Taken together , the studies pointed at substantial evidence for a negative association between ADHD symptoms and mathematical ability .
This association was particularly marked for the inattentive component of ADHD than for the hyperactive-impulsive component .
Evidence from twin studies also showed a significant genetic correlation between mathematics and ADHD , which was greater for the inattentive component of ADHD compared to the hyperactive-impulsive component .
Conclusions The differential relationship of the hyperactivity-impulsivity and inattention domains with mathematics emphasises the heterogeneity within the disorder and suggests a partially different aetiology of the two ADHD domains .
Background Several recent behavioural and behavioural genetic studies have investigated the relationship between attention deficit hyperactivity disorder ( ADHD ) and mathematical ability .
The aim of this systematic review was to provide an overview of these studies to date .
An emphasis was placed on review ing results that explored the association between mathematics and the two ADHD components of attention and hyperactivity-impulsivity separately .
Executive function and attention deficit hyperactivity disorder: stimulant medication and better executive function performance in children.
BACKGROUND Executive function deficits have been reported repeatedly in children with Attention Deficit Hyperactivity Disorder ( ADHD ) .  Stimulant medication has been shown to be effective in improving cognitive performance on most executive function tasks , but neuropsychological tests of executive function in this population have yielded inconsistent results . Method ological limitations may explain these inconsistencies . This study aim ed to measure executive function in medicated and non-medicated children with ADHD by using a computerized battery , the Cambridge Neuropsychological Test Automated Battery ( CANTAB ) , which is sensitive to executive function deficits in older patients with frontostriatal neurological impairments . METHODS Executive function was assessed in 30 children with ADHD : 15 were stimulant medication naive and 15 were treated with stimulant medication .  These two groups were compared to 15 age , sex and IQ matched controls . RESULTS The unmedicated children with ADHD displayed specific cognitive impairments on executive function tasks of spatial short-term memory , spatial working memory , set-shifting ability and planning ability . Impairments were also seen on spatial recognition memory and delayed matching to sample , while pattern recognition memory remained intact . The medicated children with ADHD were not impaired on any of the above executive function tasks except for deficits in spatial recognition memory . CONCLUSIONS ADHD is associated with deficits in executive function .  Stimulant medication is associated with better executive function performance . Prospect i ve follow-up studies are required to examine these effects
Taken together , the studies pointed at substantial evidence for a negative association between ADHD symptoms and mathematical ability .
This association was particularly marked for the inattentive component of ADHD than for the hyperactive-impulsive component .
Evidence from twin studies also showed a significant genetic correlation between mathematics and ADHD , which was greater for the inattentive component of ADHD compared to the hyperactive-impulsive component .
Conclusions The differential relationship of the hyperactivity-impulsivity and inattention domains with mathematics emphasises the heterogeneity within the disorder and suggests a partially different aetiology of the two ADHD domains .
Background Several recent behavioural and behavioural genetic studies have investigated the relationship between attention deficit hyperactivity disorder ( ADHD ) and mathematical ability .
The aim of this systematic review was to provide an overview of these studies to date .
An emphasis was placed on review ing results that explored the association between mathematics and the two ADHD components of attention and hyperactivity-impulsivity separately .