Executive function and reading impairments in children reported by their teachers as 'hyperactive'
Executive function and reading impairments in children reported by their teachers as 'hyperactive'
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DOI：
10.1348/026151001166083
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发表时间：
2001-06-01
影响因子：
2.3
通讯作者：
Snowling, MJ
中科院分区：
文献类型：
--
作者：
Adams, JW;Snowling, MJ
21名8至11岁的儿童被优势和困难问卷（Goodman，1997）确定为“多动”，并与性别、年龄和非语言推理相匹配的对照组进行了一系列认知任务的比较。组间在识字、抑制和执行功能方面存在显著差异，但在言语工作记忆方面无显著差异。这些结果与多动儿童难以进行行为抑制的假设以及先前报道的阅读障碍和注意力障碍之间共病的高发生率是一致的。然而，这些数据表明，与儿童多动症相关的执行功能的核心认知缺陷独立于与阅读障碍相关的语音缺陷。
Twenty-one 8- to 11-year-olds identified by the Strengths and Difficulties Questionnaire (Goodman, 1997) as 'Hyperactive' were compared with controls matched for gender, age, and non-verbal reasoning on a battery of cognitive tasks. Significant group differences were found on literacy measures, tasks of inhibition and executive function, but not verbal working memory measures. These results are consistent with the hypothesis that children with hyperactivity have difficulty in behavioural inhibition, and the previously reported high incidence of comorbidity between reading impairment and attention disorders. However, the data suggest that the core cognitive deficits in executive function that are associated with hyperactivity in children are independent of the phonological deficits associated with reading impairment.