Cutting Laurie E, Koth Christine W, Mahone E Mark, Denckla Martha B
Department of Developmental Cognitive Neurology, Kennedy Krieger Institute, Baltimore, MD 21205, USA.
J Learn Disabil. 2003 May-Jun;36(3):259-69. doi: 10.1177/002221940303600305.
This study examined the mechanisms underlying verbal learning in children with and without attention-deficit/hyperactivity disorder (ADHD), none of whom had reading disabilities. Children with ADHD were compared to typically developing children on both process and product scores from the California Verbal Learning Test for Children. The findings indicated that children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays, suggesting that children with ADHD are less efficient learners. Regardless of ADHD status, boys and girls performed differently. Boys used semantic clustering less frequently and recalled fewer words from the middle region of the list than girls; girls also outperformed boys in terms of overall performance, despite lower verbal IQ scores. These findings show that children with ADHD can exhibit unexpected weaknesses in learning even without a formal learning disability. Gender differences in verbal learning are also illustrated.
本研究探讨了患有和未患有注意力缺陷多动障碍（ADHD）的儿童（均无阅读障碍）言语学习的潜在机制。将患有ADHD的儿童与发育正常的儿童在加利福尼亚儿童言语学习测试的过程和结果得分上进行了比较。研究结果表明，患有ADHD的儿童最初学习的单词数量与对照组相同，但在延迟后回忆单词时表现出弱点，这表明患有ADHD的儿童学习效率较低。无论ADHD状态如何，男孩和女孩的表现都有所不同。男孩较少使用语义聚类，从列表中间部分回忆的单词比女孩少；尽管言语智商得分较低，但女孩在整体表现方面也优于男孩。这些发现表明，即使没有正式的学习障碍，患有ADHD的儿童在学习中也可能表现出意想不到的弱点。言语学习中的性别差异也得到了体现。
