Papaeliou Christina F, Maniadaki Katerina, Kakouros Efthymios
University of the Aegean, Rhodes, Dodecanese, Greece
Technological Educational Institute of Athens, Greece.
J Atten Disord. 2015 Jan;19(1):53-62. doi: 10.1177/1087054712446812. Epub 2012 Jul 26.
The present study aimed to investigate the effect of working memory, vocabulary, and grammar on narrative comprehension in children with ADHD.
Participants were 25 schoolchildren with ADHD and 25 typically developing (TD) children matched for chronological age and performance IQ. Children were assessed with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), a verbal IQ test, and a story recall task.
It was shown that children with ADHD recall less information from the stories than did TD children, while they are less sensitive to the importance of the information they recall. Moreover, it was found that children with ADHD experience problems in answering factual questions. Further analysis revealed that deficiencies in narrative comprehension may be accounted for by problems in working memory.
The discussion focuses on the role of working memory in narrative comprehension and the implications of these findings for intervention approaches.
本研究旨在探讨工作记忆、词汇和语法对注意力缺陷多动障碍（ADHD）儿童叙事理解能力的影响。
研究对象为25名患有ADHD的学童和25名年龄及智力水平相匹配的发育正常（TD）儿童。使用韦氏儿童智力量表第三版（WISC-III）、言语智商测试和故事回忆任务对儿童进行评估。
研究表明，与发育正常儿童相比，ADHD儿童从故事中回忆出的信息更少，并且他们对所回忆信息的重要性不太敏感。此外，还发现ADHD儿童在回答事实性问题时存在困难。进一步分析表明，叙事理解能力的缺陷可能是由工作记忆问题导致的。
讨论集中在工作记忆在叙事理解中的作用以及这些发现对干预方法的启示。
