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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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注意缺陷多动障碍中的认知异质性:对数学的影响

Margarita Kanevski1,2, Josie N Booth3, Tracy M Stewart3

  • 1Clinical Brain Sciences, University of Edinburgh, Edinburgh, UK.

The British journal of developmental psychology
|August 21, 2024
PubMed
概括

认知功能,特别是执行功能 (EF),比注意力缺陷多动症 (ADHD) 诊断更好地预测儿童的数学表现. 识别认知模式为数学困难提供了比诊断标签更深入的见解.

关键词:
更多关于 ADHD ADHD 的文章认知 认知 认知异质性的异质性数学数学是什么意思

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科学领域:

  • 神经科学是一个神经科学.
  • 发展心理学 发展心理学
  • 教育心理学教育心理学

背景情况:

  • 注意缺陷多动性障碍 (ADHD) 是一种影响执行功能的神经发育障碍.
  • 在ADHD儿童中,数学表现缺陷很常见,但EF和数学结果之间的关系需要进一步澄清.
  • 当前的诊断方法可能无法完全捕捉影响学业成绩的认知异质性.

研究的目的:

  • 调查执行功能 (EF) 或ADHD的临床诊断是否是儿童数学测试成绩的更强有力的预测因素.
  • 使用基于EF分数的等级集群分析来探索认知模式,以识别具有不同数学能力的子组.
  • 确定认知分析与诊断分类对理解和支持具有数学困难的儿童的影响.

主要方法:

  • 从ADHD转诊等候名单中招募了44名无毒儿童.
  • 评估执行功能 (EF),较低层次的认知过程和数学表现.
  • 将儿童分为分类 (ADHD诊断与下值ADHD) 和通过对EF得分的等级集群分析.

主要成果:

  • 儿童的诊断结果 (ADHD与下值) 并没有显著区分数学测试成绩.
  • 对EF分数的等级集群分析产生了不同的认知子组.
  • 这些基于EF的子组在数学测试成绩中表现出显著的差异,表明认知模式比诊断标签更具信息性.

结论:

  • 认知模式,特别是执行功能配置文件,对于预测数学表现比ADHD诊断状态更有信息性.
  • 这表明需要超越分类诊断,转向认知评估,以识别患有数学困难的儿童.
  • 了解个人的认知特征对定制补救干预措施和为数学挑战提供教育支持具有重要意义.