Delamater A M, Lahey B B
J Abnorm Child Psychol. 1983 Mar;11(1):85-100. doi: 10.1007/BF00912180.
Thirty-six learning disabled children (21 of whom were also classified as hyperactive) were subgrouped according to teacher ratings of tension-anxiety and conduct problems and then compared on measures of tonic and phasic autonomic arousal. The results indicated that children rated high on the conduct problem dimension evidenced smaller amplitude specific skin conductance responses, and that anxiety appeared to exert a moderating effect on physiological responses. When the hyperactive sample was considered separately, lower skin conductance levels were observed in children rated high on conduct problems than in hyperactive children rated low in conduct problems. These findings support the notion that hyperactive and learning-disabled children are heterogeneous at a physiological level and suggest that physiological differences previously attributed to hyperactivity may actually be correlates of the conduct problem dimension.
三十六名学习障碍儿童（其中21名也被归类为多动）根据教师对紧张焦虑和行为问题的评分进行了分组，然后在静息和相位性自主神经唤醒指标上进行了比较。结果表明，在行为问题维度上得分高的儿童表现出较小幅度的特定皮肤电导率反应，并且焦虑似乎对生理反应有调节作用。当单独考虑多动样本时，在行为问题评分高的儿童中观察到的皮肤电导率水平低于行为问题评分低的多动儿童。这些发现支持了这样一种观点，即多动和学习障碍儿童在生理水平上是异质的，并表明先前归因于多动的生理差异实际上可能是行为问题维度的相关因素。
