Abikoff H, Courtney M E, Szeibel P J, Koplewicz H S
Division of Child and Adolescent Psychiatry, Schneider Children's Hospital, New Hyde Park, NY 11042, USA.
J Learn Disabil. 1996 May;29(3):238-46. doi: 10.1177/002221949602900302.
This study evaluated the impact of extra-task stimulation on the academic task performance of children with attention-deficit/hyperactivity disorder (ADHD). Twenty boys with ADHD and 20 nondisabled boys worked on an arithmetic task during high stimulation (music), low stimulation (speech), and no stimulation (silence). The music "distractors" were individualized for each child, and the arithmetic problems were at each child's ability level. A significant Group x Condition interaction was found for number of correct answers. Specifically, the nondisabled youngsters performed similarly under all three auditory conditions. In contrast, the children with ADHD did significantly better under the music condition than speech or silence conditions. However, a significant Group x Order interaction indicated that arithmetic performance was enhanced only for those children with ADHD who received music as the first condition. The facilitative effects of salient auditory stimulation on the arithmetic performance of the children with ADHD provide some support for the underarousal/optimal stimulation theory of ADHD.
本研究评估了额外任务刺激对注意力缺陷多动障碍（ADHD）儿童学业任务表现的影响。20名患有ADHD的男孩和20名无残疾的男孩在高刺激（音乐）、低刺激（言语）和无刺激（安静）条件下完成一项算术任务。音乐“干扰项”针对每个孩子进行了个性化设置，算术问题也处于每个孩子的能力水平。在正确答案数量方面发现了显著的组×条件交互作用。具体而言，无残疾的青少年在所有三种听觉条件下表现相似。相比之下，患有ADHD的儿童在音乐条件下的表现明显优于言语或安静条件。然而，显著的组×顺序交互作用表明，只有那些将音乐作为第一种条件的患有ADHD的儿童，其算术表现才会得到提高。突出的听觉刺激对患有ADHD的儿童算术表现的促进作用为ADHD的唤醒不足/最佳刺激理论提供了一些支持。
