Denckla M B
Department of Neurology, Johns Hopkins University, School of Medicine, Baltimore, Maryland 21205, USA.
J Dev Behav Pediatr. 1996 Apr;17(2):114-9.
Advances in the related fields of cognitive neuroscience and neuropsychology offer intriguing reformulations of the clinical entities of attention-deficit hyperactivity disorder (ADHD) and learning disabilities (LD). The definition of such terms as attention and learning used in cognitive neuroscience differ from their use in clinical practice and emphasize such processes as intention, working memory, and executive function. Research suggests that neither attention nor long-term memory are the critical cognitive correlates of ADHD or LD. Rather, encoding processes, particularly working memory, are identified as deficiencies for children with these conditions. Furthermore, intention and inhibition appear to be particularly impaired in children with ADHD, who exhibit broader deficits in so-called executive function. Findings from cognitive neuroscience offer explanations of the neuroanatomical and neurophysiological underpinnings of learning problems and the frequent comorbidity of LD and ADHD.
认知神经科学和神经心理学相关领域的进展为注意力缺陷多动障碍（ADHD）和学习障碍（LD）的临床实体提供了有趣的重新表述。认知神经科学中使用的诸如注意力和学习等术语的定义与临床实践中的定义不同，并强调诸如意图、工作记忆和执行功能等过程。研究表明，注意力和长期记忆都不是ADHD或LD的关键认知相关因素。相反，编码过程，特别是工作记忆，被确定为患有这些病症的儿童的缺陷。此外，意图和抑制在ADHD儿童中似乎特别受损，他们在所谓的执行功能方面表现出更广泛的缺陷。认知神经科学的研究结果为学习问题的神经解剖学和神经生理学基础以及LD和ADHD的频繁共病提供了解释。
