目的 探讨注意缺陷多动障碍(attention deficit hyperactivity disorder, ADHD)儿童的认知功能损害特征。方法 应用威斯康星卡片分类测验(Wisconsin Card Sorting Test, WCST)分别对注意缺陷多动障碍儿童组(ADHD组)和正常儿童对照组(HC组)的认知功能进行神经心理学测试。结果 威斯康星卡片分类测验中5项指标:完成分类数(Categories control, CC)、错误应答数(Responses Errors, Re)、概念化水平(Rfp)、持续性错误数(Preservative Errors, Rpe)、持续性应答数(Preservative Responses, Rp), 在注意缺陷多动障碍儿童组与正常对照组的比较显示, 其差异具有统计学意义(P＜0.05或＜0.01);经两两比较不同亚型注意缺陷多动障碍组的WCST 5项指标, 其差异亦具有统计学意义(P＜0.05或＜0.01)。结论 注意缺陷多动障碍儿童存在一定程度的认知功能损害;不同亚型注意缺陷多动障碍儿童的认知功能损害程度有所不同。
Abstract
Objective To investigate the characteristics of the cognition function damage of children with attention deficit hyperactivity disorder (ADHD). Methods Wisconsin Card Sorting Test (WCST) was carried out to detect the reaction of neural and psychology on the cognition function of children with ADHD and health control respectively. Results There were a significant differences in each index of WCST (CC, Re, Rfp, Rpe, Rp)between the ADHD group and control group(P＜0.05 or ＜0.01).Comparison in each index of WCST showed that there were a statistically significances between subtypes of children with ADHD(P＜0.05 or ＜0.01). Conclusion The cognition function damage exists in children with ADHD, and the extent of damage differs between the various subtypes.
关键词
注意缺陷多动障碍 /
威斯康星卡片分类测验 /
认知功能
Key words
attention deficit hyperactivity disorder /
Wisconsin Card Sorting Test /
cognition function
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] Shallice T, Marzocchi GM, Coser S, et al.Executive function profile of children with attention deficit hyperactivity disorder[J].Developmental Neurochopsychology, 2002, 21(1):43-71.
[2] Paul Paul-Jordanov I, Bechtold M, Gawrilow C.Methylphenidate and if-then plans are comparable in modulating the P300 increasing response inhibition in children with ADHD[J].Atten Defic Hyperact Disord, 2010, 2(3):115-126.
[3] Banaschewski T, Becker K, Scherag S, et al.Molecular genetics of attention deficit/hyperactivity disorder:An overview[J].European Child and Adolescent Psychiatry, 2010, 19(3):237-245.
[4] 陶国泰, 郑毅, 宋维村.儿童青少年精神医学[M].2版.南京:江苏科学技术出版社, 2008:5-25.
[5] 胡亚美, 江载芳.诸福棠实用儿科学[M].7版.北京:人民卫生出版社出版, 2002:1747-1749.
[6] Gregoire S, Rivalan M, Le Moine C, et al.The synergy of working memory and inhibitory control :behavioral, pharmacological and neural functional evidences[J].Neurobiology of Learning and Memory, 2012, 97(2) :202-212.
[7] Miller EK, Cohen JD.An integrative theory of prefrontal cortex function[J].Annual Review of Neuroscience, 2001, 24(4):167-202.
[8] Proctor A, Wilson B, Sanchez C, et al.Executive function and verbal working memory in adolescents with closed head injury (CHI)[J].Brain Injury, 2000, 14(7):633-647.
[9] Nieoullon A.Dopamine and the regulation of cognition and attention[J].Progress in Neurobiology, 2002, 67(1):53-83.
[10] 汤慈美.神经心理学[M].北京:人民军医出版社, 2001:62-70.
[11] 徐桂凤, 静进, 麦坚凝, 等.混合型注意缺陷多动障碍儿童工作记忆特征的神经心理研究[J].中国儿童保健杂志, 2011, 19(3):217-219.
[12] Willcutt EG, Pennington BF, Boada R, et al.A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder[J].Journal of Abnormal Psychology, 2001, 110(1):157-172.
[13] Nigg JT, Blasky LG, Huang-Pollock CL, et al.Neuropsychological executive functions and DSM-Ⅳ ADHD subtypes[J].J Am Acad Child Adolesc Psychiatry, 2002, 4l(1):59-66.
PDF(449 KB)
