Working memory and math skills in children with and without ADHD.
Working memory and math skills in children with and without ADHD.
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患有和不患有多动症的儿童的工作记忆和数学技能。
DOI：
10.1037/neu0000920
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发表时间：
2024
期刊：
影响因子：
2.4
通讯作者：
Kofler,MichaelJ
中科院分区：
文献类型：
--
作者：
Gaye,Fatou;Groves,NicoleB;Chan,ElizabethSM;Cole,AlissaM;Jaisle,EmmaM;Soto,EliaF;Kofler,MichaelJ
目的患有注意力缺陷/多动障碍（ADHD）的儿童经常表现出工作记忆和多个数学技能领域的缺陷，包括问题解决和计算技能的发展不足。巴德利工作记忆模型假设了一个多组件系统，包括一个通用领域的中央执行系统和两个特定领域的子系统——语音短期记忆和视觉空间短期记忆。现有文献表明，工作/短期记忆的神经认知缺陷与数学技能之间存在密切联系。方法本研究首次使用双因子（S·I-1）模型来检查每个工作/短期记忆子成分（即中枢执行、语音短期记忆和视觉空间短期记忆）、ADHD 症状和数学技能之间的关系，样本包括 186 名 8-13 岁儿童（M 岁= 10.40，SD= 1.49；62 名女孩；69% 白人/非西班牙裔）。结果结构方程模型表明，所有三个工作/短期记忆成分对潜在数学技能都有显着且大致相同的影响（β=. 29–. 50，所有 p<. 05），并共同解释了儿童数学成绩的 56% 差异（R 2=. 56）。探索性分析表明，教师报告的 ADHD 注意力不集中症状对预测潜在数学技能 (ΔR 2=. 07) 贡献虽小，但意义重大，占中央执行/数学协会的 24%。结论这些发现表明，ADHD 儿童和临床评估的非 ADHD 儿童的数学困难在很大程度上与他们在工作/短期记忆中的神经认知脆弱性有关，在较小程度上与明显的 ADHD 症状有关。
ObjectiveChildren with attention-deficit/hyperactivity disorder (ADHD) frequently demonstrate deficits in working memory and in multiple domains of math skills, including underdeveloped problem-solving and computation skills. The Baddeley model of working memory posits a multicomponent system, including a domain-general central executive and two domain-specific subsystems—phonological short-term memory and visuospatial short-term memory. Extant literature indicates a strong link between neurocognitive deficits in working/short-term memory and math skills; however, the extent to which each component of working/short-term memory may account for this relation is unclear.MethodThe present study was the first to use bifactor (S· I-1) modeling to examine relations between each working/short-term memory subcomponent (ie, central executive, phonological short-term memory, and visuospatial short-term memory), ADHD symptoms, and math skills in a clinically evaluated sample of 186 children ages 8–13 (M years= 10.40, SD= 1.49; 62 girls; 69% White/non-Hispanic).ResultsStructural equation modeling indicated that all three working/short-term memory components exert a significant and approximately equal effect on latent math skills (β=. 29–. 50, all p<. 05) and together explain 56% of the variance in children’s math achievement (R 2=. 56). Exploratory analyses indicated that teacher-reported ADHD inattentive symptoms provided a small but significant contribution to predicting latent math skills (ΔR 2=. 07) and accounted for 24% of the central executive/math association.ConclusionsThese findings suggest that math difficulties in children with ADHD and clinically evaluated children without ADHD are associated, in large part, with their neurocognitive vulnerabilities in working/short-term memory and, to a lesser extent, overt ADHD symptoms.