Working Memory and Skill Acquisition in Childhood ADHD

儿童多动症的工作记忆和技能习得

• 批准号: 7173928
• 负责人: CYNTHIA L HUANG-POLLOCK
• 金额: $ 7.25万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2007-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7173928
• 关键词: academic achievement; attention deficit disorder; behavior test; behavioral /social science research tag; child mental disorders; clinical research; cognition; education; educational psychology; human subject; interview; learning; learning transfer; mental disorder diagnosis; middle childhood (6-11); online computer; personal log /diary; questionnaires; sensorimotor system; short term memory

DESCRIPTION (provided by applicant): Childhood Attention Deficit Hyperactivity Disorder (ADHD) is among the most common reasons for referral to medical, psychological, and school services. Even in the absence of co-morbid learning disabilities, children with ADHD are at high risk for academic underachievement. Adolescent and adult outcome studies indicate that children with attention problems are not only more likely to access special education services and tutoring, but also have a higher high school drop-out rate and lower occupational status. Therefore, determining how the learning process proceeds in children with ADHD, and what neuropsychological factors may impact skill acquisition, is crucial to both theory development and clinical application. The proposed study will examine the role working memory plays in the development of complex cognitive and sensorimotor skills in children with the combined (ADHD-C) and primarily inattentive (ADHD-I) subtypes of ADHD. Children from the local community will be recruited from schools, newspaper ads, and distributed flyers. To obtain as broadly a representative sample as possible, they will also be recruited from local pediatric, psychological, and psychiatric clinics. ADHD and co-morbid diagnoses will be made according to DSM-IV criteria and will be based on parent/teacher questionnaires as well as a structured interview administered to parents. Children will complete computer-generated tasks designed to measure the process of skill acquisition, along with standard neuropsychological measures of working memory, academic achievement, and cognitive functioning. The proposed cognitive neuroscience approach to understanding ADHD has the potential to better inform a mechanistic model of ADHD subtypes. Specifically, this approach will help identify whether and how established neuropsychological deficits (namely, deficits in working memory) may directly impact the process of learning, and thus lead to academic underachievement. If this process can be illuminated, such findings may eventually lead to the development of better academic remedial programs and treatments.

描述(由申请人提供)：儿童注意缺陷多动障碍(ADHD)是转诊至医疗、心理和学校服务的最常见原因之一。即使在没有共病学习障碍的情况下，患有ADHD的儿童也有很高的学习成绩低下风险。青少年和成人结果研究表明，有注意力问题的儿童不仅更有可能获得特殊教育服务和辅导，而且高中辍学率更高，职业地位更低。因此，确定ADHD儿童的学习过程是如何进行的，以及哪些神经心理因素可能会影响技能获得，对于理论发展和临床应用都是至关重要的。这项拟议的研究将考察工作记忆在患有ADHD(ADHD-C)和主要注意力不集中(ADHD-I)亚型的儿童复杂认知和感觉运动技能发展中所起的作用。来自当地社区的儿童将从学校、报纸广告和分发传单中招募。为了尽可能广泛地获取有代表性的样本，他们还将从当地的儿科、心理和精神科诊所招募。ADHD和合并症的诊断将根据DSM-IV标准，并将基于家长/教师问卷以及对家长进行的结构化访谈。孩子们将完成计算机生成的任务，这些任务旨在测量技能获得的过程，以及工作记忆、学习成绩和认知功能的标准神经心理学测量。提出的认知神经科学方法来理解ADHD，有可能更好地为ADHD亚型的机制模型提供信息。具体地说，这种方法将有助于确定已建立的神经心理缺陷(即工作记忆缺陷)是否以及如何可能直接影响学习过程，从而导致学习成绩低下。如果这一过程能够被阐明，这样的发现可能最终会导致更好的学术补救计划和治疗的发展。

项目成果

Can Executive Functions Explain the Relationship Between Attention Deficit Hyperactivity Disorder and Social Adjustment?

• DOI: 10.1007/s10802-009-9302-8
• 发表时间: 2009-07-01
• 期刊: JOURNAL OF ABNORMAL CHILD PSYCHOLOGY
• 影响因子: 3.6
• 作者: Huang-Pollock, Cynthia L.;Mikami, Amori Yee;McBurnett, Keith
• 通讯作者: McBurnett, Keith