Neuropsychological functioning, motor speed, and language processing in boys with and without ADHD
Neuropsychological functioning, motor speed, and language processing in boys with and without ADHD
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DOI：
10.1007/bf01441570
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发表时间：
1996-08-01
影响因子：
3.6
通讯作者：
Hinshaw, SP
中科院分区：
文献类型：
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作者：
Carte, ET;Nigg, JT;Hinshaw, SP
我们对 6 至 12 岁被诊断患有注意力缺陷多动障碍 (ADHD；n = 51) 的男孩进行了神经心理治疗，并对相同年龄范围的男孩 (n = 31) 进行了比较。患有注意力缺陷多动症的男孩在使用快速教学集进行的非自动化语言和运动任务以及两种传统额叶执行措施（Porteus 迷宫）之一上比对照年轻人有更大的困难。当需要自动处理的任务与需要更多地使用选择性注意过程的类似任务配对时，后者的受控处理任务比自动化任务更好地区分群体。类似任务的这种差异效应可以用响应组织介导的输出赤字来解释，如信息处理文献中详述。 ADHD 组还表现出缓慢的粗大运动输出，测量结果与言语输出无关。研究结果根据 Luria (1973) 的神经认知组织三方模型和额叶纹状体模型进行了评估，重点是输出过程。观察到的语言缺陷可能代表与自我监控和计划错综复杂的额叶过程。强调了受控处理、自定进度任务和快速教学集在评估多动症语言和运动技能方面的效用。
We administered a neuropsychological battery to boys aged 6 to 12 years old diagnosed with attention-deficit hyperactivity disorder (ADHD; n = 51) and to comparison boys of the same age range (n = 31). Boys with ADHD had greater difficulty than comparison youngsters on nonautomated language and motor tasks administered with a fast instructional set and on one of two traditional frontal executive measures (Porteus mazes). When tasks requiring automatic processing were paired with similar tasks requiring greater use of selective attention processes, the latter, controlled processing tasks differentiated groups better than did automated tasks. This differential effect of otherwise similar tasks is interpreted in terms of an output deficit mediated by response organization as detailed in the information processing literature. The ADHD group also exhibited slow gross motor output, measured independently of verbal output. The findings are evaluated in terms of both Luria's (1973) tripartite model of neurocognitive organization and frontal striatal models, with an emphasis on output processes. The observed language deficits could represent frontal lobe processes intricately related to self-monitoring and planning. The utility of controlled processing, self-paced tasks with fast instructional sets in assessing language and motor skills in ADHD is highlighted.