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为考察发展性阅读障碍儿童是否存在中央执行功能缺陷，本研究使用2-back任务、数字转换任务和色词Stroop任务分别对29名发展性阅读障碍儿童和28名典型发展儿童的中央执行功能三个子成分(刷新、转移、抑制)进行比较。结果发现：发展性阅读障碍儿童在2-back任务、数字转换任务、色词Stroop任务上的正确率均显著低于典型发展儿童，且在色词Stroop任务上的缺陷效应量最大。这些结果表明发展性阅读障碍儿童在三个中央执行功能子成分上均存在不同程度的缺陷，且抑制缺陷是其核心缺陷。 相似文献
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眼跳任务常用于研究额叶纹状体环路的机能,使用延迟眼跳任务可有效分离抑制空间工作记忆,深入探究注意缺陷多动障碍(ADHD)儿童的执行功能损伤.48名儿童(ADHD-I型11人,ADHD-C型19人,对照组18人)完成2种实验任务:正向眼跳和延迟眼跳.结果发现:(1)ADHD儿童存在抑制功能损伤,延迟眼跳中对照组错误率的成绩优势非常显著,延迟时间的加长使ADHD组的错误率显著提高,但不影响对照组错误率.(2)ADHD儿童存在一定的空间工作记忆损伤,延迟眼跳中ADHD组有较差的精确性,且延迟时间越长组间差异越显著.(3)ADHD儿童有较长的反应时和较慢的眼跳速度. 相似文献
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使用反事实思维任务、反事实推理测试（counterfactual inference test,CIT）、Stroop色词干扰测试和威斯康星卡片分类测试（wisconsin card sortingtest,WCST）考察抑郁症状个体反事实思维能力与执行功能。结果表明,被试负性事件自发反事实思维能力与执行功能测试成绩显著负相关（p〈0．05）;正性事件自发反事实思维与诱发反事实思维能力与执行功能测试部分指标显著相关（p〈0．05）;CIT得分与执行功能检测结果无显著相关。提示反事实思维能力受损是抑郁症的特质特征,并与个体执行功能的缺陷有关。 相似文献
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《内蒙古教育》2018,(6)
目的 :探讨8~10岁儿童的认知灵活性发展水平并考察工作记忆容量对其认知灵活性的影响。方法 :采用项目选择任务与计数广度测验分别对36名8~10岁儿童的认知灵活性和工作记忆进行施测,并对两项测验的结果进行相关分析。结果 :(1)8~10岁儿童能够完成项目选择任务中的4-match测验,只在第四次选择时表现出困难,但在6-match测验的后两次选择中均很难顺利完成转换,表现出多重转换困难。(2)8~10岁儿童工作记忆容量为8.07±1.41。(3)认知灵活性测验得分与工作记忆测验得分显著正相关。结论 :(1)8~10岁儿童在完成项目选择任务时仍表现出困难,还未达到成人水平。(2)儿童工作记忆容量与认知灵活性密切相关。 相似文献
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《赣南师范学院学报》2016,(6):120-124
传统的测量模型有一重要假设,即被试在完成测验过程中自始至终采用同一种策略.事实上,被试会根据题目类型不同而改变其解题策略,称之为策略转换.使用策略转换模型和潜在类别分析两种方法对平衡秤任务测验作答过程中的策略转换现象进行了分析比较.结果显示:策略转换模型存在策略位置参数越界、顺序混乱等缺陷,不适于策略转换问题研究;使用潜在类别分析方法可有效分析被试的策略转换行为,儿童在完成平衡秤任务测验时呈现出不同的策略转换路径. 相似文献
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弱中央统合理论是近年来用于解释自闭症个体认知特点的重要理论之一。本研究采用积木测验和镶嵌图形测验对10名自闭症儿童和10名智力发展障碍儿童实施测验,以验证自闭症儿童在视觉加工任务上是否存在弱中央统合倾向。研究结果表明:自闭症儿童和智力发展障碍儿童在这两个测验任务上的表现并未存在显著差异;实验材料的难度可能使得两类儿童在测验任务上出现了"地板效应";在镶嵌图形测验中,自闭症儿童从阴影型图片中识别出目标图形的能力高于智力发展障碍儿童。 相似文献
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The relationship between right hemisphere dysfunction and attention-deficit/hyperactivity disorder (ADHD) remains controversial. We administered a random letter cancellation test to 58 carefully selected adult patients meeting DSM-IV criteria for ADHD and 29 age- and education-matched controls. Patients with ADHD had a higher mean omission rate on the left side than the controls, and a greater percentage of ADHD patients than controls made more omissions on the left than on the right (L > R errors). ADHD patients who made L > R errors had lower performance IQ scores than ADHD patients who did not make L > R errors. However, ADHD patients who made L > R errors did not differ from ADHD patients who did not make L > R errors in ADHD subtype, medication response, or neuropsychological measures of attention, executive function, verbal memory, nonverbal memory, or academic achievement. Patients without a family history of ADHD were more likely to make L > R errors than patients with a family history of ADHD. This study provides support for the concept of right hemisphere dysfunction in a subset of patients with ADHD. However, ADHD patients who make L > R errors do not appear to represent a distinct clinical subgroup in terms of medication response, ADHD subtype, or neuropsychological test performance. 相似文献
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Penny Corkum Kelly Humphries Jennifer C. Mullane France Theriault 《Contemporary educational psychology》2008
This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD. 相似文献
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干扰负载对注意缺陷多动障碍儿童视觉工作记忆的影响 总被引：1，自引：0，他引：1
为考察编码和提取阶段的干扰负载对注意缺陷多动障碍(ADHD)儿童视觉工作记忆的影响。本研究采用纸笔测验,分别要求被试对编码和提取阶段的材料进行操作。结果发现,编码阶段,干扰负载对两组被试的影响没有显著差异;提取阶段,干扰负载对ADHD组被试的影响显著大于普通组被试。相对于普通组儿童而言,ADHD儿童的视觉工作记忆更易受到干扰负载的影响,这种影响体现在提取阶段。 相似文献
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本研究采用信号停止任务范式,考察不同声音唤醒水平下注意力缺陷多动障碍儿童 和普通儿童反应抑制功能的表现,探讨唤醒水平和行为抑制功能之间的关系,以验证行为 抑制模型和认知能量模型.研究中注意力缺陷多动障碍儿童15名,普通儿童15名,匹配 年龄、年级、性别和智力水平.结果表明:(1)注意力缺陷多动障碍儿童的反应错误率和抑 制失败率显著高于普通儿童;(2)中、高唤醒水平下,注意力缺陷多动障碍儿童正确反应的 被试内变异性降低,与普通儿童的表现相当;(3)唤醒水平对两类儿童的抑制失败率没有影 响.唤醒水平没有提高注意力缺陷多动障碍儿童的行为抑制功能,但促进了其一般反应认 知功能,说明能量库缺损并不是比抑制功能更为核心的缺损. 相似文献
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从特质、鉴别以及干预等方面综述了国内外注意力缺陷多动障碍超常儿童的研究进展.描述ADHD儿童与超常儿童共存的特质,对ADHD超常儿童与一般超常儿童和ADHD儿童进行比较;介绍智力测验、行为观察和创造力测验等多种鉴别方法,通过不同方法对多种能力进行评估可提高鉴别准确性;对ADHD超常儿童进行教育干预,既要通过药物和行为治疗,弥补其缺陷,更要设计合理的超常教育方案,促进其潜能的实现. 相似文献
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G P Richards S J Samuels J E Turnure J E Ysseldyke 《Journal of learning disabilities》1990,23(2):129-136
Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibiting impulsive responding. Subjects with LD made more errors than controls on a selective attention task when letter distractors were adjacent to the target letter but not when they were distant, and more correct responses than controls when facilitating letters were adjacent to the target, suggesting that students with LD are less able to narrow the focus of their attention. Longer response times by students with LD indicate that they have slower information-processing skills than controls. Regrouping students according to teacher ratings for attention deficit-hyperactivity disorder (ADHD) yielded the customary impulsive response set on the CPT and more errors on the selective attention task, but no differences on response times for students with ADHD. LD students with ADHD made more errors than LD students without ADHD when letter distractors were adjacent to the target letter. 相似文献
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OBJECTIVE: The study sought to determine if high-risk, compared to low-risk, mothers make more emotion recognition errors when they attempt to recognize emotions in children and adults. METHOD: Thirty-two demographically matched high-risk (n = 16) and low-risk (n = 16) mothers were asked to identify different emotions expressed by children and adults. Sets of high- and low-intensity, visual and auditory emotions were presented. Mothers also completed measures of stress, depression, and ego-strength. RESULTS: High-risk, compared to low-risk, mothers showed a tendency to make more errors on the visual and auditory emotion recognition tasks, with a trend toward more errors on the low-intensity, visual stimuli. However, the observed trends were not significant. Only a post-hoc test of error rates across all stimuli indicated that high-risk, compared to low-risk, mothers made significantly more emotion recognition errors. Although situational stress differences were not found, high-risk mothers reported significantly higher levels of general parenting stress and depression and lower levels of ego-strength. CONCLUSIONS: Since only trends and a significant post hoc finding of more overall emotion recognition errors in high-risk mothers were observed, additional research is needed to determine if high-risk mothers have emotion recognition deficits that may impact parent-child interactions. As in prior research, the study found that high-risk mothers reported more parenting stress and depression and less ego-strength. 相似文献
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OBJECTIVE: This study examines the relationship between parental self-confidence, warmth, and involvement, and corporal punishment in families of children with attention deficit/hyperactivity disorder (ADHD). METHOD: The diagnosis of ADHD was established through clinical interviews with the parents, children, and teachers, according the criteria in DSM-IV-TR. This diagnosis was also established by having the parents complete the Conners' Parent Rating Scale, and the teachers complete the Conners' Teacher Rating Scale. Two groups of Iranian parents, one group with children who have ADHD (N=130) and a control group (N=120), completed questionnaires measuring parental self-confidence and parenting styles. RESULTS: Parents of children with ADHD were found to have lower self-confidence and less warmth and involvement with their children, and used corporal punishment significantly more than the parents of control children. CONCLUSIONS: The study provides strong evidence that children with ADHD are at considerable risk of abuse by their parents. Rather than focusing only on the child's ADHD, treatment may also need to address the parents' functioning. 相似文献