中国临床心理学杂志

比较两种工作记忆训练对ADHD儿童的干预效果

作者：余雪李开强刘玥安欣颖刘翔平

单位：1. 北京师范大学心理学院北京100875
2. 四川省教育科学研究所成都610225
3. 北京第一师范学校附属小学北京100075

分类号：R395.1

出版年,卷(期):页码：2015,23(2):201-205

摘要：

目的:探讨"纯"中央执行功能训练和经典工作记忆训练对ADHD儿童工作记忆和症状的改善效果。方法:28名ADHD儿童匹配分组到工作记忆刷新训练组和经典工作记忆训练组。刷新组采用测量刷新功能的活动记忆范式,对ADHD儿童"纯"中央执行功能进行训练,而经典组包含工作记忆的存储和加工两个成分的训练。结果:工作记忆刷新组对未训练的工作记忆任务的提高要显著高于经典工作记忆训练组,并对教师评定的ADHD症状有更大的改善作用。结论:ADHD工作记忆训练的关键性成分是中央执行功能,"纯"中央执行功能训练比包含存储和加工的经典工作记忆训练效果更好。

Objective:The aim of the current research is to compare the interventional effects of two types of working memory training program on children with ADHD. One was the Cogmed working memory training(WMC), and the other was the working memory updating training(WMU).Methods:Twenty-eight 7- to 11- year old school-age children with ADHD (26 male; 92% ) were randomized to either WMU or WMC group and evaluated before and after treatment. Dependent measures included parent and teacher's rating of ADHD symptoms.Results:Compared to the WMC group, the WMU group demonstrated significantly greater improvements in operation span task and ADHD symptoms.Conculusion:Compared with WMC training program, WMU, with a more focus on the central executive function component of working memory, presents better interventional effects on working memory and ADHD symptoms. This suggested that the training of manipulation, rather than storage component, may play a key role in the intervention of cognitive dysfunction and clinical symptoms on children with ADHD.

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作者简介：

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