University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany; University of Cologne, Faculty of Medicine and University Hospital Cologne, School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Cologne, Germany.
University of Muenster, Institute of Psychology, Muenster, Germany.
Res Dev Disabil. 2021 May;112:103881. doi: 10.1016/j.ridd.2021.103881. Epub 2021 Feb 16.
Attention-deficit/hyperactivity disorder (ADHD) and dyscalculia, also called mathematics disorder, frequently co-occur, yet the etiology of this comorbidity is poorly understood.
This study investigated whether impairments in the understanding of numbers and magnitudes (basic numerical skills) are a unique risk factor for mathematical difficulties (MD) or a shared risk factor that could help to explain the association between ADHD and MD.
Basic numerical skills were assessed with eight subtests in children (age 6-10 years, N = 86) with clinically significant ADHD symptoms and/or MD and typically developing children (control group). This double dissociation design allowed to test for main and interaction effects of ADHD and MD using both classical and Bayesian analysis of variance (ANOVA).
Children with MD were impaired in transcoding, complex number and magnitude comparison, and arithmetic fact retrieval. They were not impaired in tasks assessing core markers of numeracy, which might be explained by the sample including children with mathematical difficulties instead of a diagnosed dyscalculia. ADHD was not associated with deficits in any of the tasks. The evidence for an additive combination of cognitive profiles was weak.
Impairments in basic numerical skills are uniquely associated with MD and do not represent a shared risk factor for ADHD symptoms and MD.
注意力缺陷/多动障碍（ADHD）和计算障碍，也称为数学障碍，常同时发生，但这种共病的病因尚不清楚。
本研究旨在探讨对数字和数量的理解（基本数值技能）是否是数学困难（MD）的独特风险因素，还是一种共同的风险因素，可以帮助解释 ADHD 和 MD 之间的关联。
使用 8 个子测验评估 86 名有临床显著 ADHD 症状和/或 MD 的儿童（6-10 岁）和发育正常的儿童（对照组）的基本数值技能。这种双重分离设计允许使用经典和贝叶斯方差分析（ANOVA）对 ADHD 和 MD 的主要和交互作用进行测试。
MD 儿童在转换、复杂数字和数量比较以及算术事实检索方面存在障碍。他们在评估基本算术核心标记的任务中没有受损，这可能是由于样本包括有数学困难的儿童而不是诊断为计算障碍的儿童。ADHD 与任何任务的缺陷都没有关联。认知特征的累加组合的证据很弱。
基本数值技能的损伤与 MD 有独特的关联，而不是 ADHD 症状和 MD 的共同风险因素。
