSH