儿童注意力缺陷多动障碍中的两种内隐学习形式。
Two forms of implicit learning in childhood ADHD.
作者信息
Barnes Kelly Anne, Howard James H, Howard Darlene V, Kenealy Laura, Vaidya Chandan J
机构信息
Department of Neurology, Washington University School of Medicine, St. Louis, Missouri 63110, USA.
出版信息
Dev Neuropsychol. 2010;35(5):494-505. doi: 10.1080/87565641.2010.494750.
Abstract
Attention deficit hyperactivity disorder (ADHD) is characterized by inattention, impulsivity, and hyperactivity mediated by frontal-striatal-cerebellar dysfunction. These circuits support implicit learning of perceptual-motor sequences but not visual-spatial context. ADHD and control children performed the Alternating Serial Reaction Time (ASRT) task, a measure of sequence learning, and the Contextual Cueing (CC) task, a measure of spatial contextual learning. Relative to controls, children with ADHD showed inconsistent ASRT learning but did not differ on CC learning. Thus, implicit sequence learning, a cognitive process mediated by frontal-striatal-cerebellar circuitry that is not under executive control, was atypical in ADHD.
摘要
注意力缺陷多动障碍（ADHD）的特征是注意力不集中、冲动和多动，由额叶-纹状体-小脑功能障碍介导。这些神经回路支持感知运动序列的内隐学习，但不支持视觉空间背景的学习。ADHD儿童和对照儿童进行了交替序列反应时（ASRT）任务（一种序列学习测量方法）和情境线索（CC）任务（一种空间情境学习测量方法）。与对照组相比，ADHD儿童的ASRT学习不一致，但在CC学习方面没有差异。因此，内隐序列学习是一种由额叶-纹状体-小脑神经回路介导且不受执行控制的认知过程，在ADHD中表现异常。
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