Difficulties in comprehending causal relations among children with ADHD: The role of cognitive engagement
Difficulties in comprehending causal relations among children with ADHD: The role of cognitive engagement
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DOI：
10.1037/0021-843x.113.1.56
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发表时间：
2004-02-01
影响因子：
4.6
通讯作者：
van den Broek, P
中科院分区：
文献类型：
--
作者：
Lorch, EP;Eastham, D;van den Broek, P
本研究调查了长时间注视的时间（即，大于或等于15 s），这是一个认知参与的指数，可以解释注意缺陷多动障碍（ADHD）儿童和对照儿童在理解因果关系方面的差异。孩子们观看了两个电视故事，一次在玩具面前，一次在玩具面前。因变量为视觉注意力和挖掘事实信息和因果关系的问题。对照组儿童回答的因果关系问题明显多于多动症儿童，但仅限于玩具存在的情况。四条证据显示，ADHD儿童在玩具呈现条件下回答因果关系问题的困难可能与这一组在长时间注视上花费的时间减少有关。
The present study examined whether time spent in long looks (i.e., greater than or equal to15 s), an index of cognitive engagement, would account for differences between children with attention deficit hyperactivity disorder (ADHD) and comparison children in understanding causal relations. Children viewed two televised stories, once in the presence of toys and once in their absence. Dependent variables were visual attention and questions tapping factual information and causal relations. Comparison children answered significantly more causal relations questions than did the children with ADHD, but only in the toys-present condition. Four lines of evidence revealed that the difficulties children with ADHD had in answering causal relations questions in the toys-present condition could be linked specifically to this group's decreased time spent in long looks.