患有和未患有注意力缺陷多动障碍（ADHD）儿童数学成绩的神经认知和行为预测因素
Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.
作者信息
Antonini Tanya N, Kingery Kathleen M, Narad Megan E, Langberg Joshua M, Tamm Leanne, Epstein Jeffery N
机构信息
Cincinnati Children's Hospital Medical Center, OH, USA.
Virginia Commonwealth University, Richmond, VA, USA.
出版信息
J Atten Disord. 2016 Feb;20(2):108-18. doi: 10.1177/1087054713504620. Epub 2013 Sep 26.
Abstract
OBJECTIVE
This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD.
METHOD
Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task.
RESULTS
Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement.
CONCLUSION
Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD.
摘要
目的
本研究考察了患有和未患有注意力缺陷多动障碍（ADHD）儿童数学成绩的神经认知和行为预测因素。
方法
将神经认知和行为变量作为以下方面的预测因素进行考察：（a）标准化数学成绩分数；（b）模拟数学任务的效率；（c）模拟数学任务的准确性。
结果
患有ADHD的儿童成绩分数较低，但在数学效率或准确性方面与对照组无显著差异。n-back任务准确性和家长评定的注意力可预测数学成绩。n-back任务准确性和观察到的注意力可预测数学效率。注意力网络任务中的警觉分数可预测数学准确性。中介分析表明，n-back任务准确性显著中介了诊断组与数学成绩之间的关系。
结论
神经认知而非行为，可能是许多患有ADHD的儿童数学成绩缺陷的原因。
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