716
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Comparación de la flexibilidad cognitiva en el TDAH y la dislexia

Comparison of cognitive flexibility in ADHD and dyslexia

, &
Pages 105-117 | Received 28 Oct 2011, Accepted 02 Jun 2012, Published online: 23 Jan 2014

Referencias

  • Abad-Mas, L., Ruiz-Andrés, R., Moreno-Madrid, F., Sirera-Conca, M. A., Cornesse, M., Delgado-Mejía, I. D. & Etchepareborda, M. C. (2011). Entrenamiento de las funciones ejecutivas en el trastorno por déficit de atención/hiperactividad. Revista de Neurología, 52 (1), 77–83.
  • Alexander-Passé, N. (2008). The Sources and Manifestations of Stress Amongst School-aged Dyslexics, Compared with Sibling Controls. Dyslexia 14, 291–313.
  • álvarez, L., González-castro, P., Nuñez, J. C., González-pienda, J. A., álvarez, D. & Bernardo, A. B. (2007). Programa de intervención multimodal para la mejora de los déficit de atención. Psicothema, 19 (4), 591–596.
  • Anderson, P. (2002). Assessment and developmental of executive function during childhood. Child Neuropsychology 8, 71–82.
  • Artigas-Pallarés, J. (2002). Problemas asociados a la Dislexia. Revista de Neurología, 34, 7–13.
  • Barkley, R. (1997). ADHD and the nature self-control. Nueva York: Guilford Press.
  • Barkley, R. A., Dupaul, G. L. & Mcmurray, M. B. (1990). Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology, 58, 775–789.
  • Barkley, R. A., Grodzinsky, G. & Dupaul, G. J. (1992). Frontal lobe functions in attention deficit disorder with and without hyperactivity: A review and research report. Journal of Abnormal Child Psychology, 20, 163–188.
  • Bental, B. & Tlrosh, E. (2007). The relationship between attention, executive functions and reading domain abilities in attention deficit hyperactivity disorder and reading disorder: A comparative study. Journal of Child Psychology and Psychiatry, 48, 455–463.
  • Boucugnani, L. L. & Jones, R. W. (1989). Behaviors analogous to frontal lobe dysfunction in children with attention deficit hyperactivity disorder. Archives of Clinical Neuropsychology, 4, 161–173.
  • Brock, S. & Knapp, P. (1996). Reading comprehension abilities of children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 1, 173–186.
  • Camino, J. L. (2005). Dislexia. ¿Hecho o mito? Barcelona: Herder Editorial S. L.
  • Carte, E., Nigg, J. & Hinshaw, S. (1996). Neuropsychological functioning, motor speed, and language processing in boys with and without ADHD. Journal of Abnormal Child Psychology, 24, 481–498.
  • Chelune, G. J. & Baer, R. A. (1986). Developmental norms for the Wisconsin CardSorting test. Journal of Clinical and Experimental Neuropsychology, 8, 219–28.
  • Chelune, G. J., Ferguson, W., Koon, R. & Dickey, T. O. (1986). Frontal lobe disinhibition in attention deficit disorder. Child Psychiatry and Human Development, 16, 221–234.
  • Cherkes-Julkowski, M., Stolzenberg, J., Hatzes, N. & Madaus, J. (1995). Methodological issues in assessing the relationship among ADD, medication effects and reading performance. Learning Disabilities: A Multidisciplinary Journal, 6, 21–30.
  • Cordero, N. & Calogne, R. (2000). Test Breve de Inteligencia de Kaufman. Madrid: TEA.
  • Cruz, M. V. (2001). Test de Clasificación de Tarjetas de Wisconsin. Madrid: TEA Ediciones S. A.
  • Davis, D. D., Hutchison, W. D., Lozano, A. M., Tasker, R. R. & Dostrovsky, J. O. (2000). Human anterior cingulate cortex neurons modulated by attention demanding tasks. Journal of Neurophysiology, 83 (3), 575–7.
  • Etchepareborda, M. C. & Mulas, F. (2004). Flexibilidad cognitiva, síntoma adicional del trastorno por déficit de atención con hiperactividad. ¿Elemento predictor terapéutico? Revista de Neurología, 38 (1), 97–102.
  • Etchepareborda, M. C., Mulas, F., Capilla-González, A., Fernández-gonzález, S., Campo, P., Maestú, F., Fernández-lucas, A. & Ortiz, T. (2004). Sustrato Neurofuncional de la rigidez cognitiva en el trastorno por déficit de atención con hiperactividad: resultados preliminares. Revista de Neurología, 38 (1), 145–148.
  • Etchepareborda, M. C., Paiva-Barón, H. & Abad, L. (2009). Ventajas de las baterías de exploración neuropsicológica en el trastorno por déficit de atención/hiperactividad. Revista de Neurología, 48 (2), 89–93.
  • Everatt, J., Weeks, S. & Brooks, P. (2008). Profiles of Strengths and Weaknesses in Dyslexia and Other Learning Difficulties. Dyslexia, 14, 16–41.
  • Faraone, S. V., Biederman, J. & Friedman, D. (2000). Validity of DSM-IV subtypes of attention-deficit/hyperactivity disorder: A family study perspective. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 300–307.
  • Fitzgerald, M., Bellgrove, M., & Gill, M. (2007). Handbook of Attention Deficit Hyperactivity Disorder. Chichester, UK: Wiley.
  • Friedman, M., Chhabildas, N., Budhiraja, N., Willcutt, E. G. & Pennington, B. F. (2003). Etiology of comorbidity between ADHD and reading disability: Exploration of the assortative mating hypothesis. American Journal of Medical Genetics, 120, 109–115.
  • Ghelani, K., Sidhu, R., Jain, U. & Tannock, R. (2004). Reading Comprehension and Reading Related Abilities in Adolescents with Reading Disabilities and Attention-Deficit/Hyperactivity Disorder. Dyslexia, 10, 364–384.
  • Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G. & Curtiss, G. (2001). WCST, Test de Clasificación de Tarjetas de Wisconsin. Madrid: TEA Ediciones.
  • IDA (2002). The International Dyslexia Association. Recuperado el 9 de Noviembre del 2010 de http://www.interdys.org/FAQWhatIs.htm
  • Johnson, D. E., Epstein, J. N., Waid, L. R., Lathan, P. K., Voronic, K. E. & Anton, R. F. (2001). Neuropsychological performance deficits in adults with attention deficit/hyperactivity disorder. Achieves Clinical Neuropsychology, 16, 587–604.
  • Kelly, M. S., Best, C. T. & Kirk, U. (1989). Cognitive processing deficits in reading disabilities: a prefrontal cortical hypothesis. Brain and Cognition, 11, 275–293.
  • Lazar, J. W. & Frank, Y. (1998). Frontal systems dysfunction in children with attention-deficit/hyperactivity disorder and learning disabilities. Journal of Neuropsychiatry and Clinical Neurosciences, 10 (2), 160–167.
  • López-ibor, J. & Valdés, M. (2005). DSM-IV-TR. Manual Diagnóstico y estadístico de los Trastornos Mentales. Texto Revisado. Barcelona: Masson, S.A.
  • Marzocchi, G. M., Oosterlaan, J., Zuddas, A., Carolina, P., Geurts, H., Redigolo, D., Vio, C. & Sergeant, J. A. (2007). Contrasting deficits on executive functions between ADHD and Reading Disabled children. Journal of Child Psychology and Psychiatry, 49 (5), 543–552.
  • Matute, E., Chamorro, Y., Inozemtseva, O., Barrios, O., Rosselli, M. & Ardila, A. (2008). Efecto de la edad en una tarea de planificación y organización (Pirámide de México) en escolares. Revista de Neurología, 47, 61–70.
  • Miranda, A., Presentación, M. J., Siegenthaler, R., Colomer, C. & Pinto, V. (2011). Comorbidity between attention deficit hyperactivity disorder and reading disabilities: Implications for assessment and treatment. En T. E. Scruggs & M. A. Mastropieri (Eds.), Assessment and intervention: Advances in learning and behavioral disabilities (Vol. 24. pp. 171–211). Bingley, UK: Emerald.
  • Miyake, A. & Shah, P. (1999). Toward unified theories of working memory: emerging general consensus, unresolved theoretical issues, and future research directions. En A. Miyake & P. Shah (Eds.), Models of working memory: mechanisms of active maintenance and executive control (pp. 73–91). Nueva York: Cambridge University Press.
  • Nakamura, K., Dehaene, S., Jobert, A., Le Bihan, D. & Koudier, S. (2005). Subliminal convergence of Kanji and Kana words: further evidence for functional parcellation of the posterior temporal cortex in visual word perception. Journal of Cognitive Neuroscience, 17, 954–68.
  • Narhi, V. & Ahohen, T. (1995). Reading disability with or without attention deficit hyperactivity disorder: Do attentional problems make a difference? Developmental Neuropsychology, 11, 337–349.
  • Nigg, J. T., Hinshaw, S. P., Carte, E. & Treuting, J. (1998). Neuropsychological correlates of childhood attention-deficit/hyperactivity disorder: Explainable by comorbid disruptive behavior or reading problems? Journal of Abnormal Psychology, 107, 468–480.
  • Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101, 385–413.
  • Pennington, B. F., Groisser, D. & Welsh, M. C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability. Developmental Psychology, 29, 511–551.
  • Pineda, D., Ardilla, A. & Rosselli, M. (1999). Neuropsychological and behavioural assessment of TDA in seventh to 12 year-old children. A discriminant analysis. Journal of Learning Disabilities, 32, 159–173.
  • Purvis, K. L. & Tannock, R. (2000). Phonological processing, not inhibitory control, differentiates ADHD and reading disability. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 484–494.
  • Reiter, A., Tuchman, O. & Lange, K. W. (2005). Executive Functions in Children with Dyslexia. Dyslexia, 11, 116–131.
  • Rodríguez-jiménez, R., Cubillo, A. I., Jiménez-arriero, M. A., Ponce, G. M. Aragüés-figuero, M. & Palomo, T. (2006). Disfunciones ejecutivas en adultos con trastorno por déficit de atención e hiperactividad. Revista de Neurología, 43 (11), 678–684.
  • Romero-Ayuso, D. M., Maestú, F., González-marqués, J., Romo-Barrientos, C. & Andrade, J. M. (2006). Disfunción ejecutiva en el trastorno por déficit de atención por hiperactividad en la infancia. Revista de Neurología, 42 (5), 265–271.
  • Rucklidge, J. & Tannock, R. (2002). Neuropsychological profiles of adolescents with ADHD: effects of reading difficulties and gender. Journal of Child Psychology and Psychiatry, 43, 988–1003.
  • Semrud-Clikeman, M., Biederman, J., Sprich-Buckminster, S., Lehman, B, Faraone, S. & Norman, D. (1992). Comorbidity between ADDH and LD: A review and report in a clinically referred sample. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 439–448.
  • Sergeant, J. A., Geurts, H. & Oorsteerlan, J. (2002). How specific is a deficit of executive function for a Attention-Deficit/Hyperactivity Disorder? Behavioral Brain Research, 130, 3–28.
  • Shanahan, M. A., Pennington, B. F., Yerys, B. E., Scott, A., Boada, R. & Willcutt, E. G. (2006). Processing speed deficits in attention deficit/hyperactivity disorder and reading disability. Journal of Abnormal Child Psychology, 34 (5), 585–602.
  • Soprano, A. M. (2003). Evaluación de las funciones ejecutivas en el niño. Revista de Neurología, 37, 44–50.
  • Tannock, R., Martinussen, R. & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficit in attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 237–252.
  • Tant, J. L. & Douglas, V. L. (1982). Problem solving in hyperactive, normal and reading disabled boys. Journal of Abnormal Child Psychology, 10 (3), 285–306.
  • Tiffin-Richards, M. C., Hasselhorn, M., Woerner, W., Rothenberger, A. & Banaschewski, T. (2008). Phonological short-term memory and central executive processing in attention-deficit/hyperactivity disorder with/without dyslexia—Evidence of cognitive overlap. Journal of Neural Transmission, 11 (2), 227–234.
  • Tirapu-Ustárroz, J., García-molina, A., Luna-Lario, P., Roig-Rovira, T. & Pelegrín-valero, C. (2008). Modelos de funciones y control ejecutivo (I). Revista de Neurología, 46 (11), 684–692.
  • Turner-Ellis, S. A., Miles, T. R. & Wheeler, T. J. (2009). Extraneous bodily movements and irrelevant vocalizations by dyslexic and non-dyslexic boys during calculation tasks. Dyslexia, 15, 155–163.
  • Vaquerizo-Madrid, J., Estévez-díaz, F. & Díaz-maíllo, I. (2006). Revisión del modelo de alerta e intervención psicolingüística en el trastorno por déficit de atención e hiperactividad. Revista de Neurología, 42 (2), 53–61.
  • Vaquerizo-Madrid, J., Estévez-díaz, F. & Pozo-García, A. (2005). El lenguaje en el trastorno por déficit de atención con hiperactividad: competencias narrativas. Revista de Neurología, 41 (1), 83–89.
  • Welsh, M. C., Pennington, B. F. & Groisser, D. B. (1991). A normative-developmental study of executive function: a window on prefrontal function in children. Developmental Neuropsychology, 7, 131–49.
  • Willcutt, E. G. & Pennington, B. F. (2000). Comorbidity of reading disability and attention- deficit/hyperactivity disorder: Differences by gender and subtype. Journal of Learning Disabilities, 33, 179–192.
  • Willcutt, E. G., Pennington, B. F., Boada, R., Tunick, R. A., Ogline, J., Chhabildas, N. A. & Olson, R. K. (2001). A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 110, 157–172.
  • Willcutt, E. G., Pennington, B. F., Chhabildas, N. A., Olson, R. K., & Hulslander, J. L. (2005). Neuropsychological analyses of comorbidity between RD and ADHD: In search of the common deficit. Developmental Neuropsychology, 27, 35–78.
  • Ygual-Fernández, A. (2000). Dificultades en las dimensiones de forma y contenido del lenguaje en los niños con trastorno por déficit de atención con hiperactividad. Revista de Neurología, 1, 193–200.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.