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本研究采用信号停止任务范式,考察不同声音唤醒水平下注意力缺陷多动障碍儿童 和普通儿童反应抑制功能的表现,探讨唤醒水平和行为抑制功能之间的关系,以验证行为 抑制模型和认知能量模型.研究中注意力缺陷多动障碍儿童15名,普通儿童15名,匹配 年龄、年级、性别和智力水平.结果表明:(1)注意力缺陷多动障碍儿童的反应错误率和抑 制失败率显著高于普通儿童;(2)中、高唤醒水平下,注意力缺陷多动障碍儿童正确反应的 被试内变异性降低,与普通儿童的表现相当;(3)唤醒水平对两类儿童的抑制失败率没有影 响.唤醒水平没有提高注意力缺陷多动障碍儿童的行为抑制功能,但促进了其一般反应认 知功能,说明能量库缺损并不是比抑制功能更为核心的缺损. 相似文献
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注意力缺损多动障碍的两种评估取向的整合及评估模式的建立 总被引：1，自引：1，他引：0
有关注意缺损多动障碍的评估一直存在着生理 -心理学测评和学校心理学的行为评价的不同取向。本文分别介绍了生理 -心理学中对抑制功能的认知加工能力测评的取向和学校心理学中重视适应环境的行为水平的测评取向 ,指出了两种取向的优点和不足。并在整合两个取向的基础上 ,提出了新的评估注意力缺损多动障碍的理论模式。 相似文献
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注意力缺损多动障碍是一个被广泛辩论的儿童发展障碍,是儿童期最普遍、最复杂的心理与行为障碍之一.对儿童社会、情感以及认知功能等有很大的负面影响,严重影响患儿的学业、职业表现、社会功能及其家庭.本文试图对儿童注意力缺损多动障碍的认识过程、核心特征、干预方式进行归纳和总结,以期为今后的研究提供一些科学的参考. 相似文献
4.
教师如何管理注意力缺损多动障碍儿童 总被引：1，自引：0，他引：1
注意力缺损多动障碍 (简称ADHD)不仅是导致儿童成绩落后的主要原因之一 ,而且也是破坏课堂纪律主要因素 ,由于教师以面向正常学生传授基础知识为主要任务 ,对注意力缺损多动障碍的理解和矫正并不擅长 ,经常采用说教和批评的常规方法 ,难以取得成效。教师应辨别注意力障碍 ,运用行为矫正技术来管理这类障碍学生 相似文献
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多动症全称为注意缺乏多动障碍(Attentiondeficit hyperactirity disorder,简称ADHD),是儿童注意力缺乏,唤起过度,活动过多,冲动性和延迟满足困难等核心症状。并伴有儿童学习障碍,同伴和亲友交往关系障碍,人格心理健康障碍,品行不良等派生症状的一系列心理与行为问题的总称。它是儿童期最普遍、最复杂的心理与行为 相似文献
7.
多动症全称为注意缺乏多动障碍(Attentiondeficit hyperactirity disorder,简称ADHD),是儿童注意力缺乏,唤起过度,活动过多,冲动性和延迟满足困难等核心症状,并伴有儿童学习障碍,同伴和亲友交往关系障碍,人格心理健康障碍,品行不良等派生症状的一系列心理与行为问题的总称。它是儿童期最普遍、最复杂的心理与行为 相似文献
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儿童注意力缺损多动障碍的多重评估模式 总被引：1，自引：0，他引：1
邓立波 《辽宁师专学报(社会科学版)》2006,(3):69-70
本文分析了单一模式诊断注意力缺损障碍的不足，提出了以诊断、问卷、行为观察、访谈为核心，并遵循特定程序进行的多重评估模式。同时对注意力缺损多动障碍的矫正提出了自己的观点。 相似文献
9.
研究选取了注意缺损多动障碍儿童34名,普通儿童36名,采用选择性注意任务,考察在目标刺激的知觉负荷高低两种情况下,注意缺损多动障碍儿童面对不同干扰程度的分心刺激时,对其的过滤能力是否落后。结果发现,注意缺损多动障碍儿童过滤分心刺激的能力是否落后取决于目标刺激的知觉负荷的高低:(1)在低知觉负荷任务中,不相容分心刺激对两组儿童的干扰程度要大于面对中性分心刺激时受到的干扰。但是注意缺损多动障碍组儿童受到的干扰效应要大于普通组儿童,说明注意缺损多动障碍组儿童过滤分心刺激的能力落后,并出现在注意选择的晚期阶段;(2)在高知觉负荷任务中,所有被试都没有因为分心刺激干扰程度的不同而受到不同的影响,即过滤中性分心刺激与不相容分心刺激的模式一样。 相似文献
10.
石丽红 《牡丹江教育学院学报》2011,(6):95-96
注意力缺损多动障碍（Attention Deficit Hyperactivity Disorder,ADHD）是儿童期常见的心理行为障碍之一,它对儿童的学习、生活、人际关系、社交等多个领域都有很大的负面影响。正确地认识和应对ADHD对儿童的健康发展是十分重要的。本文将从注意力缺损多动障碍的概念的界定、特征、诊断及应对方法等方面来加以论述。 相似文献
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伏干 《天津师范大学学报(基础教育版)》2011,(3):64-68
以城市和农村小班幼儿各32名为被试,采用米歇尔经典的自我延迟满足实验范式对小班幼儿的自我控制行为进行比较研究。结果：农村幼儿的平均延迟时间短于城市幼儿且差异显著．小班幼儿延迟满足时间性别差异不显著;小班幼儿自我分心、问题解决策略使用存在城乡差异且达到显著水平,但不存在性别差异;其他延迟满足策略的使用城乡差异与性别差异均不显著。 相似文献
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Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders
Won Shing Raymond Chan Se Fong Hung Suet Nga Liu Cheuk Kiu Kathy Lee 《Reading and writing》2008,21(6):661-674
The cognitive profiles of children with Developmental Reading Disorder (RD) and Attention-Deficit/Hyperactivity Disorders
(ADHD) have been extensively studied in alphabetic language communities. Deficits in phonological processing and rapid naming
have been implicated as core features of RD although whether the latter is a deficit specific to RD remains controversial.
Similar research aiming to explore the cognitive profiles of children with both RD and ADHD in non-alphabetic language communities
is limited. The specificity of rapid naming deficit to RD among Chinese has yet to be studied. In the first study, 43 Chinese
children with confirmed diagnoses of RD + ADHD were assessed on their cognitive abilities in relating to reading. In the second
study, the specificity deficit hypothesis of rapid naming to RD but not ADHD was examined. A digit naming test was administered
to the RD + ADHD group (43 subjects) and an ADHD only group (49 subjects). In regard to cognitive profiling, rapid naming
and orthographic knowledge were found to be the most common deficits among the Chinese RD + ADHD group. This co-morbid group
was also found to have a significant deficit performance on the rapid naming task than the ADHD only group. The present findings
support the double dissociation hypothesis in cognitive deficit between RD and ADHD. The results of both studies are discussed
with reference to the findings of the Western counterparts. 相似文献
13.
The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment only partially accounts for the income-achievement gap. On average, low-income children have more difficulty regulating their emotions and behavior in comparison to their wealthier counterparts. Academic achievement is a function not only of cognitive competencies but also encompasses emotional and behavioral components that could also contribute to the income-achievement gap. In Study 1, family income among rural, White 9-year-olds is positively related to delay of gratification skill. This, in turn, accounts for subsequent, middle school grades at age 13. In Study 2, family income during early childhood (age 2 to Grade 3) in an ethnically diverse, national sample predicts cognitive development in 5th graders, controlling for prior levels of cognitive development at 15 months. This prospective, longitudinal relation is again mediated by delay of gratification skills. Evidence is also presented in Study 2 that the income → self-regulation → achievement path operates independently of parental investment. Analyses of both sets of data also include multiple indices of familial characteristics (e.g., maternal education, ethnicity, single-parent status). Early childhood poverty matters for later academic achievement but reasons encompass both cognitive and socioemotional processes. 相似文献
14.
Reading difficulties and attention‐deficit/hyperactivity behaviours: evidence of an early association in a nonclinical sample 
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下载免费PDF全文 Chiara Luoni Umberto Balottin Maria Zaccagnino Laura Brembilla Giulia Livetti Cristiano Termine 《Journal of Research in Reading》2015,38(1):73-90
Attention‐deficit/hyperactivity disorder (ADHD) often co‐occurs with reading disability. A cross‐sectional study in an Italian‐speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at primary school. Of the sample, 8.4% displayed RD; 7.0% had ADHD; 3.5% presented both RD and ADHD behaviours; 50% of the children with ADHD displayed RD; 41.9% of those with RD displayed ADHD behaviours. Low socioeconomic status was associated with a fourfold increased probability of displaying RD (odds ratio = 3.98), but not ADHD behaviours. In this nonclinical sample, we detected an early association between ADHD behaviours and RD. A key role in this association may be played by inattention symptoms, which occurred with significantly increased frequency also in the group presenting only RD. 相似文献
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Monica Cuskelly Airong Zhang Alan Hayes 《International Journal of Disability, Development & Education》2003,50(3):239-251
The performance of 25 children with Down syndrome on delay of gratification tasks was compared with that of a mental age-matched group of typically developing children. Delay tasks included both other- and self-imposed tasks. Children with Down syndrome were significantly less able to delay gratification than the comparison group on two of the three tasks. Receptive language was associated with delay on the self-imposed task for the typically developing group but not for children with Down syndrome. It is hypothesised that there may be a lag in the development of self-regulation that is greater than the lag between chronological and mental age for children with Down syndrome, with expressive language playing a role in this lag. The practice of using mental age as the method for matching groups of children with Down syndrome with typically developing children is called into question by the results of this study. 相似文献
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Nicolson and Fawcett (1990) demonstrated specifically impaired balancing performance of children with dyslexia when balancing had to be done simultaneously with a secondary task. This finding was taken as evidence for a general automatization deficit of children with dyslexia. We attempted to replicate this finding with German children with dyslexia, whose characteristic reading difficulty is a fluency problem quite in correspondence with the automatization deficit explanation. Because we were concerned about a potential confound between dyslexia and attention-deficit/hyperactivity disorder (ADHD), we also collected teacher ratings on ADHD symptoms. We found that poor dual-task balancing was limited to children with higher ADHD ratings and that children with dyslexia without higher ADHD ratings performed as well on dual-task balancing as age-matched control children. This finding supports the aforementioned confound. Together with other findings from our research group, it supports the position that, even in consistent orthographies, difficulties in learning to read are caused by a specific phonological deficit. 相似文献
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多动症是学龄儿童发病率最高的心理行为问题之一.基于学校的综合干预是由临床心理医生、心理教育研究人员、学校教师和家长分工合作,共同参与,主要在学校和家庭实施的,以认知行为辅导为主、药物干预为辅的干预模式.由于充分发挥了医、教两方面的优势,这一模式不仅能有效改善多动症的核心症状,还能对儿童各方面产生了良性引导,并能够建起较... 相似文献
18.
研究选取了注意缺损多动障碍（ADHD）儿童38名,正常儿童36名,采用两项选择任务,考察在复杂任务中ADHD儿童的注意稳定性是否落后,以及反馈是否能增强ADHD儿童的注意稳定性。结果发现,（1）注意的稳定性会受到任务难度的影响。在复杂任务中,无反馈的条件下ADHD儿童的注意稳定性与正常儿童没有差异;（2）反馈对正常儿童的注意稳定性起到了积极的促进作用,即在反馈条件下,正常儿童的个体变异性减小,注意稳定性增强;但反馈并没有提高ADHD儿童的注意稳定性;（3）复杂任务中,ADHD儿童的认知加工速度落后于正常儿童。 相似文献
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Xiangsheng Luo Jialiang Guo Dongwei Li Lu Liu Yanbo Chen Yu Zhu Stuart J. Johnstone Yufeng Wang Yan Song Li Sun 《Child development》2021,92(6):e1186-e1197
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by cognitive deficits associated with attention. Prior studies have revealed the potential impact of ADHD on basic perception and cognitive ability in patients with ADHD. In this study, bilateral posterior P1 and N1 were measured in 122 Chinese children aged 7–12 years (64 with ADHD) to investigate the developmental characteristics of early perception during visual processing in school-age children with ADHD. For children with ADHD, a larger P1 activity with an atypical developmental pattern was evoked and observed for the visual search performance. These findings offer new insights into the mechanisms of cognitive developmental deficits and intervention techniques in children with ADHD. 相似文献
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OBJECTIVE: This study examines the relationship between parental self-confidence, warmth, and involvement, and corporal punishment in families of children with attention deficit/hyperactivity disorder (ADHD). METHOD: The diagnosis of ADHD was established through clinical interviews with the parents, children, and teachers, according the criteria in DSM-IV-TR. This diagnosis was also established by having the parents complete the Conners' Parent Rating Scale, and the teachers complete the Conners' Teacher Rating Scale. Two groups of Iranian parents, one group with children who have ADHD (N=130) and a control group (N=120), completed questionnaires measuring parental self-confidence and parenting styles. RESULTS: Parents of children with ADHD were found to have lower self-confidence and less warmth and involvement with their children, and used corporal punishment significantly more than the parents of control children. CONCLUSIONS: The study provides strong evidence that children with ADHD are at considerable risk of abuse by their parents. Rather than focusing only on the child's ADHD, treatment may also need to address the parents' functioning. 相似文献