Tosto Maria Grazia, Momi Sukhleen Kaur, Asherson Philip, Malki Karim
King's College London, MRC Social, Genetic and Developmental Psychiatry Centre (SGDP), Institute of Psychiatry, Psychology & Neuroscience (IoPPN), (PO80), De Crespigny Park, Denmark Hill, London, SE5 8AF, UK.
Laboratory for Cognitive Investigations and Behavioural Genetics, Tomsk State University, Tomsk, Russia.
BMC Med. 2015 Aug 27;13:204. doi: 10.1186/s12916-015-0414-4.
Several recent behavioural and behavioural genetic studies have investigated the relationship between attention deficit hyperactivity disorder (ADHD) and mathematical ability. The aim of this systematic review was to provide an overview of these studies to date. An emphasis was placed on reviewing results that explored the association between mathematics and the two ADHD components of attention and hyperactivity-impulsivity separately.
A systematic search of quantitative studies investigating the association between mathematics and ADHD was conducted across five databases (PsychINFO, Web of Science, PubMed, EMBASE, and Scopus). A total of 30 cross-sectional and four longitudinal studies were included in this review.
Narrative synthesis of the results was provided using PRISMA guidelines. Taken together, the studies pointed at substantial evidence for a negative association between ADHD symptoms and mathematical ability. This association was particularly marked for the inattentive component of ADHD than for the hyperactive-impulsive component. Evidence from twin studies also showed a significant genetic correlation between mathematics and ADHD, which was greater for the inattentive component of ADHD compared to the hyperactive-impulsive component.
The differential relationship of the hyperactivity-impulsivity and inattention domains with mathematics emphasises the heterogeneity within the disorder and suggests a partially different aetiology of the two ADHD domains. A better understanding of the aetiology of ADHD could help develop more efficient interventions aimed at the reduction of its symptoms. It could also offer an explanatory framework for shortcomings in achievement and inform the development of non-pharmacological intervention strategies.
最近的几项行为学和行为遗传学研究调查了注意力缺陷多动障碍（ADHD）与数学能力之间的关系。本系统评价的目的是概述迄今为止的这些研究。重点是回顾分别探讨数学与ADHD注意力和多动冲动这两个组成部分之间关联的研究结果。
在五个数据库（PsychINFO、科学网、PubMed、EMBASE和Scopus）中对调查数学与ADHD之间关联的定量研究进行系统检索。本评价共纳入30项横断面研究和4项纵向研究。
使用PRISMA指南对结果进行叙述性综合分析。综合来看，这些研究指出了大量证据表明ADHD症状与数学能力之间存在负相关。这种关联在ADHD的注意力不集中成分上比在多动冲动成分上更为明显。双胞胎研究的证据还表明数学与ADHD之间存在显著的遗传相关性，与多动冲动成分相比，ADHD注意力不集中成分的遗传相关性更大。
多动冲动和注意力不集中领域与数学的差异关系强调了该障碍内部的异质性，并表明两个ADHD领域的病因学部分不同。更好地理解ADHD的病因学有助于开发更有效的旨在减轻其症状的干预措施。它还可以为学业成绩不佳提供一个解释框架，并为非药物干预策略的制定提供参考。
