These characteristics resemble those of individuals with ADHD, but are not thought to be indicative of ADHD in these highly intelligent individuals, but rather a consequence of their very fast processing style and mismatch with their environments that are tailored for average intelligent individuals (i.e., and thus understimulating for highly intelligent individuals). Individuals with high intelligence can also achieve at a level lower than expected considering their cognitive abilities and experience social difficulties. According to this hypothesis, individuals with high intelligence frequently show high levels of activity, attention difficulties, and problems following rules and with task persistence. Previously, it has been argued that high intelligence “mimics” ADHD. The innovative aim of this study was therefore to determine the cognitive profile of individuals with ADHD and high intelligence using an individually matched four-group design with both average and highly intelligent individuals with and without ADHD. Surprisingly, very few studies have examined this issue directly and no previous study has used both ADHD-matched and IQ-matched control groups to investigate this research question. However, there is an ongoing debate as to whether these cognitive domains are equally impaired in individuals with ADHD and high intellectual capacity. A wide range of cognitive domains-from basic reaction time variability to complex executive and social cognitive functions-are on average impaired in individuals with ADHD.
A strong body of literature describes the cognitive correlates of ADHD. Our findings indicate the cognitive profile of ADHD is similar in highly versus average intelligent individuals with ADHD, although ADHD-related cognitive deficits may be easily overlooked in the high intelligence population when compared to the typical (i.e., average intelligent) control group.Īttention-deficit hyperactivity disorder (ADHD) is defined by high levels of inattention, impulsiveness, and/or hyperactivity that significantly impair daily functioning and are pervasive across situations. Overall, highly intelligent children and adolescents with ADHD performed at the level of the average intelligent control children. The small moderating effects found mostly indicated somewhat milder cognitive problems in highly intelligent individuals with ADHD. ResultsĪDHD-control group differences were not moderated by IQ mostly equally large ADHD-control differences in cognitive performance were found for high versus average intelligent groups.
Linear mixed models were used to examine the main effects of ADHD and IQ and their interaction on cognitive performance. These samples were selected from the Dutch node of the International Multicenter ADHD Genetics (NeuroIMAGE) and Tracking Adolescents’ Individual Lives Survey (TRAILS) cohorts, respectively, in which a large battery of cognitive tasks was administered.
Two independent samples ( N = 204 and N = 84) of (1) high intelligence quotient (IQ) (IQ ≥ 120) children and adolescents with ADHD were used, carefully matched on age, gender, ADHD severity, and IQ with (2) control participants with high intelligence, (3) participants with ADHD with an average intelligence (IQ 90–110), and (4) control participants with an average intelligence. The aim of this study was to examine the cognitive correlates of ADHD in highly intelligent children and adolescents with ADHD. There is an ongoing debate as to whether attention-deficit hyperactivity disorder (ADHD) in highly intelligent individuals has a similar presentation as in average intelligent individuals.
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