Low Working Memory rather than ADHD Symptoms Predicts Poor Academic Achievement in School-Aged Children.
Low Working Memory rather than ADHD Symptoms Predicts Poor Academic Achievement in School-Aged Children.
复制标题
低工作记忆而不是多动症症状预示着学龄儿童学业成绩不佳。
DOI：
10.1007/s10802-017-0288-3
复制
发表时间：
2018
影响因子：
3.6
通讯作者：
Halperin,JeffreyM
中科院分区：
文献类型：
--
作者：
Simone,AshleyN;Marks,DavidJ;Bédard,Anne-Claude;Halperin,JeffreyM
本研究探讨了工作记忆（WM），注意力不集中的症状，和/或多动/冲动的症状是否显着有助于学业，行为和全球功能在8岁的儿童。160名8岁儿童（75.6%为男性），他们最初被招募为学龄前儿童，完成韦氏儿童智力量表第四版，综合和韦氏个人成就测验第二版的子测验，以评估WM和学业成绩，分别。教师使用范德比尔特评定量表对儿童的学业和行为功能进行评定。由临床医生评定的全球功能通过儿童全球评估量表进行评估。完成多元线性回归，以确定WM（言语和视觉空间）和/或注意力不集中和多动/冲动症状的严重程度显着促进学术，行为和/或全球功能。注意缺陷多动障碍症状严重程度与学习成绩呈显著独立相关（均P < 0.01）。与此相反，工作记忆和注意力不集中症状（p< 0.01），但不多动-冲动（p> 0.05）的教师对学业功能的评级显着。此外，注意力不集中和多动/冲动（p< 0.04），而不是WM（p> 0.10）与教师的行为功能和临床医生的整体功能评分显著相关。综上所述，儿童的工作记忆可能与学习技能有关，但不一定与整体行为功能有关。
This study examined whether working memory (WM), inattentive symptoms, and/or hyperactive/impulsive symptoms significantly contributed to academic, behavioral, and global functioning in 8-year-old children. One-hundred-sixty 8-year-old children (75.6% male), who were originally recruited as preschoolers, completed subtests from the Wechsler Intelligence Scale for Children–Fourth Edition, Integrated and Wechsler Individual Achievement Test–Second Edition to assess WM and academic achievement, respectively. Teachers rated children’s academic and behavioral functioning using the Vanderbilt Rating Scale. Global functioning, as rated by clinicians, was assessed by the Children’s Global Assessment Scale. Multiple linear regressions were completed to determine the extent to which WM (auditory-verbal and visual-spatial) and/or inattentive and hyperactive/impulsive symptom severity significantly contributed to academic, behavioral, and/or global functioning. Both auditory-verbal and visual-spatial WM but not ADHD symptom severity, significantly and independently contributed to measures of academic achievement (allp< 0.01). In contrast, both WM and inattention symptoms (p< 0.01), but not hyperactivity-impulsivity (p> 0.05) significantly contributed to teacher-ratings of academic functioning. Further, inattention and hyperactivity/impulsivity (p< 0.04), but not WM (p> 0.10) were significantly associated with teacher-ratings of behavioral functioning and clinician-ratings of global functioning. Taken together, it appears that WM in children may be uniquely related to academic skills, but not necessarily to overall behavioral functioning.