| 伴阅读困难的注意缺陷多动障碍儿童的认知功能 |
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| 引用本文： | 张姗红,王鹏,钟舒明,钟苑心,吴赵敏,高兵玲,钟蕴瑜,杨斌让,王玉凤.伴阅读困难的注意缺陷多动障碍儿童的认知功能[J].中国心理卫生杂志,2019(6):447-452. |
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| 作者姓名： | 张姗红 王鹏 钟舒明 钟苑心 吴赵敏 高兵玲 钟蕴瑜 杨斌让 王玉凤 |
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| 作者单位： | 深圳市儿童医院;北京大学第六医院;暨南大学附属第一医院;北京大学首钢医院 |
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| 基金项目： | 深圳市医疗卫生三名工程项目(SZSM201612036) |
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| 摘 要： | 目的:探讨伴阅读困难的注意缺陷多动障碍(ADHD)儿童的认知功能。方法:选取符合DSM-Ⅳ诊断标准的ADHD伴阅读困难儿童(共病组) 26例,单纯ADHD儿童(ADHD组) 85例,正常儿童(对照组) 43例,采用Rey复杂图形测试、连线测试、Stroop色词命名任务测试工作记忆、转换能力和抑制功能,韦氏儿童智力量表-第四版(WISC-Ⅳ)测查一般认知能力。结果:将总智商和年龄作为协变量控制后,ADHD组和共病组的Stroop4试和字义干扰用时长于对照组(P <0. 05)。其他执行功能各测试得分三组之间差异无统计学意义(均P> 0. 05)。结论:本研究提示ADHD伴阅读困难儿童的言语理解、言语工作记忆损害较单纯ADHD更重。
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| 关 键 词： | 注意缺陷多动障碍 阅读困难 执行功能 工作记忆 |
Cognitive function in children with attention-deficit/hyperactivity disorder and comorbid reading difficulties |
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| ZHANG Shanhong,WANG Peng,ZHONG Shuming,ZHONG Yuanxin,WU Zhaomin,GAO Bingling,ZHONG Yunyu,YANG Binrang,WANG Yufeng.Cognitive function in children with attention-deficit/hyperactivity disorder and comorbid reading difficulties[J].Chinese Mental Health Journal,2019(6):447-452. |
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| Authors: | ZHANG Shanhong WANG Peng ZHONG Shuming ZHONG Yuanxin WU Zhaomin GAO Bingling ZHONG Yunyu YANG Binrang WANG Yufeng |
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| Institution: | (Shenzhen Children's Hospital,Shenzhen 518038,Guangdong Province,China;Peking University Sixth Hospital,Peking University Institute of Mental Health,Key Laboratory of Mental Health,Ministry of Health (Peking University),National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital),Beijing 100191,China;The First Affiliated Hospital of Jinan University,Guangzhou 510632,China;Peking University Shougang Hospital,Beijing 100191,China) |
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| Abstract: | Objective: To explore the characteristics of cognitive function of children with ADHD Comorbid with Reading Difficulties. Methods: Totally 85 children with ADHD (ADHD-only),26 children with ADHD and comorbid reading difficulties (comorbid group),and 43 normal children (HC) were selected. The diagnoses were made according to the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM -Ⅳ) criteria. The Rey complex figure test (RCFT),trail making test(TMT),Stroop color-word test were used to assess the execution function encompass working memory,shifting,inhibition. The Wechsler Intelligence Scale for ChildrenFourth Edition (WISC-Ⅳ) was used to evaluate general cognitive ability. Results: After controlling the IQ and age, Comorbid group and ADHD-only group took longer time in the Stroop 4 test and literal interference than HC group ( Ps <0.05). There was no significant difference between three groups in other tests of execution function ( Ps > 0.05). Conclusion: It suggests that the children with ADHD and comorbid reading difficulties have more serious deficit in verbal comprehension and verbal working memory than those only with ADHD. |
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| Keywords: | attention-deficit /hyperactivity disorder reading difficulties executive function cognitive function |
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