Department of Psychology, Florida State University, Tallahassee, FL32306, USA.
J Int Neuropsychol Soc. 2020 Nov;26(10):1019-1027. doi: 10.1017/S1355617720000545. Epub 2020 May 27.
Replicated evidence indicates that children with attention-deficit/hyperactivity disorder (ADHD) show disproportionate increases in hyperactivity/physical movement when their underdeveloped executive functions are taxed. However, our understanding of hyperactivity's relation with set shifting is limited, which is surprising given set shifting's importance as the third core executive function alongside working memory and inhibition. The aim of this study was to experimentally examine the effect of imposing set shifting and inhibition demands on objectively measured activity level in children with and without ADHD.
The current study used a validated experimental manipulation to differentially evoke set shifting, inhibition, and general cognitive demands in a carefully phenotyped sample of children aged 8-13 years with ADHD (n = 43) and without ADHD (n = 34). Activity level was sampled during each task using multiple, high-precision actigraphs; total hyperactivity scores (THS) were calculated.
Results of the 2 × 5 Bayesian ANOVA for hyperactivity revealed strong support for a main effect of task (BF10 = 1.79 × 1018, p < .001, ω2 = .20), such that children upregulated their physical movement in response to general cognitive demands and set shifting demands specifically, but not in response to increased inhibition demands. Importantly, however, this manipulation did not disproportionally increase hyperactivity in ADHD as demonstrated by significant evidence against the task × group interaction (BF01 = 18.21, p = .48, ω2 = .002).
Inhibition demands do not cause children to upregulate their physical activity. Set shifting produces reliable increases in children's physical movement/hyperactivity over and above the effects of general cognitive demands but cannot specifically explain hyperactivity in children with ADHD.
已有研究结果表明，当儿童的执行功能不发达时，他们的多动/身体运动的活跃度会不成比例地增加。然而，我们对多动与转换能力之间关系的理解是有限的，这令人惊讶，因为转换能力是仅次于工作记忆和抑制的第三大核心执行功能。本研究旨在通过实验检验在执行转换和抑制任务时，对患有和不患有注意力缺陷多动障碍（ADHD）的儿童的客观活动水平的影响。
本研究使用了一种经过验证的实验操作方法，在一个经过精心表型分析的 8-13 岁患有 ADHD（n=43）和不患有 ADHD（n=34）的儿童样本中，分别唤起转换能力、抑制能力和一般认知需求，使用多个高精度的活动记录仪来记录每个任务期间的活动水平；计算总多动分数（THS）。
多动的 2×5 贝叶斯方差分析结果强烈支持任务的主要影响（BF10=1.79×1018，p<.001，ω2=0.20），即儿童会增加他们的身体运动，以响应一般认知需求和特定的转换能力需求，但不会响应抑制需求的增加。然而，重要的是，这种操作并没有不成比例地增加 ADHD 儿童的多动，因为有大量证据表明任务与组的交互作用没有统计学意义（BF01=18.21，p=.48，ω2=0.002）。
抑制需求不会导致儿童增加他们的身体活动。转换能力会可靠地增加儿童的身体运动/多动，超出一般认知需求的影响，但不能具体解释 ADHD 儿童的多动。
