ArticleDevelopmental cognitive neuroscience2015
Feedback associated with expectation for larger-reward improves visuospatial working memory performances in children with ADHD.
Article in Developmental cognitive neuroscience, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed, 21 citations in OpenAlex.
- Impact of SNAP-25 MnlI polymorphism on brain activity patterns in children with ADHD: Insights from fractional amplitude of low-frequency fluctuation analysis.Neuroimage. Reports · 2026Article
- The Ability to Direct Attention in Working Memory Is Not Impaired in Adults With Symptoms of ADHD.Journal of attention disorders · 2025Article
- Evidence for the Beneficial Effect of Reward on Working Memory: A Meta-Analytic Study.Journal of Intelligence · 2024Article
- Semantic and syntactic specialization during auditory sentence processing in 7-8-year-old children.Cortex; a journal devoted to the study of the nervous system and behavior · 2021Article
- Reward Expectation Differentially Modulates Global and Local Spatial Working Memory Accuracy.Frontiers in psychology · 2021Article
- A neuroimaging dataset on working memory and reward processing in children with and without ADHD.Data in brief · 2020Article
- Functional neuroimaging of visuospatial working memory tasks enables accurate detection of attention deficit and hyperactivity disorder.NeuroImage. Clinical · 2015Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
Abstract
We tested the interactive effect of feedback and reward on visuospatial working memory in children with ADHD. Seventeen boys with ADHD and 17 Normal Control (NC) boys underwent functional magnetic resonance imaging (fMRI) while performing four visuospatial 2-back tasks that required monitoring the spatial location of letters presented on a display. Tasks varied in reward size (large; small) and feedback availability (no-feedback; feedback). While the performance of NC boys was high in all conditions, boys with ADHD exhibited higher performance (similar to those of NC boys) only when they received feedback associated with large-reward. Performance pattern in both groups was mirrored by neural activity in an executive function neural network comprised of few distinct frontal brain regions. Specifically, neural activity in the left and right middle frontal gyri of boys with ADHD became normal-like only when feedback was available, mainly when feedback was associated with large-reward. When feedback was associated with small-reward, or when large-reward was expected but feedback was not available, boys with ADHD exhibited altered neural activity in the medial orbitofrontal cortex and anterior insula. This suggests that contextual support normalizes activity in executive brain regions in children with ADHD, which results in improved working memory.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.