摘要
阅读障碍与注意缺陷多动障碍(ADHD)高度共病,以往研究结果显示两种障碍在语言加工、执行功能等领域的缺陷既相似又不同。本研究采用语音意识测验、快速命名测验、语素意识测验和停止信号任务,以及阅读广度测验,分别考察四组被试(阅读障碍组、ADHD组、双重障碍组、正常控制组)的基础语言加工、反应抑制和言语工作记忆能力,结果发现:阅读障碍组和双重障碍组在语言加工任务上的成绩均显著差于ADHD组和正常组;ADHD组和双重障碍组在停止信号任务上的成绩显著差于阅读障碍组和正常组;所有障碍组在阅读广度测验上的成绩显著差于正常组。表明阅读障碍的特异性缺陷体现在语言加工过程上,而注意缺陷多动障碍的特异性缺陷体现在反应抑制上。这对于今后单一障碍的研究及临床诊断和干预具有重要的参考价值。
Reading disability （RD） and attention-Deficit/Hyperactivity Disorder （ADHD） are two of the most common disorders of childhood, which are often co-morbid with a rate from 25% to 40% nationally. It is widely accepted that the proximal cognitive cause of RD is a phonological deficit whereas the predominant cause of ADHD is believed to be an impairment in the executive functions that affect both the cognitive and the motivational systems. The co-occurrence raises questions as to how the disorders interact and in which respect （also to what extent） they can be differentiated. However, studies of either disorder alone cannot test definitively whether RD and ADHD are separable at the cognitive level, because individuals with each disorder might also be significantly impaired on measures of the core deficits associated with the other diagnosis. In addition, an increase of homogeneity across groups and use of mutually exclusive definitions for group assignment are recommended, and the differences in the tasks of cognitive function that are utilized might account for heterogeneity of performance of children with RD or ADHD. Therefore, few studies have shown a fairly clear distinction between core deficits in these two disorders. This study tested a double dissociation between Chinese children with RD and ADHD on the measures of basic language processing and inhibition in order to compare the core cognitive deficits in these two disorders. All of the disorder participants were recruited at a clinic and normal children were recruited from an elementary school. Four groups of children, carefully diagnosed by clinicians, aged between 7 and 12 years （15 RD-only, 17 ADHD-only, 19 RD ＋ ADHD, 18 typically developing normal controls）, were assessed on the measures of basic language processing, response inhibition and higher-level language processing. Three tests, the phonological awareness test, the rapid naming test and the morphological awareness test, were used to assess the ability of basic language processin
出处
《心理科学》
CSSCI
CSCD
北大核心
2016年第4期893-899,共7页
Journal of Psychological Science
基金
国家自然科学基金青年科学基金项目(31300865)
华中师范大学2014年度基本科研业务费项目(CCNU14A05047)的资助
关键词
阅读障碍
ADHD
语言加工
反应抑制
认知缺陷
reading disability, ADHD, language processing, response inhibition, cognitive deficits
