Although it has been found that children with attention deficit hyperactivity disorder (ADHD) with impaired ability of inhibition control often showed greater attentional blink (AB), there is minimal information in regards to attention deficit in the interaction of AB enhancement with sound induction. A rapid serial visual presentation (RSVP) task was used by presenting an audiology pure tone evaluation simultaneously with T2 to investigate how auditory-driven visual perception enhances AB in children with ADHD. The results showed that children with ADHD had greater AB, and they performed worse than typically developing children (TD) in AB amplitude and recovery time. In addtion, the sound enhanced AB in TD children but interfered in children with ADHD. These results indicate that children with ADHD with faulty attentional allocation have fewer resources available for targets in the cross-modality AB, thus leading to a severe interference effect and a larger AB. It demonstrates that sound can only enhance AB when attentional resources are previously invested and the ability to suppress interference are still sufficient after dividing attention in cross-modality.

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children. Previous studies have shown that children with ADHD have impaired processing of emotional stimuli, but it is unclear whether their ability to integrate multimodal emotional stimuli is impaired and at which processing pathway this impairment exists. The present study investigated the ability of children with ADHD to integrate emotional audiovisual stimuli under different emotional conditions, and the effect of audiovisual integration on IOR to reveal the impaired processing pathway of their emotional audiovisual integration. Fifty-eight school-age children (29 with ADHD and 29 matched typically developing (TD) children) performed an emotional valence discrimination task with a cue-target paradigm. The results showed that children with ADHD did not exhibit audiovisual integration of emotional stimuli in all experimental conditions. In addition, the IOR effect was significantly smaller for audiovisual targets than for visual targets under the negative but not the neutral emotion condition in children with ADHD, whereas this effect was present in all emotion conditions in TD children. These results indicate that the ability to integrate emotional audiovisual information is impaired in children with ADHD and this impairment exists in both bottom-up and top-down pathways. Additionally, although presenting emotional auditory stimuli at the same time as emotional faces reduced IOR both in children with ADHD and TD, the manner of reduction differed. These findings provide new evidence of emotional processing deficits and multimodal integration deficits in children with ADHD, and help provide support for children in educational settings.

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that leads to visually relevant compensatory activities and cognitive strategies in children. Previous studies have identified difficulties with audiovisual integration in children with ADHD, but the characteristics of the visual dominance effect when processing multisensory stimuli are not clear in children with ADHD. The current study used the Colavita paradigm to explore the visual dominance effect in school-aged children with ADHD. The results found that, compared with typically developing children, children with ADHD had a higher proportion of "visual-auditory" trials and a lower proportion of "simultaneous" trials. The study also found that the proportion of visual-auditory trials in children with ADHD decreased as their Swanson, Nolan, and Pelham-IV rating scale (SNAP-IV) inattention scores increased. The results showed that school-aged children with ADHD had a larger Colavita effect, which decreased with the severity of inattentive symptoms. This may be due to an overreliance on visual information and an abnormal integration time window. The connection between multisensory cognitive processing performance and clinical symptoms found in the current study provides empirical and theoretical support for the knowledge base of multisensory and cognitive abilities in disorders.

Objectives: Previous studies have widely demonstrated that inhibition of return (IOR) with audiovisual targets decreases due to audiovisual integration (AVI). It is currently unclear, however, whether the impaired AVI in children with ADHD has effects on IOR. The present study used the cue-target paradigm to explore differences between the IOR of audiovisual targets and the IOR of visual targets in ADHD and typically developing (TD) children.Method: A total of 81 native Chinese speakers aged 6 to 13 years were recruited, including 38 children with ADHD and 43 age- and sex-matched TD children.Results: The results showed that there was a smaller magnitude of IOR with audiovisual targets as compared with visual targets in the two groups. Importantly, the reduction of IOR in audiovisual conditions was significantly smaller in children with ADHD than in children with TD. Race model analyses further confirmed that differences in IOR between ADHD and TD are due to deficits of audiovisual integration in ADHD.Conclusion: The results indicated that children with ADHD have impaired audiovisual integration, which has a minimal impact on IOR.

Previous studies have widely demonstrated that individuals with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in conflict control tasks. However, there is limited evidence regarding the performance of children with ADHD in cross-modal conflict processing tasks. The current study aimed to investigate whether children with ADHD have poor conflict control, which has an impact on sensory dominance effects at different levels of information processing under the influence of visual similarity. A total of 82 children aged 7 to 14 years, including 41 children with ADHD and 41 age- and sex-matched typically developing (TD) children, were recruited. We used the 2:1 mapping paradigm to separate levels of conflict, and the congruency of the audiovisual stimuli was divided into three conditions. In C trials, the target stimulus and the distractor stimulus were identical, and the bimodal stimuli corresponded to the same response keys. In PRIC trials, the distractor stimulus differed from the target stimulus and did not correspond to any response keys. In RIC trials, the distractor stimulus differed from the target stimulus, and the bimodal stimuli corresponded to different response keys. Therefore, we explicitly differentiated cross-modal conflict into a preresponse level (PRIC > C), corresponding to the encoding process, and a response level (RIC > PRIC), corresponding to the response selection process. Our results suggested that auditory distractors caused more interference during visual processing than visual distractors caused during auditory processing (i.e., typical auditory dominance) at the preresponse level regardless of group. However, visual dominance effects were observed in the ADHD group, whereas no visual dominance effects were observed in the TD group at the response level. A possible explanation is that the increased interference effects due to visual similarity and children with ADHD made it more difficult to control conflict when simultaneously confronted with incongruent visual and auditory inputs. The current study highlights how children with ADHD process cross-modal conflicts at multiple levels of information processing, thereby shedding light on the mechanisms underlying ADHD.

The difference between the audiovisual incongruent condition and the audiovisual congruent condition is known as cross-modal conflict, which is an important behavioral index to measure the conflict control function. Previous studies have found conflict control deficits in children with attention-deficit/hyperactivity disorder (ADHD), but it is not clear whether and how cross-modal conflict occurs in children with ADHD at different processing levels. The current study adopted the cross-modal matching paradigm to recruit 25 children with ADHD (19 boys and 6 girls) and 24 TD children (17 boys and 7 girls), aiming to investigate the cross-modal conflict effect at the perception and response levels of children with ADHD. The results showed that both groups of children showed significant cross-modal conflict, and there was no significant difference between the ADHD and TD groups in the number of error trials and mean response time. However, the cross-modal conflict effect caused by auditory distractors was different between the ADHD and TD groups; the TD group had stronger auditory conflict at the response level, whereas the ADHD group had weaker auditory conflict. This indicates that the ADHD group had a deficit of auditory conflict at the response level.

Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in school-age children. Although it has been well documented that children with ADHD are associated with impairment of executive functions including working memory (WM) and inhibitory control, there is not yet a consensus as to the relationship between ADHD and memory-driven attentional capture (i.e., representations in WM bias attention toward the WM-matched distractors). The present study herein examined whether children with ADHD have sufficient cognitive control to modulate memory-driven attentional capture. 73 school-age children (36 with ADHD and 37 matched typically developing (TD) children) were instructed to perform a visual search task while actively maintaining an item in WM. In such a paradigm, the modality and the validity of the memory sample were manipulated. The results showed that under the visual WM encoding condition, no memory-driven attentional capture was observed in TD children, but significant capture was found in children with ADHD. In addition, under the audiovisual WM encoding condition, memory-matched distractors did not capture the attention of both groups. The results indicate a deficit of cognitive control over memory-driven attentional capture in children with ADHD, which can be improved by multisensory WM encoding. These findings enrich the relationship between ADHD and cognitive control and provide new insight into the influence of cross-modal processing on attentional guidance.

Objectives The aim of this study was to assess comorbidity patterns and functional impairment in children with and without attention deficit hyperactivity disorder (ADHD). Design Hospital-based retrospective cross-sectional study; data collection occurred between 2016 and 2019. Settings and patients A total of 8256 children and adolescents, 6–17 years of age, with suspected ADHD agreed to participate in this hospital-based cross-sectional study over a 4-year period in China. Comorbidities and social functions were assessed according to the scales Vanderbilt ADHD Diagnostic Parent Rating Scale and Weiss Functional Impairment Rating Scale-Parent Form, which were completed by the parents of the study participants. Results Of the 8256 children, 5640 were diagnosed with ADHD. Other 2616 children who did not meet the ADHD diagnostic criteria were classified as the N-ADHD group . The proportion of comorbidities (47.4%) and functional impairments (84.5%) in the ADHD group were higher than the N-ADHD group (p≤0.001). The functional impairment scores in all of the six domains, including family, academic, life skills, self-concept, social activities and risky activities, were significantly higher in the ADHD group than the N-ADHD group (p≤0.001). The functional impairment in ADHD group with comorbidities was more severe than those without comorbidities (p≤0.001). Comorbidities and core symptoms both can affect the functions of children with ADHD. Logistics regression analysis indicated that in all of the six functional domains, the effect of comorbidities on functional impairment exceeded the effects of ADHD core symptoms. Conclusions Comorbidities had the greatest influence on different areas of adaptive functioning in children with ADHD. Clinical management of children suspected to have ADHD should address multiple comorbidities and functional impairments assessment, as well as core symptom analysis.

目的 回顾性分析18～36月龄语言发育迟缓儿童神经发育特点,为后期评估、干预提供理论依据.方法 选取苏州大学附属儿童医院2018-2019年因语言问题首次就诊的18～36月龄婴幼儿,根据"0～6岁儿童神经心理发育量表"及"早期语言发育进程量表"结果分为单纯语言发育迟缓组与多能区发育迟缓组,比较两组儿童各能区发育、早期语言水平,以及孤独症筛查阳性检出率.结果 共有700例婴幼儿入选,两组间月龄(t=-1.73,P=0.09)、性别(x2=2.06,P=0.15)差异无统计学意义;两组间年龄构成比存在差异(x2=9.124,P=0.01).多能区发育迟缓组在语言、大运动、精细运动、适应性及社交能区均更为落后(t=15.08,20.26,25.68,18.76,39.79,P＜0.001).在早期语言水平方面,多能区发育迟缓组在总的早期语言发展水平、语音和语言表达、听觉感受理解、视觉相关语言方面较单纯语言发育迟缓组均更低(t=8.20,10.23,9.18,11.39,P＜0.001).单纯语言迟缓组语言能区的落后与精细运动、适应性及社交DQ存在相关性(r=0.127,0.146,0.238,P＜0.001),而多能区发育迟缓组语言能区的落后与各能区DQ均存在相关性(r=0.154,0.392,0.390,0.435,P＜0.001);多能区发育迟缓组孤独症筛查阳性检出率更高(x2=61.69,105.17,P＜0.05).结论 早期语言发育迟缓儿童合并多能区落后时存在语言发育的显著落后,应进一步完善检查,注意识别神经发育障碍性疾病.

Hematopoietic stem cells (HSCs) aging is associated with hematopoietic dysfunction and diseases. Our previous study showed that lead exposure induced a functional decline in HSCs. Allicin, a chemical extracted from the garlic (Allium sativum L.), has been reported to have antioxidative and anti-inflammatory effects. However, the biological activities of allicin on lead-induced toxicity, especially in the hematopoietic system, remain unclear. Here, we found that lead exposure elicited aging phenotypes in HSCs, including perturbed cell quiescence, disabled self-renewal function and colony-forming ability, and myeloid-biased differentiation, all of which contributed to significant hematopoietic disorders in mice. Intragastric administration of allicin substantially ameliorated lead-induced HSCs aging phenotypes in vivo Lead exposure induced a peroxide condition in HSCs leading to DNA damage, which reduced expression of the glycolytic enzyme pyruvate kinase M2 isoform (PKM2), a phenotype which was significantly ameliorated by allicin treatment. These findings suggested that allicin alleviated lead-induced HSCs aging by up-regulating PKM2 expression; thus, it could be a natural herb for preventing lead toxicity.