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【目的】探索混合型注意缺陷多动障碍(attention deficit/hyperactivity disorder,ADHD)儿童语音工作记忆和视觉空间工作记忆的特征。【方法】采用威斯康星卡片分类测验(Wisconsin Card Sorting Test,WCST)、方块图敲击试验(tapping test)以及中国修订-韦氏儿童智力量表(C-WISC)对39名混合型ADHD儿童(男29例,女10例)和35名正常儿童(男26例,女9例)进行了测试分析。【结果】混合型ADHD儿童在WCST中的完成分类数和概念化水平明显低于对照组(P<0.05),完成第一个分类所需应答数、持续性应答数和坚持性错误数明显高于对照组(P<0.05),但两组的总正确率和不能维持完整分类数差异无统计学意义(P>0.05);在方块图敲击测试中的顺向答题数、顺向得分、逆向答题数以及逆向得分都明显低于对照组(P<0.05),且在C-WISC的算术及数字广度分测试中的得分也明显低于对照组(P<0.05)。【结论】混合型ADHD儿童存在执行功能缺陷,其语音工作记忆和视觉空间工作记忆均受到罹及。
【Objective】 To explore the features of speech working memory and visual working memory in children with mixed attention deficit / hyperactivity disorder (ADHD). 【Methods】 A total of 39 mixed-type ADHD children (male, male, male, male, female) were enrolled in this study. The Wisconsin Card Sorting Test (WCST), tapping test and C-WISC 29 cases, 10 cases of female) and 35 normal children (26 males and 9 females) were tested and analyzed. 【Results】 The classification number and conceptualization level of WCST in mixed ADHD children were significantly lower than those in control group (P <0.05). The number of responses required for completing the first classification, the number of persistent responses and persistence errors were significantly higher (P <0.05). However, there was no significant difference between the two groups in the total correct rate and inability to maintain the complete classification number (P> 0.05). In the block test, the number of forward answers, forward scores, The number of questions and reverse scores were significantly lower than those of the control group (P <0.05). The score of C-WISC in arithmetic and digital breadth test was significantly lower than that of the control group (P <0.05). 【Conclusion】 The children with mixed ADHD have executive dysfunction, and their working voice memory and visual spatial working memory are affected.