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dc.contributor.advisorHellsten, Laurie-Ann
dc.creatorGibb, Maia K.G. 1962-
dc.date.accessioned2016-09-21T21:52:34Z
dc.date.available2018-10-16T17:31:19Z
dc.date.created2016-08
dc.date.issued2016-09-21
dc.date.submittedAugust 2016
dc.identifier.urihttp://hdl.handle.net/10388/7454
dc.description.abstractDecision errors occur because faster, Type 1 processes supply an autonomous dominant response founded on beliefs that can be difficult to inhibit and override by slower Type 2 processes correlated with more rational thinking. ADHD is widely associated with primary deficits in inhibitory control (Barkley, 1997), a central executive mechanism that plays a principal role in analytic thinking. Differences in reasoning abilities between university students with ADHD (n = 64) and without (n = 64) were measured by asking both groups to solve 24 base-rate problems (12 conflict, 12 non-conflict) that included a response instruction manipulation of answering either with “beliefs” or “statistics.” Participants also completed the Cognitive Reflection Test (CRT), a three-item problem-solving task that cues an intuitive, yet erroneous, response that must be inhibited and overruled to provide a correct answer. Surprisingly, accuracy rates for ADHD participants on the CRT task matched that of controls. Similarly, ADHD participants performed equal to or better than controls on base-rate problems thought to require inhibitory control. The pattern of response times for both study tasks suggests that the acknowledged inhibitory deficits in ADHD may manifest themselves in response latencies. Thus, despite similar or better accuracy rates, ADHD reasoners required extended time to overcome inhibitory deficits. A further finding was that on base-rate problems solved with beliefs, on conflict and non-conflict problems, the ADHD group required significantly longer to encode the lengthy personality descriptions. Likely this is due to inefficient working memory systems, strongly associated with ADHD, that hamper the ability to temporarily store and manipulate information (Holmes et al., 2014). Altogether, these findings have implications for classroom instruction for students with ADHD and may assist with developing effective pedagogies to provide a positive and rewarding learning experience for students with diverse learning needs.
dc.format.mimetypeapplication/pdf
dc.subjectADHD
dc.subjectreasoning
dc.subjectexecutive inhibition
dc.subjectresponse delay
dc.subjectdisinhibition theories
dc.subjectdual process theories of reasoning
dc.subjectinhibitory control
dc.titleADHD and Reasoning Performance: Bridging the Gap between Science and the Classroom
dc.typeThesis
dc.date.updated2016-09-21T21:52:34Z
thesis.degree.departmentEducational Psychology and Special Education
thesis.degree.disciplineEducational Psychology and Special Education
thesis.degree.grantorUniversity of Saskatchewan
thesis.degree.levelMasters
thesis.degree.nameMaster of Education (M.Ed.)
dc.type.materialtext
dc.contributor.committeeMemberMcIntyre, Laureen
dc.contributor.committeeMemberClaypool, Timothy
dc.contributor.committeeMemberThompson, Valerie
dc.contributor.committeeMemberMontgomery, Janine
local.embargo.terms2018-09-21


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