Department of Psychology, University of Vermont, Burlington, VT 05405, USA.
J Abnorm Child Psychol. 2011 Feb;39(2):307-19. doi: 10.1007/s10802-010-9453-7.
This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without Attention Deficit Hyperactivity Disorder (ADHD; 7-12 years old). Results indicated that children with ADHD with and without biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention, and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed.
本研究调查了 272 名患有和不患有注意缺陷多动障碍（ADHD；7-12 岁）的儿童样本中认知缺陷与积极偏差之间的关系。结果表明，与无偏见自我认知的 ADHD 儿童相比，有和无偏倚自我认知的 ADHD 儿童在特定认知缺陷（执行过程、工作记忆、广泛注意力和认知流畅性）方面存在差异，与对照组儿童相比也存在差异。此外，特定认知缺陷作为 ADHD 诊断状态与积极偏差之间关系的部分中介因素出现。有趣的是，基于所考虑的领域（学业、社交、行为能力），结果出现了一些差异。研究结果初步支持认知缺陷在一些 ADHD 儿童积极偏差中的作用。讨论了对未来研究和干预的影响。
