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目的:探讨注意缺陷多动障碍(ADHD)儿童执行功能的特征。方法:采用Stroop效应、视觉和听觉Go/No-Go反应、倒背数字、延缓期的空间位置记忆广度、伦敦塔任务和连线测验分别测试40例ADHD儿童和25例正常对照组儿童的反应抑制、语音工作记忆、视空间工作记忆、计划能力和定势转移能力。结果:1.ADHD儿童完成字义与字色相矛盾的字色命名时间较正常对照组儿童明显延长(P﹤0.05)。2.ADHD儿童完成视觉和听觉的Go/No-Go反应所犯错误数均较正常对照组儿童明显增多(P﹤0.01)。3.ADHD儿童倒背数字分数和延缓期的空间位置记忆广度均较正常对照组儿童明显低(P﹤0.01)。4.ADHD儿童完成两步、四步和五步伦敦塔任务的时间均较正常对照组儿童明显延长、犯错误数明显增多(P﹤0.05);而完成四步、五步伦敦塔任务的最初计划时间则较正常对照组儿童明显缩短(P﹤0.01)。5.ADHD儿童完成连线测验甲式的时间和犯错误数与正常对照组儿童无显著性差异(P﹥0.05),而完成乙式所需时间则较正常对照组儿童明显延长、犯错误数较正常对照组儿童明显增多(P﹤0.05)。结论:ADHD儿童存在反应抑制、语音工作记忆、视空间工作记忆、计划能力和定势转移能力等多项执行功能的缺陷。
Objective: To investigate the features of executive function in children with attention deficit hyperactivity disorder (ADHD). Methods: Responses of 40 children with ADHD and 25 children with normal controls were tested using the Stroop effect, visual and auditory Go / No-Go responses, backdraft figures, memory space in deferred periods, the London Tower mission and the connection test Inhibition, voice working memory, spatial working memory, planning ability and ability to transfer. Results: 1.ADHD children to complete the word meaning and character color contradictions in the naming time was significantly longer than the normal control group children (P <0.05). 2. The number of errors made by ADHD children in completing visual and auditory Go / No-Go responses were significantly higher than those in normal controls (P <0.01). 3. ADHD children back to the digital fractional and postponed spatial location memory breadth were significantly lower than the normal control group children (P <0.01). 4. ADHD children completed two, four and five steps of the Tower of London task than the normal control group was significantly longer children, making a significant increase in error number (P <0.05); and completed the four-step, five-step Tower of London mission The planned time was significantly shorter than that of the normal control group (P <0.01). 5. ADHD children to complete the connection test A type of time and make mistakes children with normal control group no significant difference (P> 0.05), while the completion of B-type time required for children than the normal control group was significantly longer, making mistakes Compared with the normal control group, the children obviously increased (P <0.05). Conclusion: Children with ADHD have many executive functions, such as inhibition of response, voice working memory, working memory in the visual field, planning ability and potential transfer ability.