Post by Amtram on Mar 1, 2014 16:01:10 GMT -5
I was looking through some information about other studies that were done, and found that Waterloo University is looking for participants for other research. The page is here, but I'm just going to copy the whole thing as well so you can see what's being studied. It can be an opportunity to help your child while helping overall understanding of ADHD.
Farther down the page there are links to information from some previous studies, if you're just curious about what they found.
Current studies
Interested in participating?
We are continually running studies examining children's cognitive, social and/or communicative development. Interested parents can contact us (by phone or email) or complete this "Join our participant database" form to have their children added to our database. When studies are being conducted for a particular age group we will contact all the parents of children that age from our database. We encourage you to view our flyer for more information. To give you an idea of the current studies we are running, a few are listed below.
Current Research Studies
Ages 8-12 years-old
The Importance of Verbal Irony Comprehension in Effective Social Communication
Verbal irony (or sarcasm) requires that listeners ignore the literal meaning of a sentence, and use contextual information to appreciate the intended meaning. Verbal irony is used for many social purposes including humour, teasing, bonding, and softening insults. Previous research showed that shy children feel that ironic statements are meaner than non-shy children. We are interested in the social and emotional consequences that this difference in irony understanding may lead to. To assess this, children will be tested individually at their schools on measures of verbal irony comprehension, figurative language comprehension, perspective taking ability, language skills, peer relationships and emotional well-being. In addition, parents will answer some questions about feelings of shyness that their children may be experiencing. Children will be tested at both the beginning of the school year and at the end of the school year. This research will inform us on the relationship between verbal irony understanding and social and emotional outcomes in childhood. View the summaries of the questionnaires used in this verbal irony comprehension study (PDF).
The Role of Attention Deficit/Hyperactivity Disorder (ADHD) in Social Interaction Skill Development
Effective social interactions between two people involve paying attention to a lot of different and complex information, including an interaction partner’s verbal and nonverbal behaviour, as well as deciding how to respond to an interaction partner. Past research has shown that children with ADHD tend to have more difficulties in social interaction than their peers. This study has been designed to explore the social interaction behaviours exhibited by children between the ages of 8 to 12, with and without ADHD, while interacting with their mother.
Ages 15-19 years-old
Working Memory, Inhibition, and Communication in Adolescents with ADHD
In this study, the Cognitive Development Lab (CDL) researchers are investigating communication difficulties in adolescents with and without ADHD. This study investigates how communication is related to working memory (a “mental workbench” which lets us hold information in our heads for a few seconds during problem solving) and inhibition (which is our mind’s way of putting on the breaks and preventing us from saying or doing something we should not). To examine how working memory and inhibition relate to ADHD, adolescents between the ages of 14 and 19 who participate in this study will work on a number of different communication tasks, as well as some working memory and inhibition games. This will allow us to look at whether working memory and inhibition contribute to the communication skills of adolescents who have ADHD.
Interested in participating?
We are continually running studies examining children's cognitive, social and/or communicative development. Interested parents can contact us (by phone or email) or complete this "Join our participant database" form to have their children added to our database. When studies are being conducted for a particular age group we will contact all the parents of children that age from our database. We encourage you to view our flyer for more information. To give you an idea of the current studies we are running, a few are listed below.
Current Research Studies
Ages 8-12 years-old
The Importance of Verbal Irony Comprehension in Effective Social Communication
Verbal irony (or sarcasm) requires that listeners ignore the literal meaning of a sentence, and use contextual information to appreciate the intended meaning. Verbal irony is used for many social purposes including humour, teasing, bonding, and softening insults. Previous research showed that shy children feel that ironic statements are meaner than non-shy children. We are interested in the social and emotional consequences that this difference in irony understanding may lead to. To assess this, children will be tested individually at their schools on measures of verbal irony comprehension, figurative language comprehension, perspective taking ability, language skills, peer relationships and emotional well-being. In addition, parents will answer some questions about feelings of shyness that their children may be experiencing. Children will be tested at both the beginning of the school year and at the end of the school year. This research will inform us on the relationship between verbal irony understanding and social and emotional outcomes in childhood. View the summaries of the questionnaires used in this verbal irony comprehension study (PDF).
The Role of Attention Deficit/Hyperactivity Disorder (ADHD) in Social Interaction Skill Development
Effective social interactions between two people involve paying attention to a lot of different and complex information, including an interaction partner’s verbal and nonverbal behaviour, as well as deciding how to respond to an interaction partner. Past research has shown that children with ADHD tend to have more difficulties in social interaction than their peers. This study has been designed to explore the social interaction behaviours exhibited by children between the ages of 8 to 12, with and without ADHD, while interacting with their mother.
Ages 15-19 years-old
Working Memory, Inhibition, and Communication in Adolescents with ADHD
In this study, the Cognitive Development Lab (CDL) researchers are investigating communication difficulties in adolescents with and without ADHD. This study investigates how communication is related to working memory (a “mental workbench” which lets us hold information in our heads for a few seconds during problem solving) and inhibition (which is our mind’s way of putting on the breaks and preventing us from saying or doing something we should not). To examine how working memory and inhibition relate to ADHD, adolescents between the ages of 14 and 19 who participate in this study will work on a number of different communication tasks, as well as some working memory and inhibition games. This will allow us to look at whether working memory and inhibition contribute to the communication skills of adolescents who have ADHD.
Farther down the page there are links to information from some previous studies, if you're just curious about what they found.