1 Florida International University, Miami, USA.
2 University of Central Florida, Orlando, USA.
J Atten Disord. 2019 Apr;23(6):570-583. doi: 10.1177/1087054716686182. Epub 2017 Jan 11.
The current study dissociates lower level information-processing abilities (visual registration/encoding, visual-to-phonological conversion, and response output) and examines their contribution to ADHD-related phonological working memory (PHWM) deficits.
Twenty children with ADHD and 15 typically developing (TD) children completed tasks assessing PHWM, visual registration/encoding, visual-to-phonological conversion, and response output.
Relative to TD children, children with ADHD exhibited deficient visual registration/encoding ( d = 0.60), visual-to-phonological conversion ( d = 0.56), and PHWM ( d = 0.72) but faster response output ( d = -0.66). Bias-corrected, bootstrapped mediation analyses revealed that visual registration/encoding, but not visual-to-phonological conversion, partially mediated ADHD-related PHWM impairments. In contrast, faster response output in children with ADHD served as a suppressor variable, such that greater PHWM deficits were observed in children with ADHD after controlling for their faster response output ( d = 0.72 vs. 0.85).
Results implicate both lower level (visual registration/encoding) and higher order (PHWM) impairments in ADHD. Implications for designing educationally relevant cognitive interventions are discussed.
本研究分离出较低层次的信息处理能力（视觉登记/编码、视觉到语音转换和反应输出），并考察它们对 ADHD 相关语音工作记忆（PHWM）缺陷的贡献。
20 名 ADHD 儿童和 15 名典型发育（TD）儿童完成了 PHWM、视觉登记/编码、视觉到语音转换和反应输出评估任务。
与 TD 儿童相比，ADHD 儿童表现出视觉登记/编码能力不足（d = 0.60）、视觉到语音转换能力不足（d = 0.56）和 PHWM 能力不足（d = 0.72），但反应输出更快（d = -0.66）。经过偏倚校正、自举中介分析表明，视觉登记/编码在一定程度上介导了 ADHD 相关 PHWM 损伤，但视觉到语音转换则没有。相比之下，ADHD 儿童的反应输出更快是一个抑制变量，因此，在控制了他们更快的反应输出后，ADHD 儿童的 PHWM 缺陷更为明显（d = 0.72 与 0.85）。
结果表明 ADHD 存在较低层次（视觉登记/编码）和较高层次（PHWM）的缺陷。讨论了设计具有教育相关性的认知干预措施的意义。
