Orsaken bakom ADHD är okänd. Forskning indikerar på att det är en obalans i det dopaminerga systemet i hjärnan som leder till ouppmärksamhet, hyperaktivitet och impulsivitet. Idag är behandlingsmetoderna för vuxna outvecklade. Studier på barn med ADHD tyder på att fysisk aktivitet kan förbättra ADHD symtom. Syftet med studien var att undersöka associationen mellan nivån av fysisk aktivitet och graden av ouppmärksamhet och hyperaktivitet hos vuxna individer med ADHD. En kvantitativ tvärsnittsstudie med enkäter genomfördes på en allmänpsykiatrisk mottagning i Malmö. Ett bekvämlighetsurval valdes, sammanlagt deltog 37 stycken individer. Analys skedde i SPSS statistics 24 med Spearmans rangkorrelation och för statistisk signifikans valdes konfidensintervall 95 % och p-värde 0.05. Resultatet indikerar på att det fanns en association mellan nivå av måttlig fysisk aktivitet och lägre grad av ouppmärksamhet hos det totala urvalet, detta var inte signifikant för kvinnor och män. Vidare fanns det en association mellan nivå av låg fysisk aktivitet och högre grad av ouppmärksamhet hos kvinnor, detta var inte signifikant för män och totala urvalet. Det fanns inte någon association mellan fysisk aktivitet och hyperaktivitet. Det är av betydelse att forskning med andra studiedesigner studerar hypotesen vidare för att resultatet eventuellt skall kunna implementeras som en potentiell behandling / The cause of ADHD is unknown. Research indicates that there is an imbalance in the dopaminergic system in the brain that leads to inattention, hyperactivity and impulsivity. Today, the treatment methods for adults are undeveloped. Studies in children with ADHD indicate that physical activity may improve ADHD symptoms. The purpose of the study was to investigate the association between the level of physical activity and the degree of inattention and hyperactivity in adult individuals with ADHD. A quantitative cross-sectional study with questionnaires was conducted at a general psychiatric reception in Malmö. A comfort selection was chosen, a total of 37 individuals participated. Analysis took place in SPSS statistics 24 with Spearman's rank correlation and for statistical significance the confidence interval was chosen 95% and p-value 0.05. The result indicates that there was an association between the level of moderate physical activity and lower degree of inattention in the overall sample, this was not significant for women and men. Furthermore, there was an association between the level of low physical activity and higher degree of inattention in women, this was not significant for men and overall selection. There was no association between physical activity and hyperactivity. It is important that research with other study designs further studies the hypothesis in order that the result may be implemented as a potential treatment.

Ce travail de Thèse a consisté à étudier le développement cognitif pendant la période préscolaire à partir d'une cohorte longitudinale menée en France en population générale : la cohorte EDEN (N = 2002). Dans le cadre de l'épidémiologie cognitive, nous avons tenté de répondre à diverses questions de recherche dont le dénominateur commun est l'étude de la variabilité interindividuelle dans le développement cognitif. Tout d'abord, nous avons étudié les facteurs pré, péri et post-natals associés aux changements des performances linguistiques entre 2 et 3 ans. Puis, nous avons tenté d'identifier les facteurs environnementaux ayant un effet différentiel sur le développement verbal et non-verbal à 5-6 ans. Ensuite, nous avons exploré l'effet des performances linguistiques à 3 ans sur les symptômes de TDAH à 5-6 ans. Puis, nous avons cherché à déterminer si les enfants avec un haut niveau intellectuel présentaient davantage de difficultés émotionnelles, comportementales et relationnelles pendant la période préscolaire. Enfin, nous avons examiné l'intérêt des repères développementaux au cours des deux premières années de vie pour prédire le QI à 5-6 ans. Les résultats de ces études fournissent des données intéressantes pour les cliniciens ainsi que pour les décideurs de santé publique et contribuent à améliorer la compréhension du développement cognitif normal et pathologique. / In this Thesis, we studied the cognitive development of children during the preschool period in a French longitudinal cohort: the EDEN prospective mother-child cohort (N = 2002). In the framework of cognitive epidemiology, we attempted to answer a variety of issues whose common denominator is the study of the sources of inter-individual variability. First, we identified the factors that predict change in language skills in a large sample of children between 2 and 3 years of age. Secondly, we determined whether early predictors of cognitive development affect some cognitive functions more than others. Thirdly, we examined the relationships between children’s language skills and symptoms of hyperactivity/inattention between 3 and 5.5 years. Fourthly, we determined whether high intelligence is associated with emotional, behavioral and social difficulties during the preschool period. Finally, we determined whether the developmental milestones at 4, 8, 12 and months predict children’s IQ at 5.5 years.

<div>Although some literature suggests that video games improve attention skills within the game-play, this study addressed translating this effect on attention in the real world. Research has shown video games can help people focus. Yet, there is lack of evidence displaying whether video games improve or diminish attention skills. The video game “The Inattentive Mind”, a game created for this study, used a method of overstimulation in the form of user interfaces, sound, and environmental interaction to try and help participants to empathize or improve their attention skills outside of the game. Using an experimental design of pre-test, video game intervention, and post-test, results were expected to show improved attention skills. These results did not show conclusive evidence of significant changes in attention skills. However, the results did show an increase in ADHD understanding.<br></div>

Recent empirical findings suggest that firms might not always engage in economically optimal tax planning. We conduct a series of four laboratory experiments with 223 students and 62 tax professionals to examine whether decision biases offer a behavioral explanation for tax outcomes. We find that individuals overestimate the importance of tax rates relative to the tax base when facing time pressure in tax-planning decisions. This systematic decision bias results in suboptimal choices. In line with the theory of rational inattention, we observe that increasing tax-burden differences between two tax-planning strategies weakly mitigate the decision bias. However, tax-planning behavior is unaffected by the level of experience: students and highly experienced tax professionals are similarly prone to biased decision-making. Overall, our findings suggest that overestimating the implications of salient tax-rate information can cause decision biases and contribute to heterogeneity in tax outcomes. / Series: WU International Taxation Research Paper Series

Made available in DSpace on 2016-04-28T20:38:52Z (GMT). No. of bitstreams: 1 Maria Alice Castello de Andrade.pdf: 2678838 bytes, checksum: ae894e0bbe967436ba64e4f94767cf16 (MD5) Previous issue date: 2014-04-25 / This study derives from a broad psychopedagogical clinical practice along with the supposed unfocused some diagnosed with ADHD, many pre-diagnosed by their own schools which was imposed driven by repeated evidences, that already in the first sessions demonstrate preserved ability to remain focused; that past and/or current environmental flaws stand out in their life journeys; that in face of a therapeutic process committed to the simultaneous attention to these individuals and the outside reality around them, many (re)assume the educational path autonomously. The research goes back to the general assumption that the lack of attention to the real conditions and needs of these children is related to the cause and/or the maintenance of the clinical condition of inattention, which remotes to the different instances of caring parents, school, doctors, psychopedagogues, etc. in order to instigate reflections around the quality of shared caring and eventual repositioning. The investigative course begins with reference to the contemporary problematic of proliferation and trivialization of the ADHD diagnosis the different ways of comprehending a clinical condition, the debating and controversy, the involved sociocultural factors followed by clarifications related to the psychopedagogy field, its elements and contributions to the reflection in question. The General Caring Theory by Luís Claudio Figueiredo is then evoked as a guiding axis to the discussion around the clinical findings of the unfocused upon presentation and analysis of an exemplifying clinical case from which it is intended not only to point out the relevance of discriminating unhealthy aspects of caring throughout the life path of the supposed unfocused, but also to highlight the factors which stipulate conditions for the required ethical caring, so that it can be (re)established by coordinately confronting the problematic / O presente estudo advém de ampla prática clínica psicopedagógica junto a supostos desatentos alguns diagnosticados com TDAH, vários pré-diagnosticados nas próprias escolas e impôs-se face a reiteradas evidências de que, já nas primeiras sessões, demonstram capacidade preservada de sustentar atenção; de que falhas ambientais passadas e/ou presentes sobressaem-se em suas trajetórias de vida; de que, mediante processo terapêutico implicado na atenção simultânea a esses indivíduos e à realidade externa que os circunda, muitos (re)assumem o percurso escolar com crescente autonomia. A pesquisa parte, assim, de uma suposição geral de que a falta de atenção do ambiente às reais condições e necessidades dessas crianças relaciona-se à origem e/ou à manutenção do quadro clínico da desatenção, e volta-se para as diferentes instâncias de cuidados com elas compromissadas pais, escola, médicos, psicopedagogos, professores, etc. , no intuito de fomentar reflexões em torno da qualidade do cuidar compartilhado e eventuais reposicionamentos. O percurso investigativo tem início com a alusão à problemática contemporânea da proliferação e banalização dos diagnósticos de TDAH as diferentes perspectivas de apreensão do quadro, os debates e polêmicas presentes, os fatores socioculturais intervenientes e, em seguida, com esclarecimentos relativos ao campo da psicopedagogia, seus fundamentos e contribuições para a reflexão em pauta. A Teoria Geral dos Cuidados, de Luís Claudio Figueiredo, é então evocada como eixo norteador da discussão em torno dos achados clínicos com desatentos mediante apresentação e análise de um caso clínico ilustrativo , a partir da qual pretende-se não apenas assinalar a relevância da discriminação de aspectos insalubres do cuidar na trajetória de vida dos supostos desatentos, mas também enfatizar os condicionantes do cuidar ético requerido, de maneira que este possa ser (re)estabelecido num enfrentamento coordenado da problemática

Att argumentera till sjöss med andra sjöfarare tillhör det normala och de flesta har fått höra att de inte agerat på ett sådant sätt som är förenligt med gott sjömanskap. Vad det innebär att förfara med gott sjömanskap är svårt att sätta ord på och kan ha sin förklaring i att begreppet saknar legal definition. Trots det, kan den som inte handlat med gott sjömanskap få fängelsestraff upp till två år om gärningen är grov. Gott sjömanskap har studerats ur det straffrättsliga perspektivet för att klargöra vad domstol anser är att agera med gott sjömanskap. Syftet var att belysa och precisera begreppet och studien genomfördes med en kvalitativ rättsdogmatisk metod där rättsfall, lagtext och propositioner analyserades. Resultatet visar att gott sjömanskap är ett sådant betanden som domstol inte bedömer som ett vårdslöst. Vad som är ett vårdslöst beteende har fastställts på ett antal punkter. / To argue at sea with other seafarers is normal and most people have been told that they did not act accordingly to good seamanship. What it means to proceed with good seamanship is difficult to put into words and it could be explained by the lack of a legal definition. Despite this, the one who proceeds without god seamanship risk a prison sentence for up to two years if the act is gross. Good seamanship has therefore been studied from criminal law perspective to clarify what court consider as good seamanship. The purpose was to illustrate and specify the term and the study was conducted using a qualitative legal-judicial method where legal cases, legal texts and propositions were analysed. The result illustrates that good seamanship is what court does not judge as an behaviour of carelessness. The carless behaviour has been determined in some areas.

Dangerous driving behaviors are influenced by multiple factors including cognitive processes such as impulse inhibition and attentiveness. Impulsiveness, inattention, and cognitive failures have been linked to other risky behaviors, but a comprehensive evaluation using multiple methods of measurement of these has never been conducted to analyze their impact on dangerous driving. The purpose of this study was to examine influences of attentional abilities, impulsiveness, and cognitive failures on reported and demonstrated dangerous driving behaviors. Seventy-five participants completed a self-report dangerous driving measure, a self-report ADHD measure, a self-report impulsiveness measure, a continuous performance task to measure behavioral impulsivity and inattention, a measure of cognitive failures, and a driving simulator task. Two hierarchical linear regressions with simultaneous entry into blocks were used to analyze contributions of impulsiveness, inattention, and cognitive failures assessments in predicting dangerous driving behavior. Results indicated these assessments accounted for a significant proportion of the variance in Dula Dangerous Driving Index (3DI) scores above and beyond the effects of age and sex, Adjusted R▓ = .20, F(6, 59) = 2.51, p < .05, but no significant individual predictors emerged. Scores on these measures were also found to account for a significant amount of the variance in risky driving as measured by the driving simulator, above and beyond the effects of age and sex, Adjusted R▓ = .15, F(6, 60) = 2.91, p < .05, and identified BIS-11 scores and ADHD-RS impulsiveness scores as significant individual predictors. It seems that despite multiple methods of assessment, it is still difficult to capture the assumed relationships between each of these factors and driving. Though each assessment measures different aspects of constructs related to dangerous driving, the lack of relationships and predictive abilities may indicate that impulsiveness, inattention, cognitive failures, and dangerous driving may be more complex and multifaceted than previously understood.

Attention-deficit hyperactivity disorder (ADHD) and obesity both present a significant burden to the health of children and adolescents. Research suggests a possible association between ADHD and obesity. This dissertation focused on examining the association between ADHD and obesity, and the roles physical activity, sedentary behavior, gender, and medication might play in this relationship. The first manuscript is a review of the literature examining research on the association between ADHD and obesity in children and adolescents. The search included studies that reported on the prevalence of obesity among those with ADHD, the prevalence of ADHD among those who are obese, clinical studies comparing those with ADHD versus non-ADHD, and the association if any between ADHD, obesity, physical activity, eating behavior, medication, and gender. The search resulted in 657 studies, 233 after duplicates removed and 31 after screening. The studies suggested that there is a significant association between ADHD and obesity. Further, behavioral symptoms of ADHD, such as inattention and impulsivity might contribute to decreased physical activity, increased sedentary time, and dis-regulated eating. In addition, research indicated that medication possibly moderates the relationship between ADHD and body mass index BMI via a biophysical effect on the catecholamingeric system. The second manuscript is an original study testing a model assessing the mediating effects of ADHD on physical activity, sedentary behavior, and BMI. The study sample consisted of 3,788 adolescents ages 11-17 from the 2011-2012 National Survey of Children’s Health. Structural equation modeling was used to test the path associations. The model fit the data well, [RMSEA]=.043; [CFI]=.937; [TLI]= .889, and [SRMR]=.025. The total effect for ADHD was 0.073 and was significant. ADHD severity plays a role in increasing BMI status, working through physical activity and sedentary behavior. The third manuscript is another original study assessing moderating effects of gender and medication on the relationship between ADHD and BMI. The model fit the data well for gender and medication [RMSEA]=0.052; [CFI]=0.850; [TLI]=0.775; [RMSEA]=0.053; [CFI]=0.825; [TLI]=0.715. Although the total effect for ADHD on BMI was significant, medication and gender did not moderate this relationship. Also, medication did not moderate the relationship between physical activity, sedentary behavior and ADHD severity.

This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.

This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.