在注意力缺陷多动障碍的自我引用效应
Zahra Ahmed1, Sheila J Cunningham1, Sinead Rhodes2
1Abertay University, Dundee, UK.
The British journal of developmental psychology
|April 25, 2024
概括
患有注意力缺陷/多动障碍 (ADHD) 的儿童在自我记忆方面扎,对物体没有自我引用效应. 然而,他们对自我执行的行为记忆仍然完好无损,与典型的发育儿童不同.
科学领域:
- 认知心理学 认知心理学
- 神经发育障碍 神经发育障碍
- 记忆系统 记忆系统
背景情况:
- 自我记忆系统依赖于处理与自我相关的信息.
- 注意力,编码或检索方面的困难可能会扰乱自我记忆.
- 注意缺陷/多动症 (ADHD) 可能会影响自我记忆系统.
研究的目的:
- 为了比较ADHD儿童和典型的发展对照者的自我引用与其他引用项目的记忆.
- 研究ADHD儿童的自我参考效应 (SRE).
- 检查ADHD儿童的自我执行行为的记忆.
主要方法:
- 90名5至14岁的儿童参与了这项研究,其中包括患有多动症和典型发展对照的儿童.
- 参与者用自己的脸或未知的孩子的脸来看待物体.
- 随后的惊喜源记忆测试评估了自我引用与其他引用项目的回忆,以及对行动的记忆任务.
主要成果:
- 典型的发育儿童表现出显著的自我引用效应 (SRE),回忆自我引用的项目比其他自我引用的项目更好.
- 患有ADHD的儿童没有显著的SRE,表明信息与自我概念的结合受损.
- 所有小组都对自我执行的行为表现出了卓越的记忆力,这表明在ADHD中保留了表演效应.
结论:
- 患有多动症的儿童表现出自我参考效应的损害,影响他们整合自我相关信息的能力.
- 在ADHD中,演戏效应保持不变,这表明自我发起的行为保留了记忆.
- 研究结果突出了ADHD自我记忆系统的特定缺陷,这对理解和干预有影响.
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