Evidence for unexpected weaknesses in learning in children with attention deficit/hyperactivity disorder without reading disabilities
Evidence for unexpected weaknesses in learning in children with attention deficit/hyperactivity disorder without reading disabilities
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DOI：
10.1177/002221940303600305
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发表时间：
2003-05-01
影响因子：
3
通讯作者：
Denckla, MB
中科院分区：
文献类型：
--
作者：
Cutting, LE;Koth, CW;Denckla, MB
本研究探讨了注意力缺陷多动障碍（ADHD）儿童和非ADHD儿童的言语学习机制，这些儿童均无阅读障碍。患有多动症的儿童在加州儿童语言学习测试的过程和结果分数上与正常发育的儿童进行了比较。研究结果表明，ADHD儿童最初学习的单词数量与对照组相同，但在延迟后回忆单词时表现出弱点，这表明ADHD儿童的学习效率较低。无论ADHD的状态，男孩和女孩的表现。不同.与女孩相比，男孩使用语义聚类的频率更低，从列表中间区域回忆起的单词也更少;女孩在整体表现方面也优于男孩，尽管语言智商得分较低。这些发现表明，患有ADHD的儿童即使没有正式的学习障碍，也会在学习方面表现出意想不到的弱点。语言学习中的性别差异也得到了说明。
This study examined the mechanisms underlying verbal learning in children with and without attention-deficit/hyperactivity disorder (ADHD), none of whom had reading disabilities. Children with ADHD were compared to typically developing children on both process and product scores from the California Verbal Learning Test for Children. The findings indicated that children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays, suggesting that children with ADHD are less efficient learners. Regardless of ADHD status, boys and girls performed. differently. Boys used semantic clustering less frequently and recalled fewer words from the middle region of the list than girls; girls also outperformed boys in terms of overall performance, despite lower verbal IQ scores. These findings show that children with ADHD can exhibit unexpected weaknesses in learning even without a formal learning disability. Gender differences in verbal learning are also illustrated.