ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 2010, Vol. 42 ›› Issue (03): 415-422.

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“热”执行对注意缺陷多动障碍和阅读障碍儿童言语工作记忆的影响

张 微;刘翔平;宋红艳   

  1. (1 华中师范大学心理学院暨湖北省人的发展与心理健康重点实验室, 武汉 430079)
    (2 北京师范大学心理学院, 北京 100875) (3华中师范大学汉口分校心理咨询中心, 武汉 430070)
  • 收稿日期:2008-11-06 修回日期:1900-01-01 出版日期:2010-03-30 发布日期:2010-03-30
  • 通讯作者: 刘翔平;张微

The Influence of “Hot” Executive Function on the Verbal Working Memory of Attention Deficit Hyperactivity Disorder (ADHD) and Reading Disability (RD) Children

ZHANG Wei;LIU Xiang-Ping;SONG Hong-Yan   

  1. (1 School of Psychology, Huazhong Normal University, Hubei Province Key Lab for Human Development and Mental Health, Wuhan 430079, China)
    (2 School of Psychology, Beijing Normal University, Beijing 100875, China)
    (3 Center of Psychological counseling, Hankou Branch of Huazhong Normal University, Wuhan 430000, China)
  • Received:2008-11-06 Revised:1900-01-01 Published:2010-03-30 Online:2010-03-30
  • Contact: LIU Xiang-Ping;ZHANG Wei

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摘要： ADHD儿童在与背外侧前额叶 (DLPFC)相关的“冷”执行功能上的缺陷已大量证实, 但在与眼眶和中前额叶皮层(OMPFC)相关的“热”执行功能上, ADHD儿童是否存在缺陷则未可知。与儿童赌博任务实验范式(该任务中“热”启动对“冷”执行起到抑制作用)不同, 本研究考察趣味言语N-back任务是否对ADHD和阅读障碍儿童的成绩有促进作用。枯燥N-back任务考察的是言语工作记忆的纯认知特征, 而趣味任务则卷入了“热”执行对“冷”执行的影响。结果表明, 在枯燥任务上, ADHD和阅读障碍儿童的成绩均明显低于正常儿童, 二者之间差异不显著, 在趣味任务成绩上, ADHD儿童与正常儿童的成绩没有显著差异, 而阅读障碍儿童成绩落后于正常控制组和ADHD组, 在成绩变化的趋势上, ADHD儿童在趣味任务上成绩明显提高, 而阅读障碍儿童则无明显改善。结果说明ADHD和阅读障碍儿童的言语工作记忆均存在明显的缺陷, 但是机制不同, “热”执行对提高ADHD的言语工作记忆有明显的促进作用, ADHD的“冷”执行缺陷能够通过“热”执行的调节得到改善。

关键词: 注意缺陷多动障碍, 阅读障碍, “热”执行, 言语工作记忆

Abstract: The deficit of “cool” executive function (EF) associated with dorsolateral prefrontal cortex (DLPFC) in attention deficit hyperactivity disorder (ADHD) has been substantially confirmed. But whether ADHD children show the deficit of “hot” EF associated with orbital and medial prefrontal cortex (OMPFC) remains unknown, and till now no research made an explicit exploration for interaction models between the two EFs.
Commonly different from some studies related to the children’s gambling task, in which the “hot” EF impeded “cool” EF, this study aims to explore the facilitation of the “hot” EF to “cold” EF in the entertaining verbal N-back task. Pure cognitive processions were involved in boring N-back task while both “hot” EF and “cold” EF were involved in the entertaining N-back task.
Participants were 77 children age between seven and twelve, of whom 60 were classified as having ADHD and /or reading disability (RD). All the disorder participants were recruited at a clinic and normal children were recruited from a elementary school. A four-group mixed design consisting of reading disabilities only (RD, n=15), reading disabilities and ADHD (RD+ADHD, n=24), ADHD only (ADHD, n=21) and a comparison group (n=17) was utilized. In the experiment, two adapted N-back working memory paradigms were used to explore verbal working memory ability, one was a traditional N-back task, another was entertaining N-back task. There are the same difficulty and materials between the two tasks.
The results indicate that ADHD and RD groups behaved worse than comparison group and no significant differences had been detected between ADHD and RD groups in the boring task. A significant increase in ADHD had been found when comparing entertaining task with boring task. No significant differences had been detected between ADHD and comparison groups. Also, no significant changes related to the task types had been found in RD children.
All these findings suggest that ADHD and RD children both show verbal working memory problems, however they have different mechanisms. The “hot” EF facilitates the performance of ADHD in verbal working memory task while not to RD. These results support the Haber model indirectly. According to this model, “hot” EF modulates “cool” EF by a special pathway.

Key words: ADHD, reading disability, “hot” executive, verbal working memory