Selective and Sustained Attention in Hyperactive, Learning‐Disabled, and Normal Boys
Selective and Sustained Attention in Hyperactive, Learning‐Disabled, and Normal Boys
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多动、学习障碍和正常男孩的选择性和持续注意力
DOI：
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发表时间：
1979
影响因子：
1.9
通讯作者：
D. M. Oglesby
中科院分区：
文献类型：
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作者：
R. Dykman;P. Ackerman;D. M. Oglesby
男孩被归类为nonhyperactive学习障碍（LD），多动，但不是LD，并作为正常的行为和成就进行了对比的视觉搜索任务假设，以引起选择性和持续的注意力的差异。随着任务复杂性的增加，两个临床组都比正常组进行了更多的试验来达到标准，但与预期相反，他们的错误模式更相似而不是不同。普里布拉姆使用了一个高度相似的任务，他发现额叶损伤的猴子并不像暂时性损伤的猴子那样适应奖励偶然性，当超过六个物体组成的场时，这些猴子更难发现正确的线索。学习困难儿童和多动儿童在寻找待奖励线索时表现出低效率，他们对奖励条件的反应也不好。过度活跃的人比LD受试者更快地了解游戏的特点，但并没有始终如一地使用这些信息。多动组和LD组同样抱怨自己变得疲惫，但更多的多动组想要退出，并在延迟数据和无关反应中提供了证据，表明他们不再以直接的方式玩游戏。在实验后期，多动组的准确性与搜索潜伏期呈负相关，而其他组则没有。过度活跃儿童缺乏“对问题的容忍”被理论化为他们表现不佳的原因，而LD儿童的表现不佳反映了选择性注意力和持续注意力的缺陷。
Boys classified as nonhyperactive learning-disabled (LD), hyperactive but not LD, and as normal in behavior and achievement were contrasted on a visual search task hypothesized to elicit differences in selective and sustained attention. As task complexity increased, both clinical groups took more trials to reach criterion than the normals, but contrary to expectation, their error patterns were more similar than different. Using a highly similar task, Pribram found that monkeys with frontal lobe lesions did not condition to the reward contingency as well as temporarily lesioned monkeys, who had greater difficulty discovering the correct cue when more than six objects comprised the field. Both LD and hyperactive children who were inefficient at searching out the to-be rewarded cue tended not to condition as well to the reward contingency. Hyperactives gained insight into the features of the game somewhat quicker than LD subjects but did not use this information consistently. The hyperactive and LD groups complained equally of becoming tired but more of the hyperactives wanted to quit and gave evidence in latency data and extraneous responses that they ceased to play the game in a straightforward way. The hyperactives but not the other groups had a negative correlation between accuracy and search latency during the latter phase of the experiment. The hyperactives' lack of “tolerance for a problem” is theorized to account for their poor performance, whereas the LD children's poor performance reflects defects in selective as well as sustained attention.