McGee R, Williams S, Moffitt T, Anderson J
Department of Pediatrics and Child Health, University of Otago, Dunedin, New Zealand.
J Abnorm Child Psychol. 1989 Feb;17(1):37-53. doi: 10.1007/BF00910769.
This study compared 13-year-old boys with attention deficit disorder (ADD) and/or reading disability (RD), and controls with neither disorder on a battery of verbal and nonverbal neuropsychological measures. The aim was to examine whether ADD was associated with a qualitatively distinct pattern of deficits compared with RD. None of the measures differentiated the boys with ADD-only from the controls; the only deficit associated with ADD was slightly lower IQ. RD, on the other hand, was associated with deficits in memory and verbal skills.
本研究比较了患有注意力缺陷障碍（ADD）和/或阅读障碍（RD）的13岁男孩，以及未患这两种障碍的对照组在一系列言语和非言语神经心理学测试中的表现。目的是检验与阅读障碍相比，注意力缺陷障碍是否与一种质上不同的缺陷模式相关。没有一项测试能区分出仅患有注意力缺陷障碍的男孩和对照组；与注意力缺陷障碍相关的唯一缺陷是智商略低。另一方面，阅读障碍与记忆和言语技能缺陷有关。
