Pineda D A, Restrepo M A, Henao G C, Gutiérrez-Clellen V, Sánchez D
Programa de Neurociencias de Antioquia, Línea de Neurodesarrollo, Facultad de Medicina, Universidad de Antioquia, Colombia.
Rev Neurol. 1999;29(12):1117-27.
According to factor brain organization of cognition model, it has been proposed that there are specific a shared underlie factors in the structure of each cognitive functions.
To determine if children with attention deficit disorder (ADD) have different verbal abilities than controls, and if verbal behaviors are related to inattention and hyperactive symptoms.
32 children with attention deficit without hyperactivity (ADD/-H), 28 children with attention deficit hyperactivity (ADD/+H), according to DSM-IV criteria and higher than 60-T-Score on an ADHD checklist, and 32 control children were selected. Age, sex, school achievement, and socioeconomic status were controlled. All children had a WISC-R performance intelligence quotient (PIQ) > 80 and were 7-to-12-year old. Verbal test to assess comprehension, inferences, narrative, fluency, analogies and rapid naming were applied.
Children from both ADD groups obtained significant lower WISC-R verbal intelligence quotient (VIQ), PIQ, full scale IQ (FSIQ), and phonologic fluency score than controls (ANOVA-Bonferroni's correction p < 0.005). ADD/+H children performed significant lower than controls in narrative and analogies (p < 0.005). An analysis of covariance (ANCOVA), using FSIQ as covariable, showed that phonologic verbal fluency continued presenting significant differences between control and ADD children. Inattention-hyperactivity checklist scores had significant inverse and mild correlations with inferences, items recalled in a narrative, phonologic verbal fluency, and analogies (r > -0.20, p < 0.05). There were significant and small correlations between inattention score and rapid naming errors, and between Inattention and rapid naming time (r > 0.20, p < 0.05).
Our data found different verbal production, fluency and speed in ADD/+H and ADD/-H children. There were shared underlie relations between verbal abilities and behavioral symptoms.
根据认知模型的因素脑组织结构，有人提出在每种认知功能的结构中存在特定的共享潜在因素。
确定注意力缺陷障碍（ADD）儿童与对照组儿童的语言能力是否不同，以及语言行为是否与注意力不集中和多动症状相关。
根据DSM-IV标准和ADHD检查表上高于60的T分数，选取32名无多动的注意力缺陷儿童（ADD/-H）、28名注意力缺陷多动儿童（ADD/+H）以及32名对照儿童。控制了年龄、性别、学业成绩和社会经济地位。所有儿童的韦氏儿童智力量表修订版（WISC-R）操作智商（PIQ）>80，年龄在7至12岁之间。应用语言测试来评估理解、推理、叙述、流畅性、类比和快速命名。
两个ADD组的儿童在WISC-R语言智商（VIQ）、PIQ、全量表智商（FSIQ）和语音流畅性得分上均显著低于对照组（方差分析 - 邦费罗尼校正p < 0.005）。ADD/+H儿童在叙述和类比方面的表现显著低于对照组（p < 0.005）。以FSIQ作为协变量的协方差分析（ANCOVA）表明，语音语言流畅性在对照组和ADD儿童之间仍存在显著差异。注意力不集中 - 多动检查表得分与推理、叙述中回忆的项目、语音语言流畅性和类比呈显著的负向轻度相关（r > -0.20，p < 0.05）。注意力不集中得分与快速命名错误以及注意力不集中与快速命名时间之间存在显著的小相关性（r > 0.20，p < 0.05）。
我们的数据发现ADD/+H和ADD/-H儿童在语言表达、流畅性和速度方面存在差异。语言能力与行为症状之间存在共享的潜在关系。
