Lexical Access in University Students with ADHD: Investigating the Impact of Executive Control and Blends on Linguistic Processing
Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder resulting from executive control deficits. The recognition and lexical access of word blends may be more costly in university students with ADHD. The general objective was to investigate whether blends are processed fas...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Associação Brasileira de Linguística (ABRALIN) |
| Repositorio: | Cadernos de Linguística |
| Idioma: | inglés portugués |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/767 |
| Acceso en línea: | https://cadernos.abralin.org/index.php/cadernos/article/view/767 |
| Access Level: | acceso abierto |
| Palabra clave: | Psicolinguística Acesso Lexical Blends Controle Executivo TDAH Psycholinguistics Lexical Access Executive Control ADHD |
| Sumario: | Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder resulting from executive control deficits. The recognition and lexical access of word blends may be more costly in university students with ADHD. The general objective was to investigate whether blends are processed faster than morphologically complex words between the experimental (EG - with ADHD) and control (CG - without ADHD) groups. In addition, we sought to: i) verify the influence of executive control on lexical access to complex words and blends, ii) compare performance between the EG and CG to analyze whether cognitive distinctions have an impact on lexical access and verify the types of words that facilitate and hinder processing. The participants were 18 university students from the EG and 8 university students from the CG, aged between 21 and 47. To test executive control, the experimental design included congruent, incongruent and neutral conditions in blends and morphologically complex words in a Lexical Decision Task with Simon Task. The hypothesis put forward is that the EG would have more difficulties in recognizing and accessing lexical blends and a longer time in making lexical decisions compared to the CG, because this task requires a greater demand on executive control, something that subjects with ADHD are more deficient in. The EG would make more errors in the incongruent condition and would be slower in reaction times compared to the congruent condition. Preliminary results revealed Main Effects of Group, Word Type and Condition. It was also observed that there was an Interaction Effect only between Group and Word Type. The EG proved to be slower than the CG and, in view of this, the intention is to expand the sample of volunteers to see if these tendencies remain or change. |
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