Sorry for the long text blob, but it is breaking my worksheets. I have a large array of data I am writing to a worksheet (I am using 17.9 and do not have upgrade ability)
The cells shows the html and does not render it.
Workbook w = new Workbook();
Worksheet ws = w.Worksheets;
ws.Cells[0, 0].HtmlString = “
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are known to have difficulty with peer relations,; though the mechanisms by which these children struggle with interpersonal relationships are not well known. There is growing empirical support and interest in executive function (EF) as a potential neurocognitive basis for social interaction. Research suggests that certain executive skills,; such as working memory (WM),; planning,; and inhibition have been shown to be related to social outcomes in children with ADHD,; and in some cases are mediated by the behavioral manifestations of these executive deficits (Bunford et al.,; 2014; Hilton et al.,; 2017; Kofler et al.,; 2011). Despite the evidence for a relationship between EF skills and social outcomes,; the support thus far is correlational in nature,; making causal interpretations impossible. Experimental approaches are necessary to help move beyond correlations and toward a more clear understanding of the causal mechanisms involved in these relationships<./p>
The current study examined the relation between the EF skill of working memory (WM) and the encoding of nonverbal social cues using an experimental dual-task paradigm tested in children with and without ADHD. Children and their parents were screened for the presence of ADHD,; first through a phone screening and then through a semi-structured diagnostic interview. A total of 40 children were recruited (20 ADHD; 20 control) and were matched on age,; sex,; and IQ. Participants completed measures of intelligence,; anxiety,; and computerized tasks of social encoding and WM in both single- and dual-task conditions. In the dual-task condition,; the participants simultaneously completed a task of WM and social encoding. Participant,;s parents completed measures of psychological,; behavioral,; and social functioning in a separate room.
A series of t-tests showed large between group differences on parent-reported externalizing problems,; attention problems,; social problems,; and executive function. A series of repeated measures mixed-model ANOVAs revealed that both children with ADHD and control children performed significantly worse during the dual-task condition compared to the single task conditions,; F (1,; 38) = 7.31,; p = .01,; ηp2 = .16. Also,; children with ADHD had significantly lower performance than control children on task-based social encoding and WM,; F (1,; 38) = 4.12,; p = .05,; ηp2 = .10. This study provides experimental support for the role of WM in nonverbal social encoding in children,; both with and without ADHD,; and provides an experimental framework for future studies of other EF skills and more complex levels of social information processing. Further analytic detail and clinical applications of this research will be included in the final poster.”;