Department of Psychology, Oklahoma State University, 116 North Murray, Stillwater, OK 74078-3064, USA.
J Abnorm Child Psychol. 2010 May;38(4):497-507. doi: 10.1007/s10802-010-9387-0.
The current study examined competing predictions of the working memory and behavioral inhibition models of ADHD. Behavioral inhibition was measured using a conventional stop-signal task, and central executive, phonological, and visuospatial working memory components (Baddeley 2007) were assessed in 14 children with ADHD and 13 typically developing (TD) children. Bootstrapped mediation analyses revealed that the visuospatial working memory system and central executive both mediated the relationship between group membership (ADHD, TD) and stop-signal task performance. Conversely, stop-signal task performance mediated the relationship between group membership and central executive processes, but was unable to account for the phonological and visuospatial storage/rehearsal deficits consistently found in children with ADHD. Comparison of effect size estimates for both models suggested that working memory deficits may underlie impaired stop-signal task performance in children with ADHD. The current findings therefore challenge existing models of ADHD that describe behavioral inhibition as a core deficit of the disorder.
当前研究检验了 ADHD 的工作记忆和行为抑制模型的竞争性预测。使用传统的停止信号任务测量行为抑制，并且在 14 名 ADHD 儿童和 13 名典型发育（TD）儿童中评估中央执行、语音和视空间工作记忆成分（Baddeley 2007）。Bootstrapped 中介分析显示，视空间工作记忆系统和中央执行都介导了群体成员（ADHD、TD）与停止信号任务表现之间的关系。相反，停止信号任务表现介导了群体成员与中央执行过程之间的关系，但无法解释 ADHD 儿童中持续存在的语音和视空间存储/复述缺陷。对两种模型的效应大小估计的比较表明，工作记忆缺陷可能是 ADHD 儿童停止信号任务表现受损的基础。因此，当前的研究结果挑战了将行为抑制描述为该疾病核心缺陷的现有 ADHD 模型。
