Improving Performance of Children With ADHD Through Self-Generating Motivation During Working Memory: Reciprocal Influences Between Executive and Motivational Aspects
Improving Performance of Children With ADHD Through Self-Generating Motivation During Working Memory: Reciprocal Influences Between Executive and Motivational Aspects
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通过工作记忆中的自我激励来提高多动症儿童的表现：执行和动机方面的相互影响
DOI：
10.6033/tokkyou.49.713
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
H. Maekawa
中科院分区：
文献类型：
--
作者：
Hideki Fujita;H. Maekawa
工作记忆的中央执行被认为代表了执行和调制方面之间的功能连接。本研究探讨了工作记忆的执行方面可以通过认知负荷产生持续的有效动机，从而在工作记忆任务中通过自我产生动机来提高儿童的表现。研究对象为7名ADHD男孩，他们被要求完成一项简单的反应任务和另一项累加目标刺激计数的任务，每项任务持续15分钟，有较长的刺激间隔（ISIs）。结果表明，累计计数对男孩的任务准时性表现有显著影响；一些参与者的表现有所改善，但其他参与者的表现却有所下降。这一结果表明，对工作记忆执行方面的最佳负荷可以产生持续的有效动机（即自我产生动机）并提高绩效。然而，不利的是，一些患有多动症的男孩的学习动机也减少了，表现也下降了。探讨了自我产生动机在ADHD儿童工作记忆中的修复意义。ADHD儿童工作记忆表现不佳不仅与工作记忆的执行方面有关，还与工作记忆的动机方面有关。ADHD儿童的执行功能和动机之间的相互影响表明ADHD研究可能发生范式转变。
The central executive of working memory is assumed to represent functional connectivity between the executive and modulation aspects. The present study examined the hypothesis that the executive aspect of working memory can generate sustained e‹ortful motivation through cognitive load in children with attention-de⁄cit/hyperactivity disorder (ADHD), improving their performance as a result of self-generating motivation during working memory tasks. Participants were 7 boys with ADHD who were asked to perform a simple reaction task and another task involving counting target stimuli cumulatively, each of them continuously for 15 min with long interstimulus intervals (ISIs). The results revealed that the cumulative counting a‹ected the boys’ performance in time-on-task; the performance of some participants improved, but that of others diminished. This outcome suggests that an optimal load on the executive aspect of working memory can generate sustained e‹ortful motivation (i.e., self-generating motivation) and improve performance. However, adversely, e‹ortful motivation was also reduced and performance diminished in some of the boys with ADHD. The remediational signi⁄cance of self-generating motivation during working memory in children with ADHD is discussed. Poor working memory performance in children with ADHD can be attributed to not only the executive aspect of working memory but also the motivational aspect. These reciprocal in¤uences between the executive function and motivation in children with ADHD suggest a possible paradigm shift in ADHD research.
影响因子：
5.7
作者：
Kondo, H;Morishita, M;Shibasaki, H
通讯作者：
Shibasaki, H