Lecture Notes in Education Psychology and Public Media
- The Open Access Proceedings Series for Conferences
Lecture Notes in Education Psychology and Public Media
Vol. 1, 26 December 2021
Open
Access | Article
Characteristic of Communication Model in Children with ADHD
* Author to whom correspondence should be addressed.
Abstract
There are a number of models that describe communication processes in children of typical development, while communication models in children with developmental disabilities, especially children with ADHD, have not been researched to such extent. Communication is defined as a complex process of transmitting messages from person to person, using signals (visual/auditory) from a sender to a recipient. Since communication involves a recipient and a sender of information, there are many factors that can affect the outcome of the communication process such as attention variability, as well as auditory and visual stimuli that can enhance or interfere in communication processes. The goal of communication is to provide as accurate and unaltered information as possible, while rising noise in the communication channel increases the likelihood that the information will be transmitted only partially or might be misinterpreted. The topic of this paper is the analysis of a modern communication model where emphasis is placed on visual and auditory perception, and their particularities in relation to the variability of attention as one of the most important elements of perception. The variability of attention consists of auditory and visual information processing including the time required to respond, ommision errors and errors caused by attention lapses. By studying the results of experimental research, we gain insight into the communication processes of children with ADHD, especially the particularities of the reception, processing and interpretation of auditory and/or visual stimuli, which significantly affects the communication process itself. At the cognitive level, the scientific contribution was achieved through the presentation of the particularities of the communication model in children with ADHD, and at the methodological level through the development of original methodology for qualitative comparison of stimulus thresholds by using statistical parameter analysis, while at the practical level in originality through the application of created information concepts of the communication process.
Keywords
visual stimulus, auditory stimulus, attention deficit disorder, communication process
References
1. Fox, S. (2010) The importance of information and communication design for manual skills instruction with augmented reality. Journal of Manufacturing Technology Management.
2. Ford, N. (2015) Introduction to information behaviour. London: Facet
3. Coello, Y. (2005) Spatial context and visual perception for action. Psicologica: International Journal of Methodology and Experimental Psychology, 26(1), 39-59.
4. Anderson, D. R., & Kirkorian, H. L. (2006) Attention and television. The psychology of entertainment, 35-54
5. Blaye, A., & Jacques, S. (2009) Categorical flexibility in preschoolers: Contributions of conceptual knowledge and executive control. Developmental Science, 12(6), 863-873.
6. Stevens, C., & Bavelier, D. (2012) The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental cognitive neuroscience, 2, S30-S48.
7. Shannon, C. E.; Weaver, W. (1964) The mathematical theory of communication, University of Illinois Press, Urbana.
8. Griffin, Emory A. (2009) A first look at communication theory, 7th ed., McGraw-Hill, New York, 6, 45-49.
9. Waltzlawick, P., Bavelas, J. B., Jackson, D. D. (2011) Pragmatics of Human Communication: A Study of Interactional Patterns, Pathologies and Paradoxes, New York – London
10. Barnulnd, D.C. (2017) A transactional model of communication, u: C. D. MORTENSEN (ur.), Communication Theory, New York – London, 47-57.
11. Rouse, M. J., Rouse, S. (2005) Poslovne komunikacije. Masmedia. Zagreb, 42-45.
12. MacKay, David J.C., (2005) Information Theory, Inference, and Learning Algorithms, Cambridge University Press [13]Thomas Thomas, J. A., Cover, M. (2006) Elements of Information Theory, JohnWiley & sons, inc.
13. American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders (5th ed.).
14. Washington: American Psychiatric Press
15. Smith, M. (2017) Hyperactive around the world? The history of ADHD in global perspective. Social History of Medicine, 30(4), 767–787.
16. Barkley, R. A., Koplowitz, S., Anderson, T., McMurray, M. (1997) Sense of time in children with ADHD: Effects of duration, distraction, and stimulant medication. Journal of the International 3, Neuropsychological Society, 359– 369.
17. Barkley, R. A., Murphy, K., & Bush, T. (2001). Time perception and reproduction in young adults with attention deficit hyperactivity disorder. Neuropsychology, 15,351–360.
18. Donsback, W. (2006) The Identity of Communication Research. Journal of Communication. 54 (4), 589–615.
19. Greenberg, L.M. (2018) T.O.V.A. 9 Clinical Manual. Test of variables of attention continous performance test. Tova Company. CA. USA.
Data Availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open Access Instruction).
- Volume Title
- Proceedings of the 2nd International Conference on Educational Innovation and Philosophical Inquiries (ICEIPI 2021), Part 1
- ISBN (Print)
- 978-1-915371-00-3
- ISBN (Online)
- 978-1-915371-01-0
- Published Date
- 26 December 2021
- Series
- Lecture Notes in Education Psychology and Public Media
- ISSN (Print)
- 2753-7048
- ISSN (Online)
- 2753-7056
- DOI
- 10.54254/2753-7048/1/ICEIPI_166
- Copyright
- © 2023 The Author(s)
- Open Access
- This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited