Working Memory Deficits can be Overcome: Impacts of Training and Medication on Working Memory in Children with ADHD
Working Memory Deficits can be Overcome: Impacts of Training and Medication on Working Memory in Children with ADHD
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DOI：
10.1002/acp.1589
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发表时间：
2010-09-01
影响因子：
2.4
通讯作者：
Elliott, Julian G.
中科院分区：
文献类型：
--
作者：
Holmes, Joni;Gathercole, Susan E.;Elliott, Julian G.
本研究评估了两种干预措施-训练计划和兴奋剂药物-对注意缺陷多动障碍（ADHD）儿童工作记忆（WM）功能的影响。25名年龄在8岁至11岁之间的儿童参加了至少20天的WM技能训练，并在训练前后完成了WM和IQ的其他评估，以及是否接受处方药物治疗。虽然药物显著改善了视觉空间记忆的表现，但训练导致WM的所有组成部分在未经训练的任务中获得了实质性的收益。与中央执行官相关的培训成果持续了6个月。IQ分数不受任何干预的影响。这些研究结果表明，注意缺陷多动障碍儿童的工作记忆障碍可以通过训练和兴奋剂药物得到不同程度的改善。版权所有（C）2009约翰威利父子有限公司
This study evaluated the impact of two interventions-a training program and stimulant medication-on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty-five children aged between 8 and 11 years participated in training that taxed WM skills to the limit for a minimum of 20 days, and completed other assessments of WM and IQ before and after training, and with and without prescribed drug treatment. While medication significantly improved visuo-spatial memory performance, training led to substantial gains in all components of WM across untrained tasks. Training gains associated with the central executive persisted over a 6-month period. IQ scores were unaffected by either intervention. These findings indicate that the WM impairments in children with ADHD can be differentially ameliorated by training and by stimulant medication. Copyright (C) 2009 John Wiley & Sons, Ltd.