Department of Psychology, Louisiana State University.
Department of Psychology, Florida State University.
Neuropsychology. 2024 Nov;38(8):699-713. doi: 10.1037/neu0000975.
Hyperactivity is a core and impairing deficit in the clinical model of attention-deficit/hyperactivity disorder (ADHD). However, the extent to which hyperactivity in ADHD is evoked by cognitively challenging tasks in general or by demands on specific executive functions remains unclear.
A clinically evaluated and carefully phenotyped community-referred sample of 184 children ages 8-13 (M = 10.40, SD = 1.50; 61 girls) with ADHD (n = 119) and without ADHD (neurotypical children and children with psychiatric disorders other than ADHD) were administered multiple, counterbalanced executive (working memory, inhibitory control, set shifting) and nonexecutive tests. Objective measures of gross motor movement (hyperactivity) were obtained using actigraphy.
Using bifactor s-1 modeling, results indicate that children with ADHD demonstrate moderately elevated levels of motor movement relative to non-ADHD children. Additionally, findings indicated that hyperactivity in ADHD reflects the outcome of at least two similarly important factors: (a) a baseline level of elevated motor movement that is independent of environmental demands on their executive and nonexecutive cognitive abilities (d = 0.72); and (b) additional elevations attributable to demands placed on specific executive functions, with working memory and inhibition demands evoking similarly large, differential increases in movement for children with ADHD above and beyond their elevated baselines (Δd = 0.80).
These findings suggests that executive function demands exacerbate, but do not fully explain, hyperactivity in ADHD, and/or there are at least two pathways to hyperactivity in ADHD-hyperactivity caused by environmental demands that challenge their underdeveloped executive functions, and hyperactivity caused by one or more other factors that need future research to identify. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
多动是注意缺陷多动障碍（ADHD）临床模型的核心和损害性缺陷。然而，ADHD 中的多动在多大程度上是由认知挑战性任务总体上引起的，或者是由特定执行功能的需求引起的，目前尚不清楚。
对 184 名 8-13 岁（M=10.40，SD=1.50；61 名女孩）的临床评估和精心表型社区转诊的 ADHD（n=119）和非 ADHD（神经典型儿童和 ADHD 以外的其他精神障碍儿童）儿童进行了多次，平衡的执行（工作记忆，抑制控制，设置转移）和非执行测试。使用活动记录仪获得了大量的运动（多动）的客观测量。
使用双因子 s-1 建模，结果表明，ADHD 儿童的运动水平相对高于非 ADHD 儿童。此外，研究结果表明，ADHD 中的多动反映了至少两个同样重要的因素的结果：（a）独立于对其执行和非执行认知能力的环境需求的基础水平升高的运动（d=0.72）；（b）归因于对特定执行功能的需求，工作记忆和抑制需求导致 ADHD 儿童的运动增加，超过了他们的基础水平，差异较大（Δd=0.80）。
这些发现表明，执行功能需求加剧了 ADHD 中的多动，但不能完全解释 ADHD 中的多动，并且（或者） ADHD 中的多动至少有两种途径-由环境需求引起的多动，这些需求挑战了他们未充分发展的执行功能，以及由一个或多个其他因素引起的多动，需要进一步研究来确定。
