Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)?
Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)?
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DOI：
10.1007/s10802-018-0447-1
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发表时间：
2019-03
影响因子：
3.6
通讯作者：
Austin KE
中科院分区：
文献类型：
--
作者：
Kofler MJ;Spiegel JA;Soto EF;Irwin LN;Wells EL;Austin KE
阅读问题在多动症儿童中很常见，并与这些儿童不发达的工作记忆能力表现出很强的共变。相比之下，工作记忆训练似乎并没有改善多动症儿童或神经正常儿童的阅读表现。目前的研究弥合了这些相互矛盾的发现之间的差距，并将双任务方法与贝叶斯模型结合起来，研究了工作记忆在解释adhd相关阅读问题中的作用。8-13岁儿童（M=10.50， SD=1.59） （N=78； 29名女孩；63%白人/非西班牙裔）完成了一系列平衡的阅读任务，这些任务系统地操纵了并发工作记忆需求。与非ADHD儿童（d= - 0.18）相比，增加工作记忆要求对ADHD儿童的阅读理解能力产生不成比例的降低（d= - 0.67）；当工作记忆需求增加时，两组的理解能力都显著降低。这些影响对于基础阅读技能（解码，视觉词汇）和共病阅读障碍的控制是稳健的。同时的工作记忆要求并没有减慢两组的阅读速度。ADHD组的理解能力（d=1.02）和速度（d=0.69）较低，甚至在增加工作记忆需求之前，超出了阅读本身的要求。探索性条件效应分析表明，不发达的工作记忆与组间差异的41%（理解）和85%（速度）重叠。ADHD患者的阅读问题似乎至少部分归因于他们不发达的工作记忆能力。结合之前的横断面和纵向研究结果，目前的实验证据表明，工作记忆是有效理解书面语言的必要但不充分的潜在因果机制。
Reading problems are common in children with ADHD and show strong covariation with these children’s underdeveloped working memory abilities. In contrast, working memory training does not appear to improve reading performance for children with ADHD or neurotypical children. The current study bridges the gap between these conflicting findings, and combines dual-task methodology with Bayesian modeling to examine the role of working memory for explaining ADHD-related reading problems. Children ages 8–13 (M=10.50, SD=1.59) with and without ADHD (N=78; 29 girls; 63% Caucasian/Non-Hispanic) completed a counterbalanced series of reading tasks that systematically manipulated concurrent working memory demands. Adding working memory demands produced disproportionate decrements in reading comprehension for children with ADHD (d=−0.67) relative to Non-ADHD children (d=−0.18); comprehension was significantly reduced in both groups when working memory demands were increased. These effects were robust to controls for foundational reading skills (decoding, sight word vocabulary) and comorbid reading disability. Concurrent working memory demands did not slow reading speed for either group. The ADHD group showed lower comprehension (d=1.02) and speed (d=0.69) even before adding working memory demands beyond those inherently required for reading. Exploratory conditional effects analyses indicated that underdeveloped working memory overlapped with 41% (comprehension) and 85% (speed) of these between-group differences. Reading problems in ADHD appear attributable, at least in part, to their underdeveloped working memory abilities. Combined with prior cross-sectional and longitudinal findings, the current experimental evidence positions working memory as a potential causal mechanism that is necessary but not sufficient for effectively understanding written language.
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DOI：
10.1097/01.chi.0000189134.97436.e2
发表时间：
2006-02-01
影响因子：
13.3
作者：
Barkley, RA;Fischer, M;Fletcher, K
通讯作者：
Fletcher, K
影响因子：
3.8
作者：
de Carvalho, Carolina A. F.;Kida, Adriana de S. B.;de Avila, Clara R. B.
通讯作者：
de Avila, Clara R. B.
影响因子：
4.9
作者：
Finn, JD;Gerber, SB;Boyd-Zaharias, J
通讯作者：
Boyd-Zaharias, J
影响因子：
4.1
作者：
Christopher, Micaela E.;Miyake, Akira;Olson, Richard K.
通讯作者：
Olson, Richard K.
影响因子：
3
作者：
BICKETT, L;MILICH, R
通讯作者：
MILICH, R