مقاله انگلیسی ارتباط عملکردی تغییر یافته در کودکان مبتلا به اختلال کم توجهی - بیش فعالی
Abstract
Introduction
Materials and Methods
Results
Discussion
Conclusion
Data Availability
Conflicts of Interest
Authors’ Contributions
Acknowledgments
References
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Abstract
Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental brain disorders in childhood. Despite extensive researches, the neurobiological mechanism underlying ADHD is still left unveiled. Since the deficit functions, such as attention, have been demonstrated in ADHD, in our present study, based on the oddball P3 task, the corresponding electroencephalogram (EEG) of both healthy controls (HCs) and ADHD children was first collected. And we then not only focused on the event-related potential (ERP) evoked during tasks but also investigated related brain networks. Although an insignificant difference in behavior was found between the HCs and ADHD children, significant electrophysiological differences were found in both ERPs and brain networks. In detail, the dysfunctional attention occurred during the early stage of the designed task; as compared to HCs, the reduced P2 and N2 amplitudes in ADHD children were found, and the atypical information interaction might further underpin such a deficit. On the one hand, when investigating the cortical activity, HCs recruited much stronger brain activity mainly in the temporal and frontal regions, compared to ADHD children; on the other hand, the brain network showed atypical enhanced long-range connectivity between the frontal and occipital lobes but attenuated connectivity among frontal, parietal, and temporal lobes in ADHD children. We hope that the findings in this study may be instructive for the understanding of cognitive processing in children with ADHD.
1. Introduction
Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders, characterized by age-inappropriate symptoms of inattention, hyperactivity, and impulsivity [1]. It arises in childhood and often persists into adolescence, even adulthood. The reduced-capacity [2] or dysfunctional attention [3] was not the major cause of ADHD symptoms; event-related potential (ERP), such as P2, N2, and P3, has consistently suggested the cognitive deficits in multiple stages of sensory and cognitive processing in ADHD [4]. P2, a positive deflection peaking around 150-250 ms after stimuli presentation, plays a crucial role when measuring attention [5], which could reflect not only early comprehension but also index updating of a representation in response to new incoming information [6]. A smaller P2 in ADHD reflects an underactivation of the early orienting process and a poor allocation of attentional resources [7]. Besides, N2, peaking at around 200-250 ms after stimuli onset, could reflect the cognitive control for successful inhibitory control and interference suppression [8] and has also been found to be reduced in ADHD patients [9]. P3 is a later ERP component and peaks around 250-600 ms and is widely used to investigate cognitive mechanisms in neuropsychiatric disorders, including ADHD [10]. For example, Li et al. suggested that the rest and task P3 electroencephalogram (EEG) could actually provide comprehensive information to reliably classify schizophrenia patients from healthy controls (HCs) [11]. Additionally, its amplitude has also been found to be decreased in ADHD [12]. As illustrated, the early stage may influence subsequent response processes [13]; since P2, N2, and P3 index different stages of cognitive information processing, in this work, all of these components were investigated to uncover the cognitive deficits in ADHD children.