Karatekin C, Asarnow R F
Department of Psychiatry and Biobehavioral Sciences, UCLA Neuropsychiatric Institute, Los Angeles, CA 90024, USA.
Psychiatry Res. 1998 Aug 17;80(2):165-76. doi: 10.1016/s0165-1781(98)00061-4.
We investigated verbal and spatial working memory in participants with childhood-onset schizophrenia (N=13), attention-deficit/hyperactivity disorder (ADHD; N=31) and age-matched normal children (N=27). The ages of the participants ranged from 9 to 20 years, with an average age of approx. 14 in all groups. Diagnoses were based on structured interviews (Kiddie-Schedule for Affective Disorders and Schizophrenia) with the children and their parents and made using DSM-III-R criteria. Verbal working memory was assessed by the highest number of digits recalled in forward and backward order on the Digit Span subtest of the Wechsler Intelligence Scale. Results showed that normal children recalled more digits than schizophrenic and ADHD children, who did not differ. Spatial working memory was assessed with the Dot Test of Visuospatial Working Memory: The children were presented with a dot on a page for 5 s and asked to mark its location on a blank page immediately after presentation or 30 s later. A distracter task was used during the delay to prevent verbal rehearsal. The average distance between the target dot and the child's mark in the 30-s condition was shorter for normal than for schizophrenic and ADHD children, who did not differ. Thus, both schizophrenic and ADHD children showed deficits in verbal and spatial working memory. These results suggest that in both disorders, the capacity of the sensory buffers may be diminished, and/or the availability and allocation of resources to the central executive may be limited.
我们对童年期起病的精神分裂症患者（N = 13）、注意力缺陷多动障碍（ADHD；N = 31）以及年龄匹配的正常儿童（N = 27）的言语和空间工作记忆进行了研究。参与者年龄在9至20岁之间，所有组的平均年龄约为14岁。诊断基于对儿童及其父母进行的结构化访谈（情感障碍和精神分裂症儿童量表），并依据《精神疾病诊断与统计手册》第三版修订版（DSM-III-R）标准做出。言语工作记忆通过韦氏智力量表数字广度分测验中按顺背和倒背顺序回忆出的最高数字个数来评估。结果显示，正常儿童比精神分裂症和ADHD儿童回忆出更多数字，而后两者之间无差异。空间工作记忆通过视觉空间工作记忆点测验进行评估：在一页纸上向儿童呈现一个点5秒钟，然后要求他们在呈现后立即或30秒后在一张空白纸上标记出该点的位置。在延迟期间使用干扰任务以防止言语复述。在30秒条件下，正常儿童目标点与他们标记之间的平均距离比精神分裂症和ADHD儿童短，而后两者之间无差异。因此，精神分裂症和ADHD儿童在言语和空间工作记忆方面均表现出缺陷。这些结果表明，在这两种疾病中，感觉缓冲器的能力可能会降低，和/或中央执行系统的资源可用性和分配可能受到限制。
