Karatekin Canan
Institute of Child Development, University of Minnesota, Minneapolis 55455, USA.
J Child Psychol Psychiatry. 2004 Jul;45(5):912-26. doi: 10.1111/j.1469-7610.2004.t01-1-00285.x.
The integrity of working memory in attention-deficit/hyperactivity disorder (ADHD) was tested within the framework of Baddeley's model. METHODS-1: Buffers and rehearsal mechanisms were assessed by presenting children with or without ADHD (ages 8 to 15) with 1-7 target letters and a probe after 2-10 s. They decided if the probe was the same (verbal task) or in the same location (spatial task) as any of the targets. RESULTS-1: There was no interaction between group and delay or memory load in either task. METHODS-2: The central executive was assessed on a dual task. RESULTS-2: Although children with ADHD did not differ from controls in simple response time (RT) or in digits recalled, they showed greater decrements in RT when performing the 2 tasks concurrently.
Findings suggest that children with ADHD (1) do not have generalized impairments in working memory, (2) rehearse verbal and spatial information in the same manner as healthy children, (3) may have an impairment in the central executive component of working memory, which controls ability to divide attention between two tasks.
在巴德利模型的框架内对注意力缺陷多动障碍（ADHD）患者工作记忆的完整性进行了测试。
方法-1：通过向8至15岁患或未患ADHD的儿童呈现1至7个目标字母，并在2至10秒后呈现一个探测刺激，来评估缓冲和复述机制。他们要判断探测刺激与任何一个目标字母是否相同（言语任务）或是否在相同位置（空间任务）。
结果-1：在任何一项任务中，组与延迟或记忆负荷之间均无交互作用。
方法-2：在一项双重任务中评估中央执行系统。
结果-2：尽管患ADHD的儿童在简单反应时间（RT）或回忆数字方面与对照组没有差异，但他们在同时执行两项任务时RT的下降幅度更大。
研究结果表明，患ADHD的儿童（1）在工作记忆方面没有普遍受损，（2）以与健康儿童相同的方式复述言语和空间信息，（3）在工作记忆的中央执行成分方面可能存在损伤，该成分控制在两项任务之间分配注意力的能力。
