注意缺陷多动障碍儿童和青少年的图形运动程序性学习能力降低。
Reduced graphomotor procedural learning in children and adolescents with ADHD.
机构信息
University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada.
University of Windsor, 401 Sunset Avenue, Windsor, Ontario N9B 3P4, Canada.
出版信息
Hum Mov Sci. 2019 Jun;65. doi: 10.1016/j.humov.2018.06.018. Epub 2019 Mar 8.
PURPOSE
The present study sought to determine if children and adolescents with ADHD demonstrate reduced procedural learning of a graphomotor program.
METHOD
Thirty-two children and adolescents between age 9 and 15 with (n = 16) and without ADHD (n = 16) participated in the study. Each group of participants practiced a novel grapheme on a digitizing tablet 30 times. Participants with ADHD were off stimulant medication or were medication naïve.
RESULTS
Control participants demonstrated significant improvement in graphomotor fluency from the beginning to the end of practice, T = 2, z = -2.534, p = .009, whereas participants with ADHD did not, T = 4, z = -1.810, p = .074.
CONCLUSIONS
Consistent with findings in adults with ADHD, results indicate that graphomotor procedural learning in children and adolescents with ADHD is attenuated. Findings have implications for future research that may inform remediation of handwriting difficulties, academic accommodations, and using digitizing technology for neuropsychological assessment.
目的
本研究旨在确定 ADHD 儿童和青少年是否表现出图形运动程序的程序性学习减少。
方法
32 名 9 至 15 岁的儿童和青少年（ADHD 组，n=16；对照组，n=16）参加了研究。每组参与者在数字化板上练习一个新的字符 30 次。ADHD 参与者未服用兴奋剂药物或为药物-naïve（即初次用药）。
结果
对照组在练习开始到结束时表现出显著的图形运动流畅性提高，T=2，z=-2.534，p=0.009，而 ADHD 组则没有，T=4，z=-1.810，p=0.074。
结论
与 ADHD 成人的研究结果一致，结果表明 ADHD 儿童和青少年的图形运动程序性学习减弱。这些发现对未来的研究具有启示意义，可能为手写困难的矫正、学术适应以及使用数字化技术进行神经心理学评估提供信息。
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