Fergusson D M, Lynskey M T, Horwood L J
Christchurch Health and Development Study, New Zealand.
J Child Psychol Psychiatry. 1997 Sep;38(6):633-44. doi: 10.1111/j.1469-7610.1997.tb01690.x.
The associations between (dimensionally scored) measures of attentional difficulties at age 8 and psychosocial outcomes at age 18 were examined in a birth cohort of New Zealand children. Increasing attentional difficulties during middle childhood were associated with increased risks of academic failure or difficulties, juvenile offending, and substance use behaviours in young adulthood. However, those with early attentional difficulties were a high-risk group characterised by social disadvantages, early conduct difficulties, lower IQ, and related characteristics. Statistical adjustments showed: (a) that attentional difficulties were related to later academic success even when due allowance was made for potentially confounding factors; and (b) early attentional difficulties were unrelated to later juvenile offending or substance use behaviours after adjustment for confounding. In all cases there was evidence of consistent dose/response relationships between the extent of early attentional difficulties and later academic outcomes, suggesting that these associations were not confined to those with extreme symptoms.
在一组新西兰出生队列儿童中，研究了8岁时（以维度计分）注意力困难测量指标与18岁时心理社会结局之间的关联。童年中期注意力困难增加与成年早期学业失败或困难、青少年犯罪及物质使用行为风险增加相关。然而，那些早期有注意力困难的儿童是一个高危群体，其特征为社会劣势、早期行为困难、智商较低及相关特征。统计调整显示：(a)即使对潜在混杂因素进行了适当考虑，注意力困难仍与后期学业成就相关；(b)在对混杂因素进行调整后，早期注意力困难与后期青少年犯罪或物质使用行为无关。在所有情况下，都有证据表明早期注意力困难程度与后期学业结局之间存在一致的剂量/反应关系，这表明这些关联并不局限于有极端症状的儿童。
