The effects of thematic importance on story recall among children with attention deficit hyperactivity disorder and comparison children
The effects of thematic importance on story recall among children with attention deficit hyperactivity disorder and comparison children
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DOI：
10.1007/s10802-006-9078-z
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发表时间：
2007-02-01
影响因子：
3.6
通讯作者：
Milich, Richard
中科院分区：
文献类型：
--
作者：
Flake, Rebecca A.;Lorch, Elizabeth P.;Milich, Richard
本研究考察了在两种不同的观看条件下（玩具存在/玩具不存在），患有和不患有注意缺陷多动障碍（ADHD）的年幼（4-6岁）和年长（7-9岁）儿童对电视故事的回忆。每个孩子看两个Rugrats电视节目，一个有玩具，一个没有玩具。在看完一个节目后，孩子立即完成了对所观察到的故事的自由回忆。随着重要性水平的提高，对照组儿童的回忆率比ADHD儿童的回忆率提高得更多，并且对照组儿童总体上比ADHD儿童回忆出更多的信息。当玩具存在时，ADHD儿童复述的故事比对照儿童连贯性差，这是由回忆的故事单元与故事中这些单元的顺序之间较小的相关性所指示的。总之，ADHD儿童在故事理解方面表现出多种困难。这些发现增加了我们对ADHD儿童和对照儿童之间高阶认知处理能力差异的理解，并提出了为ADHD儿童设计更有效的学术干预措施的重要领域。
This study examined the recall of televised stories for younger (4-6 years) and older (7-9 years) children with and without attention deficit hyperactivity disorder (ADHD) under two different viewing conditions (toys present/toys absent). Each child watched two Rugrats television programs, once with toys present and once with toys absent. Immediately after viewing a program, the child completed a free recall of the observed story. Comparison children's recall increased more than ADHD children's as importance level increased, and comparison children recalled more information overall than children with ADHD. When toys were present, children with ADHD retold less coherent stories than comparison children, as indexed by smaller correlations between the story units recalled and the order of these units in the story. In summary, children with ADHD demonstrated multiple difficulties in story comprehension. These findings add to our understanding of the differences in higher-order cognitive processing abilities between children with ADHD and comparison children, and suggest important areas of focus in designing more effective academic interventions for children with ADHD.