Department of Psychology, Butler University, 4600 Sunset Avenue, Indianapolis, IN 46208, USA.
J Clin Exp Neuropsychol. 2012;34(8):791-805. doi: 10.1080/13803395.2012.683854. Epub 2012 May 25.
Two studies addressed how young adult college students with attention deficit hyperactivity disorder (ADHD) (n = 44) compare to their nonaffected peers (n = 42) on tests of auditory and visual-spatial working memory (WM), are vulnerable to auditory and visual distractions, and are affected by a simple intervention. Students with ADHD demonstrated worse auditory WM than did controls. A near significant trend indicated that auditory distractions interfered with the visual WM of both groups and that, whereas controls were also vulnerable to visual distractions, visual distractions improved visual WM in the ADHD group. The intervention was ineffective. Limited correlations emerged between self-reported ADHD symptoms and objective test performances; students with ADHD who perceived themselves as more symptomatic often had better WM and were less vulnerable to distractions than their ADHD peers.
两项研究探讨了患有注意力缺陷多动障碍（ADHD）的年轻成年大学生（n = 44）与未受影响的同龄人（n = 42）在听觉和视觉空间工作记忆（WM）测试方面的差异，他们是否容易受到听觉和视觉干扰，以及是否受到简单干预的影响。患有 ADHD 的学生在听觉 WM 方面的表现比对照组差。一个接近显著的趋势表明，听觉干扰会干扰两组的视觉 WM，而对照组也容易受到视觉干扰，视觉干扰则会改善 ADHD 组的视觉 WM。干预措施无效。自我报告的 ADHD 症状与客观测试表现之间出现了有限的相关性；认为自己症状更严重的 ADHD 患者通常具有更好的 WM，并且比他们的 ADHD 同龄人更不易受到干扰。
