Orbach Lars, Herzog Moritz, Fritz Annemarie
Department of Psychology, University of Duisburg-Essen, Essen, Germany.
Department of Psychology, University of Duisburg-Essen, Essen, Germany; Centre for Education Practice Research, University of Johannesburg, South Africa.
Res Dev Disabil. 2020 Aug;103:103697. doi: 10.1016/j.ridd.2020.103697. Epub 2020 May 22.
Although research has provided evidence for a clear association of core executive function (CEF) to math performance, fewer studies have been carried out on arithmetic fact retrieval in relation to the symptoms of attention deficit hyperactivity disorder (ADHD). The present study assessed mathematical achievement on a basic number skill test and on an arithmetic fact retrieval task. Besides math achievement, self-ratings of ADHD symptoms (attention deficits, hyperactivity, impulsivity), core executive functions (inhibition, cognitive flexibility, working memory capacity, global index) and state anxiety in 646 fourth and fifth grade students (48.1 % girls) were measured. CEF was evaluated by means of a tablet-based test. Regression analysis showed different predictors for both math abilities. While all CEF measures, inattention and impulsivity self-ratings predicted basic number skills, only inhibition, WMC and inattention self-rating were predictors of arithmetic fact retrieval. On the basis of a cluster analysis of ADHD self-ratings and CEF performance, three different groups were identified: 1: low ADHD, average CEF; 2: high ADHD, low CEF; 3: moderate ADHD, high CEF. Cluster 2 showed scores below the mean in both math scores, whereas cluster 3 exhibited performances above the mean in both math scores. No math differences were found between cluster 1 and 3. The data yield evidence that the association between CEF and math achievement depends on the specific math skill and test type. The results underline the importance of differentiating between CEF components and specific math abilities. Implications for future research on the associations between mathematics, ADHD and CEF are discussed.
尽管研究已提供证据表明核心执行功能（CEF）与数学成绩之间存在明确关联，但针对注意力缺陷多动障碍（ADHD）症状与算术事实检索之间关系的研究较少。本研究在一项基本数字技能测试和一项算术事实检索任务中评估了数学成绩。除数学成绩外，还对646名四、五年级学生（48.1%为女生）的ADHD症状（注意力缺陷、多动、冲动）、核心执行功能（抑制、认知灵活性、工作记忆容量、总体指数）及状态焦虑进行了自我评定。CEF通过基于平板电脑的测试进行评估。回归分析显示，两种数学能力的预测因素不同。虽然所有CEF指标、注意力不集中和冲动的自我评定都能预测基本数字技能，但只有抑制、工作记忆容量和注意力不集中的自我评定是算术事实检索的预测因素。基于对ADHD自我评定和CEF表现的聚类分析，确定了三个不同的组：1：低ADHD、平均CEF；2：高ADHD、低CEF；3：中度ADHD、高CEF。第2组在两项数学成绩中均低于平均分，而第3组在两项数学成绩中均高于平均分。第1组和第3组之间未发现数学差异。数据表明，CEF与数学成绩之间的关联取决于特定的数学技能和测试类型。结果强调了区分CEF成分和特定数学能力的重要性。讨论了对未来数学、ADHD和CEF之间关联研究的启示。
