注意缺陷多动障碍儿童理解因果关系的困难：认知参与的作用。

Difficulties in comprehending causal relations among children with ADHD: the role of cognitive engagement.

作者信息

Pugzles Lorch Elizabeth, Eastham David, Milich Richard, Lemberger Clarese C, Polley Sanchez Rebecca, Welsh Richard, van den Broek Paul

机构信息

Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA.

出版信息

J Abnorm Psychol. 2004 Feb;113(1):56-63. doi: 10.1037/0021-843X.113.1.56.

DOI:10.1037/0021-843X.113.1.56

PMID:14992657

Abstract

The present study examined whether time spent in long looks (i.e., >or=15 s), an index of cognitive engagement, would account for differences between children with attention deficit hyperactivity disorder (ADHD) and comparison children in understanding causal relations. Children viewed two televised stories, once in the presence of toys and once in their absence. Dependent variables were visual attention and questions tapping factual information and causal relations. Comparison children answered significantly more causal relations questions than did the children with ADHD, but only in the toys-present condition. Four lines of evidence revealed that the difficulties children with ADHD had in answering causal relations questions in the toys-present condition could be linked specifically to this group's decreased time spent in long looks.

摘要

本研究考察了用于衡量认知投入程度的长时间注视（即≥15秒）时长，能否解释注意力缺陷多动障碍（ADHD）儿童与对照儿童在理解因果关系方面的差异。儿童观看了两个电视故事，一次是在有玩具的情况下，一次是在没有玩具的情况下。因变量包括视觉注意力以及用于考察事实信息和因果关系的问题。对照儿童比ADHD儿童回答出的因果关系问题显著更多，但这仅出现在有玩具的条件下。四条证据表明，ADHD儿童在有玩具的条件下回答因果关系问题时遇到的困难，可能与该组儿童长时间注视时长的减少有特定关联。