注意缺陷多动障碍和情绪问题对小学生认知控制的影响。
The impact of inattention and emotional problems on cognitive control in primary school children.
机构信息
Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway.
出版信息
J Atten Disord. 2012 Oct;16(7):589-99. doi: 10.1177/1087054711417394. Epub 2011 Aug 23.
OBJECTIVE
The present study investigated the predictive value of parent/teacher reports of inattention and emotional problems on cognitive control function in 241 children in primary school.
METHOD
Cognitive control was measured by functions of set-shifting and working memory as assessed by the Behavior Rating Inventory of Executive Function (BRIEF) and performance-based tests (i.e., Color Trail Test and Digit Span Test). Symptoms of inattention and emotional problems were measured with parent and teacher reports on Swanson Nolan and Pelham-IV questionnaire and Strengths and Difficulties Questionnaire, respectively.
RESULTS
Clinical symptoms of inattention and emotional problems explained the children's performance on test measures. However, symptoms of inattention made a significant contribution on all the selected measures of cognitive control, whereas reports concerning emotional problems uniquely explained the variance on the Shift scale from the BRIEF.
CONCLUSION
Valid information on cognitive control function in primary school children should thus include simultaneous information concerning problems of inattention and emotion.
目的
本研究旨在调查 241 名小学生的家长/教师报告的注意力不集中和情绪问题对认知控制功能的预测价值。
方法
使用行为评定量表（BRIEF）和基于表现的测试（即色连线测试和数字跨度测试）评估了执行功能的定势转移和工作记忆功能，以此来测量认知控制。通过 Swanson Nolan 和 Pelham-IV 问卷以及长处和困难问卷分别以家长和教师报告的形式来评估注意力不集中和情绪问题的症状。
结果
注意力不集中和情绪问题的临床症状解释了儿童在测试中的表现。然而，注意力不集中的症状对所有选择的认知控制测试指标都有显著贡献，而关于情绪问题的报告则可以独特地解释 BRIEF 中的转移量表的方差。
结论
因此，有关小学生认知控制功能的有效信息应同时包括有关注意力不集中和情绪问题的信息。
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