Margarita Kanevski, Josie N. Booth, Tracy M. Stewart, Sinead M. Rhodes
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引用次数: 0
摘要
本研究探讨了认知功能是否比注意力缺陷多动障碍(ADHD)的临床诊断更能预测数学测试成绩。研究人员从临床ADHD转诊候诊名单中招募了44名未接受过药物治疗的儿童(年龄=101.34个月,SD=19.39;30%为女孩)。儿童接受了执行功能(EF)、低级认知过程和数学成绩评估。采用分类方法对儿童进行分组,包括:(1)临床诊断为多动症的儿童;(2)未确诊的儿童(即阈下多动症)。其次,通过分层聚类分析,利用 EF 分数对儿童进行分组。对儿童的认知、数学、家长评定的多动症症状和共存困难进行了比较。儿童的诊断结果并不能区分数学成绩。相比之下,EF 亚组产生了有意义的认知集群,从而区分了数学测试成绩。这表明,认知表现模式比儿童诊断结果更能帮助识别数学成绩参差不齐的有意义的群体,这对提供补救支持具有重要意义。
Cognitive heterogeneity in Attention Deficit Hyperactivity Disorder: Implications for maths
This study investigated whether cognitive function better predicted maths test performance than a clinical diagnosis of attention deficit hyperactivity disorder (ADHD). Forty-four drug naïve children (Mage = 101.34 months, SD = 19.39; 30% girls) were recruited from clinical ADHD referral waiting lists. Children underwent assessment of Executive Functions (EF), lower-level cognitive processes, and maths performance. Children were grouped using a categorical approach comprising (1) children with a clinical ADHD diagnosis and (2) children without a diagnosis (i.e., subthreshold ADHD). Secondly, hierarchical cluster analysis generated subgroups of children using EF scores. Children were compared on cognition, maths, and parent-rated symptoms of ADHD and co-occurring difficulties. Children's diagnostic outcomes did not differentiate maths performance. By contrast, EF subgroups generated meaningful cognitive clusters which differentiated maths test scores. This suggests that cognitive patterns of performance, rather than children's diagnostic outcomes, are more informative for identifying meaningful groups with variable maths performance which has implications for remedial support.
期刊介绍:
The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;