Polderman Tinca J C, Huizink Anja C, Verhulst Frank C, van Beijsterveldt Catherina E M, Boomsma Dorret I, Bartels Meike
Department of Biological Psychology, VU University Amsterdam, The Netherlands.
J Can Acad Child Adolesc Psychiatry. 2011 Feb;20(1):22-34.
Several studies reported a negative association between ADHD symptoms and academic achievement. We investigated the etiology of the association between Attention Problems (AP, one of the core symptoms in ADHD) in early childhood and four academic skills across childhood in a genetically informative design.
Academic skills (mathematics, spelling, reading and comprehension) were measured with standardized tests performed at school in grade 2, 4, and 6. AP were measured with mother ratings of the Devereux Child Behavior Rating Scale at age 5 and the Child Behavior Checklist at age 7. Subjects were 767 Dutch twins from 445 families.
AP were negatively associated with most academic skills in each grade, and this association was stable over time. Correlations of AP with mathematics and comprehension were around -0.20, and with spelling around -0.15. Correlations with reading were not significant. A significant genetic correlation (-0.40) between AP and mathematics across time indicated that shared genes play a role for these measures. The genetic correlations of AP with spelling and comprehension (both -0.28, p= 0.09) were non-significant.
More complex academic skills, requiring higher cognitive processes, like mathematics and comprehension, are especially negatively associated with attention problems. The association between AP and mathematics is partly due to shared genes, while the association with comprehension, and spelling was driven by unique environmental factors.
多项研究报告称注意缺陷多动障碍（ADHD）症状与学业成绩之间存在负相关。我们采用遗传信息设计，研究了幼儿期注意问题（AP，ADHD的核心症状之一）与儿童期四项学业技能之间关联的病因。
学业技能（数学、拼写、阅读和阅读理解）通过在二年级、四年级和六年级时学校进行的标准化测试来衡量。AP通过母亲对5岁时的德弗罗儿童行为评定量表和7岁时的儿童行为清单的评分来衡量。研究对象为来自445个家庭的767对荷兰双胞胎。
AP与各年级的大多数学业技能呈负相关，且这种关联随时间稳定。AP与数学和阅读理解的相关性约为-0.20，与拼写的相关性约为-0.15。与阅读的相关性不显著。AP与数学在不同时间的显著遗传相关性（-0.40）表明，共享基因在这些测量中起作用。AP与拼写和阅读理解的遗传相关性（均为-0.28，p = 0.09）不显著。
更复杂的学业技能，如数学和阅读理解，需要更高的认知过程，尤其与注意问题呈负相关。AP与数学之间的关联部分归因于共享基因，而与阅读理解和拼写的关联则由独特的环境因素驱动。
