Kanevski Margarita, Booth Josephine N, Oldridge Jessica, McDougal Emily, Stewart Tracy M, McGeown Sarah, Rhodes Sinead M
Child Life and Health, Clinical Brain Sciences, University of Edinburgh, Edinburgh, UK.
Institute of Education, Community and Society, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK.
Child Neuropsychol. 2022 Apr;28(3):394-426. doi: 10.1080/09297049.2021.1985444. Epub 2021 Nov 1.
Cognitive processes play an imperative role in children's mathematics learning. Difficulties in cognitive functioning are a core feature of Attention Deficit Hyperactivity Disorder (ADHD) in children, who also tend to show lower levels of mathematics attainment than their typically developing peers. This review (registration number: CRD42020169708) sought to aggregate findings from studies assessing the relationship between cognition and mathematics in children with a clinical ADHD diagnosis aged 4-12 years. A total of 11,799 studies published between 1992 and August 2020 were screened for eligibility using various database (PsycINFO, PubMed, SCOPUS, EMBASE, ERIC, Web of Science, and additional sources), from which four studies met inclusion criteria. A narrative synthesis was conducted on the correlations between mathematics and cognitive domains, including an evaluation of the risk of bias within the studies. Across four studies meeting inclusion criteria, memory, inhibitory control, and processing speed were assessed. The results showed a positive association between cognition and mathematics performance in this population. The strength of associations across these studies varied as a function of the cognitive domain in question, means by which mathematics performance was assessed, as well as whether confounding factors such as age and IQ were controlled for. Collectively, this review demonstrates a lack of research in this area and points to various methodological considerations for identifying the association between cognition and mathematics performance in ADHD.
认知过程在儿童数学学习中起着至关重要的作用。认知功能障碍是儿童注意力缺陷多动障碍（ADHD）的一个核心特征，患有ADHD的儿童在数学成绩方面往往也低于发育正常的同龄人。本综述（注册号：CRD42020169708）旨在汇总对4至12岁临床诊断为ADHD的儿童认知与数学之间关系的研究结果。使用各种数据库（PsycINFO、PubMed、SCOPUS、EMBASE、ERIC、Web of Science及其他来源）对1992年至2020年8月发表的11799项研究进行了资格筛选，其中四项研究符合纳入标准。对数学与认知领域之间的相关性进行了叙述性综合分析，包括对研究中偏倚风险的评估。在符合纳入标准的四项研究中，对记忆、抑制控制和处理速度进行了评估。结果显示该人群中认知与数学成绩之间存在正相关。这些研究中关联的强度因所涉及的认知领域、评估数学成绩的方式以及是否控制了年龄和智商等混杂因素而有所不同。总体而言，本综述表明该领域缺乏研究，并指出了在确定ADHD中认知与数学成绩之间关联时的各种方法学考量。
