Objective:Replicated evidence indicates that children with attention-deficit/hyperactivity disorder (ADHD) show disproportionate increases in hyperactivity/physical movement when their underdeveloped executive functions are taxed. However, our understanding of hyperactivity’s relation with set shifting is limited, which is surprising given set shifting’s importance as the third core executive function alongside working memory and inhibition. The aim of this study was to experimentally examine the effect of imposing set shifting and inhibition demands on objectively measured activity level in children with and without ADHD.Method:The current study used a validated experimental manipulation to differentially evoke set shifting, inhibition, and general cognitive demands in a carefully phenotyped sample of children aged 8–13 years with ADHD (n = 43) and without ADHD (n = 34). Activity level was sampled during each task using multiple, high-precision actigraphs; total hyperactivity scores (THS) were calculated.Results:Results of the 2 × 5 Bayesian ANOVA for hyperactivity revealed strong support for a main effect of task (BF10 = 1.79 × 1018, p < .001, ω2 = .20), such that children upregulated their physical movement in response to general cognitive demands and set shifting demands specifically, but not in response to increased inhibition demands. Importantly, however, this manipulation did not disproportionally increase hyperactivity in ADHD as demonstrated by significant evidence against the task × group interaction (BF01 = 18.21, p = .48, ω2 = .002).Conclusions:Inhibition demands do not cause children to upregulate their physical activity. Set shifting produces reliable increases in children’s physical movement/hyperactivity over and above the effects of general cognitive demands but cannot specifically explain hyperactivity in children with ADHD.

中文翻译：

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注意力缺陷/多动障碍 (ADHD) 儿童的组转换和多动之间是否存在功能关系？

目的：重复的证据表明，注意力缺陷/多动障碍 (ADHD) 的儿童在对其不发达的执行功能进行征税时表现出多动/身体运动的不成比例增加。然而，我们对多动与集合转换关系的理解是有限的，考虑到集合转换作为工作记忆和抑制之外的第三个核心执行功能的重要性，这令人惊讶。本研究的目的是通过实验检验对患有和不患有 ADHD 的儿童的客观测量活动水平施加设置转换和抑制要求的效果。方法：当前的研究使用经过验证的实验操作来不同地唤起设置转换、抑制和一般对 8-13 岁多动症儿童的仔细表型样本中的认知需求（n= 43) 并且没有多动症 (n= 34)。在每个任务期间使用多个高精度活动记录仪对活动水平进行采样；计算了多动症总分 (THS)。结果：多动症的 2 × 5 贝叶斯方差分析结果显示强烈支持为了任务的主效应（BF10= 1.79 × 1018,p< .001, ω2= .20），这样儿童就可以响应一般的认知需求并专门设置转换需求，而不是响应增加的抑制需求而上调他们的身体运动。然而，重要的是，这种操作并没有不成比例地增加 ADHD 的多动症，如重要证据所证明的那样反对任务×小组互动（BF01= 18.21,p= .48, ω2= .002)。结论：抑制需求不会导致儿童上调他们的身体活动。除了一般认知需求的影响之外，设置移位使儿童的身体运动/多动产生可靠的增加，但不能具体解释多动症儿童的多动。