Research on executive function in a neurodevelopmental context: Application of clinical measures
Research on executive function in a neurodevelopmental context: Application of clinical measures
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DOI：
10.1080/87565649609540637
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发表时间：
1996-01-01
影响因子：
1.5
通讯作者：
Denckla, MB
中科院分区：
文献类型：
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作者：
Denckla, MB
在寻找证据来支持执行功能障碍（EDF）导致学习障碍的假设时，我们遇到了概念和方法上的问题。如果不确定对要求执行功能的任务的信息内容（语言或视觉空间）进行了充分的处理，就不能记录EDF。因为不存在无内容的任务，所以有必要成对或成对地评估执行需求不同的内容共享任务。我们优先考虑那些易于转化为临床应用的研究任务：将执行功能候选任务称为任务B，我们回顾了诸如减去z分数（任务A减去任务B差异）以及从任务B对任务A的规范性回归中得出任务B的残差值等方法。我们报告了在语言内容域内操作EDF比在视觉空间内容域内操作EDF更成功。
In pursuit of evidence to support the hypothesis that executive dysfunction (EDF) contributes to the manifestations of learning disabilities, we encounter conceptual and methodological issues. EDF cannot be documented without establishing that there is adequate processing of the information content (linguistic or visuospatial) of the task purported to demand executive function. Because there are no content-free tasks, it is necessary to assess, in pairs or dyads, content-sharing tasks that differ in their executive demands. We give preference to research tasks that readily translate into clinical applications: Referring to the executive function candidate as Task B, we review approaches such as subtracting z scores (Task A minus Task B discrepancy) and deriving residual values of Task B from a, normative regression of Task B on Task A. We report greater success in operationalizing EDF within the linguistic content domain than within the visuospatial content domain.