ꯁ꯭ꯇ꯭ꯔꯨꯞ ꯄꯔꯤꯛꯁꯥꯅꯥ ADHD ꯑꯗꯨ ꯑꯈꯟꯅꯥ ꯈꯪꯍꯟꯕ ꯌꯥꯕ꯭ꯔꯥ?

ꯑꯦꯐꯦꯛꯇ-ꯁꯥꯏꯖꯒꯤ ꯃꯃꯜꯁꯤꯡ Lansbergen ꯑꯃꯁꯨꯡ ꯃꯍꯥꯛꯀꯤ ꯔꯤꯚꯤꯌꯨꯗꯒꯤ ꯂꯧꯈꯤꯕꯅꯤ꯫ ꯃꯁꯤꯒꯤ ꯃꯔꯣꯜ ꯃꯇꯝ ꯊꯤꯕꯒꯤ ꯃꯑꯣꯡ ꯑꯁꯤ ꯃꯔꯨꯑꯣꯏꯕꯅꯤ: ꯃꯊꯧ ꯑꯁꯥꯡ ꯊꯤꯅꯕꯒꯤ ꯂꯝꯖꯤꯅꯕ ꯃꯑꯣꯡꯁꯤꯡ ꯐꯂꯥ ꯃꯃꯜ ꯊꯤꯕꯒꯤ ꯊꯥꯛ ꯑꯃꯁꯨꯡ ꯃꯃꯥꯡꯒꯤ ꯂꯝꯖꯤꯅꯕ ꯑꯗꯨꯒꯥ ꯃꯔꯤ ꯂꯩ꯫ ꯒ꯭ꯔꯨꯞ ꯑꯅꯤꯒꯤ ꯃꯔꯛꯀꯤ ꯑꯁꯥꯡ ꯑꯃꯥ ꯁ꯭ꯇꯦꯇꯤꯁ꯭ꯇꯤꯛꯁ ꯑꯣꯏꯅꯥ ꯁꯥꯟꯇꯣꯛꯂꯕꯅꯥ ꯑꯗꯨ ꯗꯥꯏꯒꯅꯣꯁꯤꯁ ꯇꯧꯕ ꯊꯕꯛꯁꯤꯟ ꯑꯣꯏꯔꯣꯏ꯫ Lansbergen et al., 2007

ꯆꯦꯜꯂꯦꯟ-ꯃꯆꯥꯒꯤ ꯗꯥꯏꯒꯅꯣꯁꯤꯁ ꯔꯤꯚꯤꯌꯨꯅꯥ ꯀꯔꯤ ꯈꯪꯍꯟꯈꯤꯕꯒꯦ?

Homack ꯑꯃꯁꯨꯡ Riccioꯒꯤ ꯔꯤꯚꯤꯌꯨꯅꯥ ꯆꯦꯜꯂꯦꯟ ꯑꯃꯁꯨꯡ ꯊꯧꯅꯥꯡ ꯂꯩꯕ ꯃꯍꯩꯔꯣꯏꯁꯤꯡꯗꯥ ꯁꯦꯟꯁꯤꯇꯤꯚꯤꯇꯤ ꯑꯃꯁꯨꯡ ꯁ꯭ꯄꯦꯁꯤꯐꯤꯁꯤꯇꯤ ꯃꯃꯜ ꯊꯤꯈꯤ꯫ ꯃꯈꯣꯌꯅꯥ ꯈꯪꯍꯟꯈꯤꯗꯨꯅꯥ ꯁ꯭ꯇ꯭ꯔꯨꯞ ꯄꯔꯤꯛꯁꯥꯅꯥ ADHD ꯑꯗꯨ ꯑꯇꯣꯞꯄ ꯀ꯭ꯂꯤꯅꯤꯀꯦꯜ ꯒ꯭ꯔꯨꯞꯁꯤꯡꯗꯒꯤ ꯈꯟꯅꯥ ꯈꯪꯍꯟꯕꯗꯥ ꯈꯣꯡꯆꯠ ꯂꯩ꯫ ꯗꯥꯏꯒꯅꯣꯁꯤꯁꯒꯤ ꯃꯔꯃꯗꯥ ꯃꯁꯤ ꯃꯔꯨꯑꯣꯏ: ꯊꯕꯛ ꯑꯃꯅꯥ ꯑꯐꯕ ꯑꯔꯣꯏꯕꯁꯤꯡꯒꯤ ꯑꯀꯣꯏꯕꯗꯒꯤ ꯑꯃꯠꯇꯥ ꯈꯟꯅꯥ ꯍꯣꯡꯂꯕꯁꯨ, ꯃꯤꯑꯣꯏ ꯑꯃꯒꯤ ꯐꯂꯥꯅꯥ ꯀꯔꯤ ꯊꯣꯀꯍꯟꯈꯤꯕꯒꯦ ꯍꯥꯌꯕꯗꯨ ꯈꯪꯍꯟꯗꯦ꯫ Homack, 2004

ꯃꯤꯑꯣꯏꯒꯤ ꯊꯥꯛ ꯑꯁꯨꯕ ꯃꯔꯨꯑꯣꯏ꯫ ꯆꯦꯜꯂꯦꯟꯒꯤ ꯄꯦꯄꯔ-ꯄꯦꯟꯁꯤꯜ ꯄꯔꯤꯛꯁꯥ, ꯃꯆꯥꯈꯥꯏꯒꯤ ꯋꯥꯅꯥꯗꯒꯤ ꯊꯕꯛ ꯑꯃꯁꯨꯡ ꯑꯣꯅꯂꯥꯏꯟ ꯕꯇꯟ ꯆꯦꯜꯂꯦꯟ ꯒꯦꯝꯅꯥ ꯊꯣꯛꯅꯕ ꯃꯑꯣꯡ ꯑꯃꯁꯨꯡ ꯊꯥꯊꯤ ꯑꯃꯥ ꯂꯩꯇꯦ꯫ ꯀ꯭ꯂꯤꯅꯤꯀꯦꯜ ꯁ꯭ꯇ꯭ꯔꯨꯞ ꯔꯤꯚꯤꯌꯨꯅꯥ ꯚꯦꯔꯖꯟ ꯑꯃꯁꯨꯡ ꯁ꯭ꯀꯣꯔ ꯇꯧꯕꯗꯥ ꯂꯥꯌꯅꯥ ꯍꯣꯡꯕ ꯑꯃꯥ ꯎꯠꯂꯤ꯫ Scarpina et al., 2017

ꯊꯕꯛ ꯑꯁꯤ ꯑꯈꯟꯅꯥ ADHD ꯈꯪꯍꯟꯕ ꯉꯃꯗꯕꯒꯤ ꯃꯔꯃꯗꯤ ꯀꯔꯤꯅꯣ?

ꯁ꯭ꯇ꯭ꯔꯨꯞ ꯑꯤꯟꯇꯔꯐꯤꯌꯔꯦꯟꯁꯁꯤ ꯆꯥꯅꯕꯥ ꯄꯥꯕꯁꯤꯡꯗꯥ ꯉꯝꯅꯕ ꯑꯦꯛꯁꯄꯦꯔꯤꯃꯦꯟꯇꯦꯜ ꯑꯣꯏꯕ ꯐꯤꯚꯝꯅꯤ꯫ ꯃꯃꯥꯡꯒꯤ ꯑꯣꯔꯤꯖꯤꯅꯦꯜ ꯑꯦꯛꯁꯄꯦꯔꯤꯃꯦꯟꯇ ꯑꯃꯁꯨꯡ ꯃꯊꯪꯒꯤ ꯔꯤꯚꯤꯌꯨꯅꯥ ꯋꯥꯍꯩ ꯑꯃꯁꯨꯡ ꯃꯆꯨꯒꯤ ꯑꯈꯟꯅꯕ ꯂꯩꯕꯅꯥ ꯗꯤꯒꯅꯣꯁꯤꯁ ꯂꯩꯠꯔꯕꯁꯨ ꯄꯥꯎꯈꯨꯝ ꯍꯣꯡꯍꯜꯂꯤ ꯍꯥꯌꯕꯗꯨ ꯈꯪꯍꯟꯂꯤ꯫ ꯃꯁꯤꯅꯥ ꯑꯅꯥꯕꯥ ꯑꯃꯥ ꯂꯩ ꯍꯥꯌꯕꯒꯤ ꯄꯥꯎꯈꯨꯝ ꯑꯃꯠꯇꯥ ꯑꯣꯏꯗꯦ꯫ Stroop, 1935 MacLeod, 1991

ꯃꯃꯥꯜ ꯑꯐꯕ ꯑꯣꯏꯕ ꯁ꯭ꯀꯣꯔꯅꯥ ADHD ꯂꯩꯗꯕꯥ ꯇꯥꯀꯍꯟꯗꯕꯒꯤ ꯃꯔꯃꯗꯤ ꯀꯔꯤꯅꯣ

ꯒ꯭ꯔꯨꯞꯀꯤ ꯃꯄꯥꯟ ꯃꯃꯥꯂꯁꯤꯡ ꯑꯃꯥ ꯑꯃꯒꯥ ꯆꯥꯅꯕꯥ ꯌꯥꯏ, ꯑꯃꯁꯨꯡ ꯗꯥꯏꯒꯅꯣꯁꯤꯁꯒꯤ ꯋꯥꯍꯪ ꯑꯁꯤ ꯃꯤꯑꯣꯏ ꯑꯃꯒꯤ ꯑꯌꯥꯝꯕ ꯃꯔꯣꯜ ꯑꯃꯁꯨꯡ ꯑꯄꯨꯟꯕ ꯂꯩꯐꯝꯗꯥ ꯂꯥꯀꯏ, ꯊꯕꯛ ꯑꯃꯒꯤ ꯐꯂꯥ ꯈꯛꯇꯗꯥ ꯅꯠꯇꯦ꯫ ꯆꯦꯜꯂꯦꯟꯒꯤ ꯃꯊꯧ ꯑꯃꯁꯨꯡ ꯑꯇꯣꯞꯄ ꯔꯤꯚꯤꯌꯨꯒꯤ ꯃꯃꯜ ꯊꯤꯕꯒꯤ ꯃꯑꯣꯡꯗꯥ ꯂꯩꯕ ꯑꯈꯟꯅꯕ ꯑꯅꯤꯅꯥ ꯁ꯭ꯀꯣꯔ ꯑꯃꯥ ꯈꯛꯇꯅꯥ ꯄꯥꯎꯈꯨꯝ ꯑꯣꯏꯅꯕ ꯌꯥꯗꯕꯥ ꯎꯠꯂꯤ꯫ ꯐꯂꯥ ꯑꯁꯤ ꯈꯛꯇꯅꯥ ꯄꯥꯛꯈꯠꯄꯒꯤ ꯄꯥꯎꯈꯨꯝ ꯅꯠꯔꯒꯥ ꯂꯩꯗꯕꯒꯤ ꯈꯣꯡꯆꯠ ꯑꯣꯏꯗꯦ꯫ Homack, 2004 Lansbergen et al., 2007

ꯔꯤꯂꯥꯏꯑꯦꯕꯤꯂꯤꯇꯤꯅꯥ ꯑꯇꯣꯞꯄ ꯊꯣꯛꯅꯕ ꯑꯃꯥ ꯍꯥꯞꯆꯤꯟꯂꯤ꯫ ꯑꯦꯛꯁꯄꯦꯔꯤꯃꯦꯟꯇꯗꯥ ꯄꯥꯛꯈꯠꯂꯕ ꯐꯤꯚꯝꯁꯤꯡꯅꯥ ꯃꯤꯑꯣꯏ ꯑꯃꯒꯤ ꯑꯈꯟꯅꯕ ꯁ꯭ꯀꯣꯔꯁꯤꯡ ꯃꯔꯝ ꯃꯈꯥꯏꯗꯥ ꯍꯣꯡꯕ ꯊꯣꯛꯍꯟꯕ ꯌꯥꯏ꯫ ꯆꯨꯀꯟ ꯃꯤꯡꯆꯠꯄ ꯑꯣꯏꯕ ꯊꯕꯛ ꯑꯃꯅꯥ ꯃꯤꯑꯣꯏ ꯑꯃꯒꯤ ꯃꯔꯨꯑꯣꯏꯕ ꯋꯥꯐꯝ ꯇꯧꯕꯗꯥ ꯊꯕꯛ ꯑꯁꯤ ꯃꯔꯨꯑꯣꯏ꯫ Hedge et al., 2017

ꯑꯣꯅꯂꯥꯏꯟ ꯃꯃꯜ ꯊꯤꯕꯅꯥ ꯑꯇꯣꯞꯄ ꯑꯁꯥꯡ ꯑꯃꯥ ꯍꯥꯞꯆꯤꯟꯂꯤ

ꯊꯧꯔꯥꯡ ꯑꯃꯁꯨꯡ ꯕ꯭ꯔꯥꯎꯖꯔꯒꯤ ꯃꯇꯝ ꯊꯤꯕꯅꯥ ꯄꯥꯎꯈꯨꯝ ꯄꯨꯡꯒꯤ ꯃꯃꯜ ꯑꯗꯨ ꯍꯣꯡꯍꯜꯂꯤ; ꯊꯕꯛ ꯑꯗꯨꯒꯤ ꯋꯥꯔꯣꯜ ꯑꯃꯁꯨꯡ ꯃꯃꯥꯡꯒꯤ ꯂꯝꯖꯤꯅꯕꯅꯥ ꯗꯤꯐꯔꯦꯟꯁ-ꯁ꯭ꯀꯣꯔ ꯍꯣꯡꯍꯜꯂꯤ꯫ ꯃꯆꯨ ꯑꯈꯟꯅꯥ ꯋꯥꯍꯩ ꯂꯩꯕ ꯃꯤꯡ ꯑꯃꯠꯇꯅꯥ ꯑꯈꯟꯅꯥ ꯀ꯭ꯂꯤꯅꯤꯀꯦꯜ ꯄꯔꯤꯛꯁꯥꯒꯤ ꯚꯦꯂꯤꯗꯦꯁꯟ ꯑꯗꯨ ꯂꯧꯊꯣꯛꯂꯣꯏ꯫ Anwyl-Irvine et al., 2020 Scarpina et al., 2017

ꯑꯥꯏꯟꯇꯔꯅꯦꯁꯅꯦꯜ ꯇꯦꯁ꯭ꯠ ꯀꯃꯤꯁꯟꯒꯤ ꯇꯦꯁ꯭ꯠ-ꯌꯨꯖ ꯒꯥꯏꯗꯂꯥꯏꯟꯅꯥ ꯇꯦꯁ꯭ꯠ ꯑꯁꯤꯒꯤ ꯅꯤꯡꯊꯤꯅꯕ ꯑꯔꯊꯗꯥ ꯑꯦꯚꯤꯗꯦꯟꯁ ꯑꯃꯁꯨꯡ ꯃꯁꯤꯒꯤ ꯌꯥꯝꯅꯥ ꯁꯦꯝꯂꯕ ꯑꯀꯣꯏꯕꯗꯨ ꯃꯊꯧ ꯇꯥꯏ ꯍꯥꯌꯅꯥ ꯈꯪꯍꯟꯂꯤ꯫ ꯀ꯭ꯂꯤꯅꯤꯀꯦꯜ ꯑꯔꯊ ꯂꯩꯕ ꯄꯥꯎꯈꯨꯝ ꯑꯃꯗꯤ ꯃꯈꯜ ꯑꯁꯤꯒꯤ ꯑꯣꯏꯕ ꯃꯤꯌꯥꯝꯗꯥ ꯚꯦꯂꯤꯗꯦꯁꯟ ꯇꯧꯈꯤꯕ ꯃꯊꯧ ꯇꯥꯏ; ꯃꯆꯨꯃꯌꯥꯝ ꯎꯕ ꯐꯖꯕ ꯆꯥꯔꯠ ꯅꯠꯔꯒꯥ ꯈꯪꯅꯕ ꯊꯕꯛꯀꯤ ꯃꯤꯡ ꯑꯃꯥ ꯂꯩꯕꯅꯥ ꯌꯥꯗꯦ꯫ International Test Commission, 2001

ꯄꯔꯤꯛꯁꯥ ꯑꯁꯤꯒꯤ ꯂꯥꯏꯕ ꯌꯨꯖ ꯑꯗꯨ ꯀꯔꯤꯅꯣ?

ꯑꯤꯟꯇꯔꯐꯤꯌꯔꯦꯟꯁ ꯈꯪꯅꯕ ꯑꯦꯗꯨꯀꯦꯁꯅꯦꯜ ꯊꯕꯛ ꯑꯃꯒꯨꯝ ꯌꯨꯖ ꯇꯧꯕ ꯌꯥꯏ; ꯑꯆꯨꯝꯕ ꯃꯑꯣꯡ ꯑꯃꯁꯨꯡ ꯄꯥꯎꯈꯨꯝꯒꯤ ꯑꯆꯨꯝ ꯑꯗꯨ ꯃꯔꯤ ꯂꯩꯅꯥ ꯊꯤꯌꯨ꯫ ꯅꯨꯃꯤꯠꯀꯤ ꯂꯩꯐꯝꯗꯥ ꯊꯥꯖꯗꯕꯥ ꯂꯩꯔꯕꯗꯤ, ꯒꯦꯝꯒꯤ ꯁ꯭ꯀꯣꯔꯅꯥ ꯑꯁꯤꯒꯤ ꯆꯥꯡ ꯀꯔꯝꯅꯥ ꯄ꯭ꯔꯣꯐꯦꯁꯅꯦꯜ ꯑꯦꯁꯦꯁꯃꯦꯟꯇ ꯇꯧꯕꯒꯤ ꯃꯊꯧ ꯑꯗꯨ ꯊꯥꯗꯕꯅꯦ꯫ ꯂꯝꯗꯝ ꯑꯁꯤꯅꯥ ꯃꯃꯜ ꯊꯤꯕꯒꯤ ꯂꯝꯊꯣꯛꯁꯤꯡ ꯈꯪꯍꯟꯂꯤ; ꯃꯁꯤꯅꯥ ꯑꯆꯨꯝ ꯑꯣꯏꯅꯥ ꯑꯄꯥꯟꯕ ꯑꯣꯏꯅꯕ ꯂꯝꯖꯤꯅꯕ ꯅꯠꯔꯒꯥ ꯊꯧꯅꯥꯡ ꯄꯤꯗꯦ꯫ Homack, 2004 International Test Commission, 2001

ꯄꯥꯎꯈꯨꯝꯗꯥ ꯂꯧꯕ ꯄꯦꯄꯔ ꯑꯃꯠꯇꯅꯥ ꯕ꯭ꯔꯥꯎꯖꯔ ꯒꯦꯝ ꯑꯁꯤ ꯑꯄꯥꯟꯕꯥ ADHD ꯑꯗꯨ ꯆꯤꯡꯅꯕ ꯅꯠꯔꯒꯥ ꯃꯤꯑꯣꯏꯁꯤꯡꯕꯨ ꯃꯔꯨꯑꯣꯏꯅꯥ ꯑꯐꯕ ꯑꯣꯏꯍꯅꯕ ꯂꯩ ꯍꯥꯌꯅꯥ ꯈꯪꯍꯟꯗꯦ꯫ ꯁꯥꯖꯗꯕ ꯑꯔꯊ ꯑꯗꯨ ꯑꯈꯟꯅꯥ ꯃꯔꯣꯜ ꯍꯦꯟꯅꯥ ꯊꯣꯀꯄ ꯊꯕꯛ ꯑꯃꯒꯤ ꯐꯂꯥꯅꯤ꯫ MacLeod, 1991 Scarpina et al., 2017