The Graduate Center, City University of New York, New York, NY, USA.
Langone Medical Center, New York University, New York, NY, USA.
J Abnorm Child Psychol. 2018 Feb;46(2):277-290. doi: 10.1007/s10802-017-0288-3.
This study examined whether working memory (WM), inattentive symptoms, and/or hyperactive/impulsive symptoms significantly contributed to academic, behavioral, and global functioning in 8-year-old children. One-hundred-sixty 8-year-old children (75.6% male), who were originally recruited as preschoolers, completed subtests from the Wechsler Intelligence Scale for Children-Fourth Edition, Integrated and Wechsler Individual Achievement Test-Second Edition to assess WM and academic achievement, respectively. Teachers rated children's academic and behavioral functioning using the Vanderbilt Rating Scale. Global functioning, as rated by clinicians, was assessed by the Children's Global Assessment Scale. Multiple linear regressions were completed to determine the extent to which WM (auditory-verbal and visual-spatial) and/or inattentive and hyperactive/impulsive symptom severity significantly contributed to academic, behavioral, and/or global functioning. Both auditory-verbal and visual-spatial WM but not ADHD symptom severity, significantly and independently contributed to measures of academic achievement (all p < 0.01). In contrast, both WM and inattention symptoms (p < 0.01), but not hyperactivity-impulsivity (p > 0.05) significantly contributed to teacher-ratings of academic functioning. Further, inattention and hyperactivity/impulsivity (p < 0.04), but not WM (p > 0.10) were significantly associated with teacher-ratings of behavioral functioning and clinician-ratings of global functioning. Taken together, it appears that WM in children may be uniquely related to academic skills, but not necessarily to overall behavioral functioning.
这项研究旨在探讨工作记忆（WM）、注意力不集中症状以及/或者多动/冲动症状是否会对 8 岁儿童的学业、行为和整体功能产生显著影响。本研究共纳入 160 名 8 岁儿童（75.6%为男性），他们最初是在学前阶段被招募的。研究使用韦氏儿童智力量表第四版、韦氏个人成就测验第二版的子测试分别评估 WM 和学业成绩，采用范德比尔特行为评定量表由教师对儿童的学业和行为功能进行评分，采用儿童总体评估量表由临床医生评估儿童的整体功能。采用多元线性回归来确定 WM（听觉言语和视觉空间）和/或注意力不集中和多动/冲动症状严重程度对学业、行为和/或整体功能的贡献程度。听觉言语和视觉空间 WM 但不是 ADHD 症状严重程度，对学业成绩的各项测量指标有显著且独立的贡献（均 p<0.01）。相比之下，WM 和注意力不集中症状（p<0.01），但不是多动冲动（p>0.05），对教师评定的学业功能有显著贡献。此外，注意力不集中和多动/冲动（p<0.04），但不是 WM（p>0.10），与教师评定的行为功能和临床医生评定的整体功能显著相关。总之，儿童的 WM 似乎与学业技能有独特的关联，但与整体行为功能不一定相关。
