Department of Psychology, University of Kentucky, 202A Kastle Hall, Lexington, KY 40506-0044, USA.
J Abnorm Child Psychol. 2010 Apr;38(3):291-301. doi: 10.1007/s10802-009-9377-2.
This study investigated developmental differences in story recall in children with attention-deficit/hyperactivity disorder (ADHD), N = 57 (77.2% male) and their comparison peers, N = 98 (61.2% male). Children at the ages of 4-6 or 7-9 completed a free recall immediately after viewing each of two televised stories, once in the presence of toys during viewing and once in their absence. This procedure was repeated with new stories 21 months later. Comparison children recalled more story events and showed a greater sensitivity to the thematic importance of the story events than did children with ADHD, a pattern that remained stable over time. Older comparison children showed a dramatic increase over time in the global coherence of their narrations, whereas the older children with ADHD showed limited improvement over time. The implications of these findings for academic performance and the possible need for remediation are discussed.
本研究调查了注意缺陷多动障碍（ADHD）儿童在故事回忆方面的发展差异，共有 57 名儿童（77.2%为男性）和 98 名对照组儿童（61.2%为男性）参与了研究。4-6 岁或 7-9 岁的儿童在观看两个电视故事后立即进行自由回忆，一次在观看时有玩具，一次在没有玩具的情况下进行。21 个月后，用新的故事重复了这个过程。与 ADHD 儿童相比，对照组儿童回忆的故事事件更多，对故事事件的主题重要性也更敏感，这种模式随着时间的推移保持稳定。年龄较大的对照组儿童的叙述整体连贯性随着时间的推移有了显著提高，而年龄较大的 ADHD 儿童的叙述整体连贯性随着时间的推移几乎没有改善。这些发现对学业表现和可能需要补救的问题提出了一些讨论。
