Department of Psychology, Florida State University.
Emotion. 2019 Oct;19(7):1192-1205. doi: 10.1037/emo0000520. Epub 2018 Nov 26.
Extant studies suggest that children with attention-deficit/hyperactivity disorder (ADHD) may make more errors and respond more slowly on tasks that require them to identify emotions based on facial affect. It is unclear, however, whether these findings reflect a unique deficit in emotion recognition, or more general difficulty with choice-response tasks (i.e., tasks that require participants to select among a set of competing options). In addition, ADHD is associated with executive dysfunction, but there is inconsistent evidence regarding the extent to which top-down cognitive control is involved in emotion recognition. The current study used a series of four counterbalanced tasks to systematically manipulate emotional content and working memory demands to determine (a) whether children with ADHD exhibit a unique facial affect recognition deficit and (b) the extent to which facial affect recognition is an automatic versus controlled process that depends in part on working memory. Bayesian results from a carefully phenotyped sample of 64 children ages 8 to 13 (M = 10.42, SD = 1.56; 26 girls; 67% Caucasian/non-Hispanic) with ADHD (n = 35) and without ADHD (n = 29) indicated that working memory is involved in children's ability to efficiently infer emotional state from facial affect (BF₁₀= 4.59 × 10¹⁴). Importantly, there was significant evidence against deficits in emotion recognition for children with ADHD. The ADHD/non-ADHD groups were statistically equivalent in terms of recognition accuracy (BF₀₁ = 1.32 × 10⁵⁴, d = -0.18), and the ADHD group's slower recognition speed was parsimoniously explained by difficulty with choice-response tasks rather than unique to emotional stimuli (BF₁₀ = 3.23, d = 0.31). These findings suggest that emotion recognition abilities are intact in children with ADHD, and highlight the need to control for impaired bottom-up (choice-response) and top-down abilities (working memory) when investigating emotional functioning in ADHD. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
现有研究表明，注意力缺陷/多动障碍（ADHD）儿童在需要根据面部表情识别情绪的任务中可能会犯更多错误，反应速度也更慢。然而，目前尚不清楚这些发现是反映了情绪识别的独特缺陷，还是更普遍的选择反应任务的困难（即需要参与者在一组竞争选项中进行选择的任务）。此外，ADHD 与执行功能障碍有关，但在多大程度上涉及自上而下的认知控制参与情绪识别方面存在不一致的证据。本研究使用一系列四项平衡任务来系统地操纵情绪内容和工作记忆需求，以确定：（a）ADHD 儿童是否表现出独特的面部表情识别缺陷，以及（b）面部表情识别是自动还是受控过程，部分取决于工作记忆。对 64 名 8 至 13 岁（M = 10.42，SD = 1.56；26 名女孩；67%为白种人/非西班牙裔）的 ADHD（n = 35）和非 ADHD 儿童（n = 29）进行了精心表型分析的贝叶斯结果表明，工作记忆参与了儿童从面部表情中有效推断情绪状态的能力（BF₁₀= 4.59 × 10¹⁴）。重要的是，有重要证据表明 ADHD 儿童的情绪识别能力没有缺陷。ADHD/非 ADHD 组在识别准确率方面统计学上没有差异（BF₀₁ = 1.32 × 10⁵⁴，d = -0.18），并且 ADHD 组较慢的识别速度可以合理地解释为选择反应任务的困难，而不是情绪刺激所特有的（BF₁₀ = 3.23，d = 0.31）。这些发现表明，ADHD 儿童的情绪识别能力完好无损，并强调在研究 ADHD 中的情绪功能时，需要控制受损的自下而上（选择反应）和自上而下的能力（工作记忆）。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
