Berk L E, Potts M K
Department of Psychology, Illinois State University, Normal 61761.
J Abnorm Child Psychol. 1991 Jun;19(3):357-77. doi: 10.1007/BF00911237.
We compared the development of spontaneous private speech and its relationship to self-controlled behavior in a sample of 6- to 12-year-olds with attention-deficit hyperactivity disorder (ADHD) and matched normal controls. Thirty-eight boys were observed in their classrooms while engaged in math seatwork. Results revealed that ADHD children were delayed in private speech development in that they engaged in more externalized, self-fuiding and less inaudible, internalized speech than normal youngsters. Several findings suggest that the developmental lag was a consequence of a highly unmanageable attentional system that prevents ADHD children's private speech from gaining efficient mastery over behavior. First, self-guiding speech was associated with greater attentional focus only among the least distractible ADHD boys. Second, the most mature, internalized speech forms were correlated with self-stimulating behavior for ADHD subjects but not for controls. Third, observations of ADHD children both on and off stimulant medication indicated that reducing their symptoms substantially increased the maturity of private speech and its association with motor quiescence and attention to task. Results suggest that the Vygotskian hypothesis of a unidirectional path of influence from private speech to self-controlled behavior should be expanded into a bidirectional model. These findings may also shed light on why treatment programs that train children with attentional deficits in speech-to-self have shown limited efficacy.
我们比较了患有注意力缺陷多动障碍（ADHD）的6至12岁儿童样本与匹配的正常对照组中自发的自言自语的发展情况及其与自我控制行为的关系。在38名男孩进行数学课堂作业时，对他们在教室里的情况进行了观察。结果显示，ADHD儿童在自言自语发展方面存在延迟，因为与正常儿童相比，他们更多地进行外化的、自我引导的言语，而内化的、听不见的言语较少。几项研究结果表明，这种发展滞后是由于注意力系统高度难以管理，导致ADHD儿童的自言自语无法有效地控制行为。首先，只有在最不容易分心的ADHD男孩中，自我引导言语才与更高的注意力集中相关。其次，对于ADHD受试者而言，最成熟的内化言语形式与自我刺激行为相关，但对照组则不然。第三，对服用和未服用兴奋剂药物的ADHD儿童的观察表明，减轻他们的症状会显著提高自言自语的成熟度及其与运动静止和任务注意力的关联。结果表明，维果茨基提出的从自言自语到自我控制行为的单向影响路径假说应扩展为双向模型。这些发现也可能有助于解释为什么训练有注意力缺陷的儿童进行自我言语的治疗方案效果有限。
