Medical Research Council Cognition and Brain Sciences Unit Cambridge, UK.
Tees, Esk and Wear Valleys NHS Trust Durham, UK.
Front Hum Neurosci. 2014 Dec 9;8:976. doi: 10.3389/fnhum.2014.00976. eCollection 2014.
The purpose of this study was to compare working memory (WM), executive function, academic ability, and problem classroom behaviors in children aged 8-11 years who were either identified via routine screening as having low WM, or had been diagnosed with ADHD. Standardized assessments of WM, executive function and reading and mathematics were administered to 83 children with ADHD, 50 children with low WM and 50 typically developing children. Teachers rated problem behaviors on checklists measuring attention, hyperactivity/impulsivity, oppositional behavior, and difficulties associated with executive function in the classroom. The ADHD and low WM groups had highly similar WM and executive function profiles, but were distinguished in two key respects: children with ADHD had higher levels of rated and observed impulsive behavior, and children with low WM had slower response times. Possible mechanisms for these common and distinct deficits are discussed.
本研究旨在比较 8-11 岁被常规筛查为低 WM 或被诊断为 ADHD 的儿童的工作记忆（WM）、执行功能、学业能力和课堂问题行为。对 83 名 ADHD 儿童、50 名低 WM 儿童和 50 名正常发育儿童进行了 WM、执行功能以及阅读和数学的标准化评估。教师使用检查表评估了注意力、多动/冲动、对立行为和与课堂执行功能相关的困难等问题行为。ADHD 组和低 WM 组的 WM 和执行功能特征非常相似，但在两个关键方面存在差异：ADHD 儿童的冲动行为评分和观察到的冲动行为评分更高，而低 WM 儿童的反应时间较慢。讨论了这些常见和独特缺陷的可能机制。
