工作记忆和组织能力在注意力缺陷/多动障碍儿童学习功能中的作用。

IF 2.6 3区 心理学 Q3 NEUROSCIENCES Neuropsychology Pub Date : 2024-09-01 Epub Date: 2024-07-11 DOI:10.1037/neu0000960
Alissa M Cole, Elizabeth S M Chan, Fatou Gaye, Sherelle L Harmon, Michael J Kofler
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引用次数: 0

摘要

目的:患有注意力缺陷/多动障碍(ADHD)的儿童在任务规划、管理材料和组织活动等组织技能方面表现出困难,这对学业功能产生了下游影响。与此同时,工作记忆的缺陷与注意力缺陷/多动症儿童的组织技能困难、学业成绩不佳和表现不佳有关,并被假设为组织功能与学业功能之间联系的原因。然而,工作记忆和组织能力在多大程度上独立或共同导致了与ADHD相关的学业困难,目前仍不清楚:本研究首次对工作记忆和组织能力在解释与ADHD相关的成绩不佳和表现不佳方面的独特作用和共同作用进行了研究,研究对象是经过临床评估的309名患有或不患有ADHD的儿童(年龄=10.34,SD=1.42;123名女孩;69.6%为白人,非西班牙裔或拉丁裔):经过偏差校正和引导的潜在路径分析显示,工作记忆和组织能力分别占多动症儿童学习成绩(d = -1.09)和学习成绩(d = -0.58)困难的 100%和 80.6%。工作记忆(d = -0.95至-0.26)、组织能力(d = -0.30至-0.11)以及工作记忆和组织能力的共享方差(d = -0.13至-0.06)各自独立地预测了与ADHD相关的学习成绩和表现结果方面的困难:这些发现与工作记忆对ADHD的功能障碍具有下游影响的模型相一致,也与组织技能和工作记忆各自是ADHD相关学业功能的重要预测因素的证据相一致。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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The role of working memory and organizational skills in academic functioning for children with attention-deficit/hyperactivity disorder.

Objective: Children with attention-deficit/hyperactivity disorder (ADHD) exhibit difficulties with organizational skills such as task planning, managing materials, and organizing activities that have downstream consequences on academic functioning. At the same time, deficits in working memory have been linked with both the organizational skills difficulties and academic underachievement and underperformance observed in children with ADHD and have been hypothesized to account for the link between organizational and academic functioning. However, the extent to which working memory and organizational skills independently versus jointly contribute to ADHD-related academic difficulties remains unclear.

Method: The present study is the first to examine the unique and shared roles of working memory and organizational skills for explaining ADHD-related underachievement and underperformance in a clinically evaluated sample of 309 children with and without ADHD (Mage = 10.34, SD = 1.42; 123 girls; 69.6% White Not Hispanic or Latino).

Results: Bias-corrected, bootstrapped latent path analyses revealed that working memory and organizational skills together accounted for 100% of the academic achievement (d = -1.09) and 80.6% of the academic performance (d = -0.58) difficulties exhibited by children with ADHD. Working memory (d = -0.95 to -0.26), organizational skills (d = -0.30 to -0.11), and shared variance across working memory and organizational skills (d = -0.13 to -0.06) each independently predicted ADHD-related difficulties in both academic achievement and performance outcomes.

Conclusions: These findings are consistent with models suggesting that working memory has downstream consequences for functional impairments in ADHD, as well as evidence that organizational skills and working memory are each important predictors of ADHD-related academic functioning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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来源期刊
Neuropsychology
Neuropsychology 医学-神经科学
CiteScore
4.10
自引率
4.20%
发文量
132
审稿时长
6-12 weeks
期刊介绍: Neuropsychology publishes original, empirical research; systematic reviews and meta-analyses; and theoretical articles on the relation between brain and human cognitive, emotional, and behavioral function.
期刊最新文献
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