Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA.
Child Dev. 2009 Nov-Dec;80(6):1842-55. doi: 10.1111/j.1467-8624.2009.01371.x.
Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children's recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys-present condition and no improvement in recall of causal relations in either viewing condition.
本研究旨在考察注意缺陷多动障碍（ADHD）儿童和对照组儿童在视觉注意力和故事理解方面的变化。研究共纳入 132 名 7-9 岁的儿童（第 1 阶段），并在大约 21 个月后（第 2 阶段）再次评估。在这两个阶段，儿童均观看了 2 个电视故事，其中 1 个故事中存在玩具，另 1 个故事中没有玩具。结果发现，两组儿童的视觉注意力均随时间而增加，且组间差异稳定。然而，ADHD 儿童的理解能力随时间推移而逐渐下降。相比之下，对照组儿童在两种观看条件下的事实信息和因果关系信息的回忆能力均随时间增加，而 ADHD 儿童在存在玩具的情况下，事实信息的回忆能力没有随时间而改善，在两种观看条件下，因果关系的回忆能力也没有改善。
