记忆容量 选择的控制 和价值取向 在正常儿童与多动症儿童间的差异 毕业论文外文翻译 24页

MemoryCapacity,SelectiveControl,andValue-DirectedRememberinginChildrenWithandWithoutAttention-Deficit/HyperactivityDisorder(ADHD)AlanD.Castel,SteveS.Lee,andKathrynL.HumphreysUniversityofCalifornia,LosAngelesAmyN.MoorePennsylvaniaStateUniversityObjective:Theabilitytoselectwhatisimportanttoremember,toattendtothisinformation,andtorecallhigh-valueitemsleadstotheefficientuseofmemory.Thepresentstudyexaminedhowchildrenwithandwithoutattention-deficit/hyperactivitydisorder(ADHD)performedonanincentive-basedselectivitytaskinwhichto-be-remembereditemswereworthdifferentpointvalues.Method:Participantswere6-9yearoldchildrenwithADHD(n=57)andwithoutADHD(n=59).Usingaselectivitytask,participantsstudiedwordspairedwithpointvaluesandwereaskedtomaximizetheirscore,whichwastheoverallvalueoftheitemstheyrecalled.Thistaskallowsformeasuresofmemorycapacityandtheabilitytoselectivelyrememberhigh-valueitems.Results:Althoughtherewerenosignificantbetween-groupsdifferencesinthenumberofwordsrecalled(memorycapacity),childrenwithADHDwerelessselectivethanchildreninthecontrolgroupintermsofthevalueof theitemstheyrecalled(controlofmemory).Allchildrenrecalledmorehigh-valueitemsthanlow-valueitemsandshowedsomelearningwithtaskexperience,butchildrenwithADHDCombinedtypedidnotefficientlymaximizememoryperformance(asmeasuredbyaselectivityindex)relativetochildrenwithADHDInattentivetypeandhealthycontrols,whodidnotdiffersignificantlyfromoneanother.Conclusions:ChildrenwithADHDCombinedtypeexhibitimpairmentsinthestrategicandefficientencodingandrecallofhigh-valueitems.ThefindingshaveimplicationsfortheoriesofmemorydysfunctioninchildhoodADHDandthekeyroleofmetacognition,cognitivecontrol,andvalue-directedrememberingwhenconsideringthestrategicuseofmemory.Keywords:ADHD,memory,cognitivecontrol,metamemory,encodingstrategiesAttention-deficit/hyperactivitydisorder(ADHD)ischaracterizedbyanearlyonsetofdevelopmentallyaberrantandimpairinglevelsofinattentionand/orhyperactivity-impulsivity(AmericanPsychiatricAssociation[APA],2000).Inadditiontoitsconcurrentandprospectiveassociationwithdisruptedsocial/familyrelationships,substandardacademicachievement,andelevatedcomorbidity(Barkley,Fischer,Edelbrock,&Smallish,1990;Barkley,Fischer,Smallish,&Fletcher,2002;Lee,Lahey,Owens,&Hinshaw,2008;Owens,Hinshaw,Lee,& Lahey,2009),ADHDisalsoassociatedwithneuropsychologicaldeficitsacrossdomainssuchascognitiveflexibility,problemsolving,andworkingmemory(Willcutt,Doyle,Nigg,Faraone,&Pennington,2005).Workingmemory(WM)involvestheactivemaintenanceandmanipulationofinformation,andisgovernedbyexecutivecontrolprocesses(Baddeley,1992,2007).Arecentmeta-analysisshowedthatchildrenwithADHDhavespecific,robustdeficitsinWM,whicharemorepronouncedinspatialWMtasksthaninverbalWMtasks(Martinussen,Hayden,Hogg-Johnson,&Tannock,2005).Furthermore,thereisevidencethatneuropsychologicaldeficits,includingproblemswithWM,partiallymediatethepersistenceofADHDovertime,aswellasthedegreeoffunctionalimpairmentassociatedwithADHD(Halperin,Trampush,Miller,Mark,&Newcorn,2008).&NewcornForexample,ADHDisassociatedwithineffectiveuseofmemorystrategiesand/orafailuretosustaineffortfulprocessingovertime(O’Neill&Douglas,1996).Thismayalsoberelatedtoimpairmentsingoalmaintenance(Kane&Engle,2003).Agreatdealofresearchshowsthatinhibitorycontrolchangesdramaticallyacrossthelifespan(Bedard,Nichols,Barbosa,Schachar,Logan,&Tannock,2002;Zelazo,Craik,&Booth,2004),andthatchildrenwithADHDhavespecificdeficitsininhibitorycontrol(Barkley,1997).However,mostresearchonWM,inhibition,andexecutivecontrolhasusedtasksthatdonotprovidestrongincentivesto selectivelyfocusonandrememberimportantorhigh–valueinformation,atthecostoflower-valueinformation.TypicallyWMtasksdonotdiscriminateitemsbytheirrelativeimportanceandWMperformanceisoperationalizedbyhowmanyitemsareretained.ThepresentstudyexpandsontheliteratureonWMbyexamininghowchildrenwithandwithoutADHDstrategicallyfocusonandretainhigh-valueinformationinWMandhowthisabilitychangeswithtaskexperience.The“selectivitytask,”arelativelynovelmethodforexamininghowpeoplecanselectivelyencodeandmaintainhigh-valueinformation,differsfromtraditionalmeasuresofWMinthatitinvestigateshowoneselectivelyencodesinformationusingstrategiccontrol,andhasnowbeenusedinseveralstudieswithvariouspopulations(seeCastel,Benjamin,Craik,&Watkins,2002;Castel,Farb,&Craik,2007;Hanten,Li,Chapman,Swank,Gamino,Roberson,&Levin,2007;Watkins&Bloom,1999).Inthepresentstudy,weusedamodifiedformofthisparadigm,inwhichwordswithdifferentvalues(e.g.,points)weretoberememberedbytheparticipant.Thisprocedureallowsonetoexaminetheextenttowhichpeopleusevalue-basedinformationtoguidetheefficientuseofmemory(e.g.,byintentionallyrecallinghighervalueditems).Thepointvalueassignedtoeachitemduringencodingindicateshowimportanteachitemistoremember.ThistaskdiffersfromtraditionalmeasuresofepisodicmemoryorcommontestsofWMspanasitexaminesthe strategiccontrolofencodinghigh-valueinformation.Whereasthisvalue-directedrememberingapproachmaysharesomeresourceswithWMfunction,theselectivitytaskspecificallyallowsforanexaminationofthestrategicdeploymentofmemorycapacity,andtheawarenessoflimitedmemorycapacity(whichcanbeconceptualizedasaformofmetamemory).Intheselectivityparadigm,participantsarepresentedwithlistsofwords,witheachwordinthelisthavingadistinctvaluerangingfrom1to12points.Participantsareinstructedtorememberasmanywordsaspossible,withthegoalofmaximizingtheirscore,whichisthesumofthepointvaluesofeachrecalledword.Afterrecall,participantsaretoldtheirscore,andthenaregivenanewlist,withinstructionstomaximizetheirscore.Usingaselectivityindex(SI)developedbyWatkinsandBloom(1999;seealsoHantenetal.,2007),weexaminedhowselectivitychangedwithtaskexperience.ThisSIisbasedontheparticipant’sscore(thesumofthepointsthatwerepairedwiththerecalleditems,orthe“value”oftherecalleditems),relativetochanceandidealperformance.Theequationaccountsfortheparticipant’sscorerelativetoanidealscorethatrepresentsrecallofonlythemosthighlyvaluedwordsatthatlevelofrecall.Forexample,ifagivenparticipantrememberedfourwords,andthepointsassociatedwiththewordswere12,10,9,and8,thatparticipants’SIwouldbeconsideredquitehigh.Theidealscoreforfour wordsis12+11+10+9=42,whereasthescoreoftheparticipantinquestionis39.Achancescoreisbasedoncalculatingtheaveragevalueofthepoints(usinga12-wordlist,withnumbersrangingfrom1to12,theaveragewouldbe6.5)andmultiplyingthatvaluebythenumberofwordsrecalled(inthiscase,4).Thus,theSIinthiscaseis(39–26)/(42–26)=.81.Itisimportanttonotethattheindexcanrangefrom1to_1.PerfectselectivitywouldresultinanSIof1.0,whereasselectionofwordswiththelowestvalues(e.g.,recallingthe1-,2-,and3-pointwords)wouldresultinanSIof_1.0.Asetofwordsrecalledwithnoregardtotheirpointvalues(i.e.,showingnoselectivity)wouldresultinaselectivityindexcloseto0.Thus,theSIprovidesaselectivity,orefficiency,indexbasedonone’sactualscore,relativetoanidealscore,takingintoaccountthenumberofwordsrecalled.Previousworkusingtheselectivitytaskhasshownthatalthoughhealthyolderadultsrecalledfewerwordsthanyoungeradults,olderadultsenhancedtheirselectivityscore(tolevelssimilartoyoungeradults)byrecallinghigh-valueitems(Casteletal.,2002).Inaddition,Castelandcolleagues(2009)haveshownthat,despiterecallingfeweritemsrelativetoyoungeradults,healthyolderadultsbegintodevelopastrategy(afterseverallists)offocusingonthehighervalueitemstomaximizetheirscore.Thisabilitytobeselectivewasfoundtobesomewhatimpairedin olderadultswithearlysignsofAlzheimer’sdisease(Castel,Balota,&McCabe,2009).Inaddition,Hantenandcolleaguesfounddeficitsamongchildrenwithbraininjuryandautism(Hantenetal.,2002,2004).Ofsignificancetothecurrentstudy,Hantenandcolleagues(2007)observedthatthenumberofwordsrecalledandselectivitywereindependentinadiversesampleofchildren,suggestingthatperhapsdifferentneuralsystemsmaycontributetomemorycapacityandtheselectivecontrolofattentiontohigh-valueitems.Thus,theSIprovidesausefulmeasureofmemoryefficiencythatgoesbeyondsimplymeasuringtheoverallquantityofrecalleditems(cf.Koriat&Goldsmith,1996).Thesefindingssuggestanimportantdistinctionbetweenmemoryquantityandefficiencyacrossthelifespan.Theselectivitytaskcanalsoprovideameasureofhowpeoplelearnwhichitemstoattendtoacrosslists(i.e.,withtaskexperience).Inthistask,participantsarepresentedwithseverallistsortrials,andaftereachlistaregivenfeedbackabouttheirscore,whichisthesumofthepointvaluesofthewordsthattheyrecalled.Toachieveanoptimalscore(viaefficientuseofmemory),participantsneedtofocusonorattendtothehigh-valueitemsandrecallthemontheimmediatememorytest.Thenumberofitemspresentedineachlist(i.e.,12)isgreaterthanthetypicalmemoryspanofanindividual,somanyparticipantslearnthattheycannot rememberalloftheitems,and,consequently,attempttomaximizetheirscorebyfocusingonrememberingonlythemostvaluableitemsineachlist.Participantstypicallylearntoattendtohighvalueitems,asreflectedbythefindingthattheSIincreasesacrosssuccessivelistsandwithtaskexperience(Castel,2008).Theabilitytoselectivelyrecallhigh-valueitemshasbeenexaminedinchildrenasyoungas6yearsoldandhasbeenshowntobeimpairedinchildrenwithtraumaticbraininjury(Hantenetal.,2004,2007).Giventheneedtoselectivelyallocateattentiontohigh-valuewordsandtoinhibittheallocationofattentiontolow-valuewordsintheselectivitytask,wewereespeciallyinterestedinhowchildrenwithADHDwouldperformonthistask.TomorerigorouslyascertainthenatureofWMdeficitsinADHD,weadministeredtheselectivitytasktoexaminehowvalueinfluencesstrategicencodingprocessesandattentionalcontrol.Specifically,wehypothesizedthatchildrenwithADHDwouldshowsimilarlevelsofoverallrecallrelativetoage-matchedcontrolchildrenintheselectivitytask,butthatchildrenwithADHDwouldhaveaspecificdeficitindirectingattentionto,andrecalling,high-valueitems(andmightpossiblyrecallmorelow-valueitems)resultinginalowerSI.ThiswouldsuggestthatADHDisassociatedwithaspecificdeficitinvalue-directedremembering.Inaddition,theselectivitytaskmeasureshowvalue-directedremembering emergesand/orchanges2CASTEL,LEE,HUMPHREYS,ANDMOOREwithtaskexperienceviatheuseofmultiplestudy-testlists,withdifferentwordsandpointvalues.WewerealsointerestedinwhetherchildrenwithADHDcanlearntofocusonhigh-valueitemswithtaskexperience.WewereparticularlyinterestedinexaminingwhetherdeficitsinselectivityvarieddependingonADHDsubtypes(APA,2000).ADHDCombinedtype(ADHD-C)isthemostcommonsubtypeofADHDanditischaracterizedbyclinicallysignificantinattentiondisorganizationandhyperactivity-impulsivitywhereasADHDInattentivetype(ADHD-I)isspecifictoinattention-disorganizationonly.ThevalidityofADHDsubtypesissubjecttodebate(Geurtsetal.,2002;Milichetal.,2001),andcognitivedeficitshavethepotentialtoclarifytheetiologyofADHD(Niggetal.,2002).Specifically,executivefunction(EF)constructs,includingplanning,WM,andinhibition,havebeenproposedaspotentiallyusefuldomainstodiscriminatechildrenwithdifferentsubtypesofADHD.Forexample,thereissomeevidencethatchildrenwithADHD-CmayexhibitgreaterdeficitsinplanningrelativetochildrenwithADHD-I(Klormanetal.,1999),andrelativetohealthycontrols(Niggetal.,2002).However,otherstudiesfoundnodifferencesinEFbetweenADHDsubtypes(Geurtsetal.,2002;Houghtonetal.,1999).Giventhattheencodingofhigh-valueinformationintheselectivitytaskrequirestheallocationofattentiontohigh-valueitems whileconcurrentlyinhibitingattentiontolow-valueitems,wepredictthatchildrenwithADHDwoulddisplaysomeimpairmentsintermsoftheSI.Althoughwedonotpredictlargegroupdifferencesinthetotalnumberofwordsrecalledduringthetask,wehypothesizethatcontrolchildrenwillbemoreselectiveinthevalueofwordsrecalledrelativetotheADHD-Cgroup.ThistypeoffindingwouldhelpclarifyimportantdifferencesbetweenthesetwosubtypesofADHDandfurtherspecifythenatureofcognitiveandmemorydeficitsassociatedwithADHD.MethodParticipantsParticipantswere116ethnicallydiverse6-9yearoldchildren（M=8.11.SD=1.1)withADHD（n=57）andwithoutADHD(n=59)(seeTable1formoredetailsregardingthesample).Approximately40%ofthesamplewasWhite.Participantswererecruitedthroughpresentationstofamiliesattendingself-helpgroups,educators,andadvertisementsmailedtolocalelementaryschools,pediatricoffices,andclinicalserviceproviders.ParticipantswereexcludedfromthestudyiftheyhadaFullScaleIQ(FSIQ)<70,oriftheyhadeverbeendiagnosedwithapervasivedevelopmentaldisorder,seizuredisorder,oranyneurologicaldisorderthatpreventedfullparticipationinthestudy.Participantswererequiredtolivewithatleastonebiologicalparentnolessthanhalftimeandbothparentandchildwererequiredtobefluentin English.Controlchildrenwererecruited,screened,andassessedusingthesamemethodsastheprobands.ProbandswerefurtherdividedintosubtypesbasedonthediagnosticcriteriaspecifiedintheDiagnosticandStatisticalManualofMentalDisorders,4thedition,TextRevision(DSM-IV-TR;APA,2000)forADHD-I(n=25),ADHDHyperactive/ImpulsiveType(ADHD-H/I,n=6),andADHD-C(n=26).BasedonevidencethatADHD-H/IisadevelopmentalprecursortoADHD-C(Laheyetal.,2004)andconsistentwithpastresearchinthisarea(e.g，Mahone,Mostofsky,Lasker,Zee,&Denckla,2009),wecollapsedthesixADHD-H/IchildrenintotheADHD-Cgroup.ToimprovetheexternalvalidityoftheADHDprobands,participantswithcomorbiddisorders(e.g，oppositionaldefiantdisorder[ODD],anxiety,depression)werenotexcludedfromparticipating.Toavoidrecruitinganunrealistic`high-achieving"controlgroup,whichcouldexaggerategroupdifferences,controlchildrenwhometcriteriaforanydisorderotherthanADHDwerenotexcludedfromparticipating(themostcommonconditionincontrolswasanxiety).BackgroundMeasuresWechslerIntelligenceScaleforChildren.EourthEdition(WISC-IV;Wechsler,2003).WeadministeredthreesubtestsfromtheWISC-IVtoeachchild:Vocabulary,SymbolSearch,andArithmetic.ThescaledscoresweresummedtoestimateFullScaleIQ(FSIQ).This compositeestimateofparticipant"sFSIQscoreshasbeenfoundtobehighlycorrelatedwiththeFSIQbasedonthefull10subtestbatteryadministeredtoanormativesample(r=.91:Sattler&Dumont,2004).ThewechslerIndividualAchievementTest.SecondEdition(WIAT-II；Wechsler,2002).Toobtainanobjectivemeasureofreadingability,weadministeredtheWordReadingsubtesttoallparticipants.TheWordReadingsubtestassessesphonemicawareness,rhyming,wordsounds,andtheabilitytofluentlyreadfamiliarwordsofincreasingdifficulty.Ratherthanusingagenorms,asthestandardscoresprovideametricbasedonage-expectedability,weusedtherawscoretoensurethatallparticipantsexhibitedaminimumthresholdforreadingability.PriorresearchindicatesthattheWordReadingsubtestdemonstratesdiscriminantvalidityinlearningdisabledchildren(Geary,Hoard,Byrd-Craven,Nugent,&Numtee,2007),andiscorrelatedwithintelligenceandworkingmemory(Englehardt,Nigg,Carr,&Ferreira,2008).SeeWechsler(2003)foradditionalpsychometricanddemographicinformationfromthenormativesample.DiagnosticInterviewScheduleforChildren.FourthEdition(DISC-IV;Shafferetal二2000).ToascertainwhetherchildrenmetDSM-IVdiagnosticcriteriaforADHDanditssubtypes,weadministeredthecomputerizedDISC-IVtoeachparticipant"sparent.Thishighly structuredinterviewprobesrequiredADHDsymptomlevels,duration/persistence,ageofonset,andfunctionalimpairment.Test-retestreliabilityforADHDdiagnosisasdeterminedbytheDISCwasbetween.51and.64intheDSM-IVFieldTrials(Laheyetal.,1994).Inaddition,diagnosticdesignationsfromtheDISChaveshownpredictivevalidityinotherstudiesofADHD(Leeetal，2008;Owensetal.,2009).ProceduresParticipants"eligibilityforthestudywasdeterminedthroughaninitialtelephonescreening.Aftereligibilitywasestablished,parentscompletedbehaviorratingscalesandwereinvitedtoourresearchlaboratoryforin-personassessmentsofchildbehaviorandfamilyfunctioning.Parallelratingscalesofchildbehaviorwerealsotompletedbyeachchild"sprimaryteacher.Wheneverpossible,childrenwereassessedinourlaboratorywithoutpsychotropicmedication(includingstimulants).Ifachildnormallyreceivedmedication,hisorherparentsandteacherswereinstructedtoprovideratingsbasedonthechild"sunmedicatedbehavior.SimilarprocedureshavebeenusedinotherADHDstudies,includingtheMultimodalTreatmentStudyofADHD(Hinshawetal二1997:Leeetal二2008).Allinterviewerswereblindtothechild"sdiagnosticstatus.Childrenassentedtoallprocedures.TheUCLAInstitutionalReviewBoardapprovedallstudyprocedures.ParentswereinterviewedusingtheDISC-IV(Shafferetal.,2000). ChildrenwerediagnosedwithADHDiftheymetfulldiagnosticcriteriaaccordingtotheDISC(basedonDSM-TV-TRcriteria).SelectivityTaskInthepresentstudy,weusedamodifiedversionoftheparadigm,inwhichwordswithdifferentvalues(i.e.,points)weretoberememberedbytheparticipant.Beforeparticipantsbegantheselectivitytask,theyweretoldthattheywouldbepresentedwithlistsof12words,andthateachwordwouldbepairedwithanumber,(i￡二apointvalue)rangingfrom1to12,whichindicateshowimportantitistoremembertheword(e.g二muchlikeagameinwhichthewordsareworthdifferentamountsofmoney).Childrenweretoldthateachwordandnumberwouldappearonthescreenfor2s,followedbyanotherwordandnumber.Participantsweretoldthataftertheyseeeachlistofwords,theywillseetheword"REMEMBER"onthescreen,andthattheirjobwouldbetorecall(sayoutloud)asmanyofthewordsfromthatlistaspossiblewithin30swiththegoalofmaximizingtheirscore,whichisthesumofthepointvaluesofeachrecalledword.Theyweretoldthattheyshouldpayasmuchattentiontothewordsandthenumbers,eventhoughitwouldbedifficulttorememberallofthewords.Participantsweretoldtheyjustneededtosaytheworditself,andnotthevalueoftheword,andthattheexperimenterwouldrecordtheirresponse.Tofurtheremphasizetheprocedure,participantsweretoldthatthiswaslikea"game"withwords andpoints.Theyweretoldthatthemorepointsthattheyearned,themoreprizestheycouldchooseattheendofthesession.Theexperimenterprovidedeachparticipantwithexamplesofthescoringprocedure,suchthatparticipantsweremadeawarethattheirscorewouldequalthesumofthepointvaluesofthewordstheyrecalled(e.g，ifyourecallthreewords[table,donkey,andapple]andthesewordswerepairedwiththe8-,10-,and12-pointvalues,thenyourscorewouldbe8+10+12,whichis30).Afterbeinginvitedtoaskanyquestionstheyhadabouttheprocedure,participantswerepresentedwiththefirstlistandrecallsession,afterwhichtheywereonceagainpromptedtoaskanyquestionsabouttheprocedure.Afterthechildfinishedrecallingitemsfromeachlist,theexperimenterinformedthechildofthepointtotalheorsheearnedforthatlistandprovidedhimorherfeedbackabouthisorherscore.Theparticipantthenbeganthenextlist,andeightlistswerepresentedduringthesession 记忆容量选择的控制和价值取向在正常儿童与多动症儿童间的差异AlanD.Castel，SteveS.Lee，KathrynL.Humphreys，andAmyN.Moore摘要：选择重要的信息记住，专心于这些信息，并回忆高价值的项目能有效提高使用记忆的能力。目前研究关于儿童注意缺陷多动障碍表现是基于动机的选择性任务，选择性任务要求记住不同的价值点的项目。方法:被试6-9岁的儿童患有ADHD(n=57)和无ADHD的儿童(n=59)。使用一个选择性的任务，被试学习具有不同价值点的单词并且被要求尽最大努力回忆以获得最好的成绩。这项任务通过测量记忆容量，和选择性地记住高价值的项目。结果:尽管在单词回忆数量上无明显的组间差异(记忆能力)，和对照组儿童相比，患ADHD的孩子更少的有选择性在回忆项目的价值上(控制记忆)。所有的孩子回忆高价值的项目比低价值的项目多，并显示出了一些学习任务的经验，但患有ADHD组合型的孩子们没有有效地最大化地展示他们的记忆能力(通过测量了选择性指数)相对于患有ADHD松散型的孩子们和健康组，这两组之间没有显著差异。结论:ADHD组合型的儿童表现出在战略上有效编码信息和回忆的高价值项目上的损伤。这些发现迎合了在儿童期的ADHD记忆功能障碍和在策略性的使用记忆，在后设认知、认知控制，和价值导向的记忆的理论。关键词：ADHD、记忆、认知的控制，元记忆，编码策划注意缺陷多动障碍被定义为在早期发育异常中注意力不集中或行为过多(美国精神病协会(APA)，2000年)。另外还有在现在与将来的社会，家庭联系的损坏（社会功能的障碍），在学术层面上说。(Barkley,Fischer,Edelbrock,&Smallish,1990;Barkley,Fischer,Smallish,&Fletcher,2002;Lee,Lahey,Owens,&Hinshaw,2008;Owens,Hinshaw,Lee,&Lahey,2009)，ADHD在神经心理学基础上，伴随着各个领域的缺陷，如认知灵活性、问题解决、工作记忆(Willcutt,Doyle,Nigg,Faraone,&Pennington,2005)。工作记忆(WM)涉及到积极的维护和操作信息，并组织执行控制过程（Baddeley，1992，2007) 。最近的研究分析显示，患ADHD的儿童在工作记忆上有明显的缺陷，在语音复述上，空间WM比言语WM任务更显著。(Martinussen,Hayden,Hogg-Johnson,&Tannock,2005).。此外，有证据表明，神经缺陷包括的问题有WM，ADHD随着时间的推移，相关的功能障碍的程度将加大，(Halperin，Trampush，米勒、马克、Newcorn，2008)。Douglas(1988)提出无效地执行和自我控制过程可以与ADHD儿童的记忆表现有关，ADHD与无效地使用记忆策略或未能有效的建立支持过程有关(奥尼尔&道格拉斯，1996)。这可能也与目标维护的损伤有关(凯恩和恩格尔，2003)。大量的研究表明，抑制控制发生了戏剧性的变化在整个人生的跨度。（巴博萨，Schachar，尼科尔斯，洛根，和Tannock，Craik;2002年，Zelazo，及摊位，2004年)，在抑制控制上，患有ADHD的孩子们都有特定的不足(巴克利，1997)。然而，对WM的大多数的研究表明，抑制和有效控制，使用了任务，不提供强动机有选择地关注并记住重要的或高价值的项目，以低价值信息为代价。通常WM不区别任务项目通过他们的相对重要性和WM表现在多少个项目首先被保留。本研究文献在WM的所有文献基础上详述有无ADHD儿童如何策略性地关注和保持高价值的信息在工作记忆上以及这种能力如何在任务经验中改变。“选择性的任务，”一个相对的新方法，分析人们如何进行选择性的编码和保持高价值的信息，不同于传统的措施，因为它在探讨WM如何有选择地运用策略控制进行编码信息，现在已被各种人使用于不同的研究中(见seeCastel，Benjamin，Craik，&Watkins，2002;Castel，Farb，&Craik，2007;Hanten，Li，Chapman，Swank，Gamino，Roberson，&Levin，2007;Watkins&Bloom，1999)。在目前的研究中，在这个范例中，我们使用了改良的方法，在这个范例中参与者记住不同价值的项目。这个程序要求考察人们的记忆广度基于他们使用基于价值的信息来指导有效的使用记忆。(例如，故意回忆更高价值的项目)。在编码过程中，赋值的点编码表示每一个项目多么重要地去记忆。这个任务不同于传统的措施对于事件记忆或普通的WM容量测试在关于编码高价值的信息时使用的策略性控制。而这中以价值为导向的记忆方法可以共享一些资源与WM功能，选择性任务明确地要求测试记忆能力战略部署与意识的有限的内存容量(可以被概念化，作为一种记忆后的形式)。在选择性范式中，呈现给参与者单词列表，每个词在这个列表中有不同的价值点范围从1到12 分。参与者要求记住尽可能多的单词，目的是为了得到最高的分数，得分是根据回忆单词时每个价值点的相加。回忆后，告诉参加者他们的分数，然后给被试一个新的单子，并且指导语是最大限度地增加自己的得分。使用了选择性指数(SI)Watkins和Bloom(1999;亦见苏达权等，Hanten2007年)创立的，我们检测在任务经验的影响下的选择性的变化。这个选择性指数基于该参与者的得分（价值点的总和是与他们回忆的项目或回忆的有“价值”的项目有关)，相对于机会和想象性的得分。这个方法的解决了参与者相对于想象的，在回忆上只回忆自己高度重视的单词所得到的得分。例如，要求被试记住四个单词，并指出了单词的价值点分别是12、10、9、和8，参与者的选择性指数被认为是相当高的。理想的评分为四个单词的总和：12+11+10+9=42，而参与者的成绩是39。一个得分是基于计算点的平均值(使用一个12个单词的单词列表，其编号从1到12岁，这个平均数为6.5)然后乘以回忆的单词的价值点(在这个例子中，4)。因此，在这个选择性注意的情况，(39-26)/(42-26)=0.81。值得注意的是，该指标的范围可以从1到-1。完美的选择会导致SI为1.0，而词语的低价值选择会导致SI为-1.0的。一组不考虑它们的价值点的单词(例如:没有显示出选择性)会导致选择性指数接近于0。因此，SI提供了一种选择性、或效率指标，根据它自己的实际得分，相对于理想的得分，考虑了一部分词语回忆。先前利用选择性的任务已表明，虽然健康的老年人要比成年人回忆起更少的单词，但老年人增强了选择性得分通过回忆高价值项目（水平与成年人相似）(Casteletal.2002)。此外，Castel和他的同事(2009)已表明，尽管相对于成年人回忆更少的项目，健康的老年人开始发展一种策略(经过几个单词列表的训练)，将焦点集中在更高价值的项目，以最大限度地提高自己的得分。这种选择性的能力，被发现在老年人出现早期阿尔茨海默氏病症状时有被损坏的迹象(Castel，Balota，和McCabe，2009年)。另外，Hanten和他的同事发现在有脑损伤的孩子或孤独症儿童中也有选择性能力的缺失(Hantenetal，2002、2004)。目前的研究的重要意义在于，Hanten和同事(2007)观察到在一个由许多儿童组成的实验中，单词的回忆量和选择性是不相关的，独立的，这表明或许不同的神经系统可能有助于记忆能力和选择性控制注意高价值的项目。因此，SI提供了一个有用的衡量记忆效率，而不局限于简单的测量全面回忆项目的质量（cf.Koriat和Goldsmith，1996)。这些发现表明在整个人生的跨度上记忆数量和效率有重要的区别。选择性的任务也可以提供一个测量人们如何专心地学习在列表上的项目的方法(即任务经验) 。在这个任务，呈现给被试一些列表或测验，在每一个测验结束后给出的关于他们成绩的反馈，即他们回忆单词的价值点数的相加。为实现最佳得分(通过高效的使用记忆)，参与者需要集中精力或高度关注于高价值的项目和在随后的立即的记忆测试中回忆这些项目。在每个列表上所列出的项目(例如，12)比传统的测试个体记忆广度的测验要好，在传统的测验中，许多被试知道他们不能记住所有的项目，因此，通过记住那些在列表中有最大价值的项目来试图最大限度地提高他们的分数。被试通常学会关注高价值的项目，这在SI增加了连续的列表和任务经验中可以发现。(Castel，2008)。选择性地回忆起高价值的项目的能力在六岁的儿童和外伤性脑损伤的儿童中均被发现(Hanten.etal，2004年，2007年)。在选择性任务中，给需要有选择性地分配注意给高价值的单词和抑制分配注意给低价值的单词，我们特别感兴趣的是患有ADHD的孩子们会如何执行在这个任务。为了更严格地确认在ADHD注意力缺陷过动症WM的不足，我们执行了选择性的任务来研究价值如何影响策略编码过程和注意力控制策略。具体地说，我们假设患有ADHD的孩子们会显示类似水平的整体回忆相对于控制孩子的同时在选择性的任务中，但是患有ADHD的孩子们会有一种特殊的不足在引导注意以及回忆高价值的项目(更可能回忆更多低值项目)而导致一个低的SI。这将表明ADHD在价值导向的记忆上是有特定的缺陷的。此外，选择性记忆任务测量通过使用多个学习—测试列表，用不同的词和点值，以价值导向的记忆如何出现或任务经验导致改变。我们也对是否患有ADHD的孩子们在任务的经验的影响下能够学会专注于高价值的项目感兴趣。我们特别感兴趣的是：测量ADHD亚型是否在选择性上缺乏(APA，2000)。ADHD组合型(ADHD-C)是最常见的ADHD型和被临床医生定义为在注意上显著涣散和行为上的过度，而ADHD-I松散型(ADHD-I)仅是注意力的缺失。典型的ADHD还存在着争论(Geurtsetal，2002;Milichetal，2001年)，和认知障碍可能有潜在的同样的病因学。（Niggetal.2002).有一点可以明确，执行功能(EF)建设，包括计划、WM，和抑制，已经被认为作为潜在的有用的领域来区别不同类型的ADHD。例如，有一些证据表明，对于ADHD-C类型的儿童可能比ADHD-I的儿童表现出在计划任务有更大的损失，(Klormanetal1999)，和相对于健康组(Niggetal，2002)。然而，其它研究没有发现ADHD亚型间在EF上有差异(Geurtsetal2002;Houghtonetal，1999) 。在选择性任务中，给与高价值信息编码要求将注意分配给高价值的信息而同时抑制注意给低价值项目，我们预测，患有ADHD的孩子们在SI项目上会表现出一些不足。虽然我们没有预测在任务中，所有单词回忆数量上没有很大的组间差异，我们假定控制组的孩子在回忆有价值的单词时表现出更多的选择性比起ADHD-C的孩子组。这种发现将有助于澄清在这两种类型的ADHD的区别和进一步明确了与认知和记忆障碍相关的ADHD的自然机理。实验方法被试参与者是116名年龄在6-9岁的儿童，(M=8.11；SD=1.1)其中患有ADHD儿童(n=57)和无ADHD儿童(n=59)(见表1为更多关于这个实验的细节)。大约40%的儿童是白人。被试是通过招募了参加自助团体的家庭、教育者、广告邮寄到当地的小学,儿科的办公室,与临床服务提供商。在研究中被试排除那些如果他们有一个全面的智商(FSIQ)<70,或者,如果他们曾被诊断为深度发育障碍,癫痫发作失调症,或任何神经学上的障碍以致不能充分参与到这项研究中。被试被要求将生活与至少一个生身父母不少于半天的时间并且家长与孩子都要求能说流利的英语。控制组的孩子们被征募,筛选,与有缺陷的孩子用同样的方法和评价。有缺陷的孩子被进一步分成亚型，基于精神疾病诊断和统计手册中的诊断标准划分(第四版上,文字修改;DSM-IV-TRAPA,2000)为ADHD-I(n=25),注意缺陷多动障碍(ADHD-H/I,n=6),与ADHD-C(n=26)。基于证据表明ADHD-H/I是基于ADHD-C发展而来(Laheyetal,2004)并与过去在这一领域的研究相协调,(例如Mahone,Mostofsky,Lasker,Zee&Denckla,2009),我们把ADHD-H/I的孩子并进ADHD-C。为了增加外部有效性的ADHDprobands，被试有其他障碍的(例如,[ODD]、焦虑、抑郁)并没有被排除参与。为了避免形成一个不切实际的“高成就”的控制组，这可能夸大组间差异、控制组儿童只要符合任何障碍标准除了ADHD都不会被排除参与。(最常见的情况是在控制焦虑)。背景措施韦氏智力量表对孩子们。Eourth版(WISC-IV;韦氏,2003)。我们从WISC-IV中对每个孩子执行了三个子测验:词汇、符号搜索,及算术。测量的分数来估计全面总结智商(FSIQ)。这种用复合的量表来测量被试的FSIQ分数被认为是与 FSIQ高度相关的，基于标准化的范例被执行10个子测验(r=0.91:Sattler&Dumont,2004)。韦氏个人成就的测试。第二版(WIAT-II;韦氏,2002)。为了客观地衡量阅读的能力,我们给所有被试进行了词汇阅读子测试。词汇阅读测试评估了音位意识，押韵,声音,并且能够在难度不断增加的基础上流利的阅读熟悉的单词。而不是用年龄规范,作为标准分数给年龄导向提供一个公平,我们使用了原始分数以确保所有的被试都能够在阅读能力上展示一个很小的开端。先前的研究表明,这个词阅读测试演示了判别效度,学习障碍儿童（Geary,Hoard，Byrd-Craven，Nugent&Numtee，2007)，与智力和工作记忆正相关。(Englehardt,Nigg、Carr&Ferreira,2008)。参见韦氏(2003)额外的心理测量学和人口统计资料,从标准化范例中。针对儿童的面试时间表诊断。第四版(DISC-IVShafferal二2000)。为了确定儿童是否满足DSM-IV的诊断标准对ADHD及其亚型,我们给予计算机化的DISC-IV给每个被试的父母。这种高度结构化访谈探讨要求ADHD症状水平,持续时间,最初发作年龄、功能障碍。在DSM-IV中DISC介于0.51到0.64之间，决定了通过测试-再测试的模式可以增加对ADHD诊断的可靠性(Laheyetal,1994)。此外,DISC的诊断指标显示出来的预测效度在其他的一些研究ADHD(Leeetal,2008、Owensetal2009)。实验过程研究所用的被试的资格是通过一个最初的电话筛选决定的。在资格确定后,父母完成行为等级评定量表同时被邀请到我们研究实验室面对面地评估孩子的行为和家庭功能。类似的孩子行为等级量表也由每个孩子的小学老师完成。只要有可能,孩子们在我们的实验室进行评估但无精神病性药物治疗(包括兴奋剂)。如果一个儿童通常接受药物治疗,他或她的父母和老师将被指导提供基于儿童的没有使用药物时候的行为来填写行为评定量表。类似的程序已经被使用在其它ADHD研究治疗中,包括ADHD的多种治疗研究(Hinshawetal二1997：Leeetal，二2008)。所有的面试官对孩子的诊断结果都不知道。孩子们参加所有的实验程序。加州大学洛杉矶分校的制度审查委员会批准所有的研究程序。 父母是利用DISC-IV进行测试的(Shafferetal,2000年)。儿童如果符合所有的DSIC诊断标准将被诊断为ADHD(基于DSM-TV-TR准则)。选择性的任务在目前的研究中,我们使用了一个改进版本的范式，在这个版本中词有不同的值(或分）被试要记住这些值。被试在开始选择性任务之前,他们被告知呈现给他们的是一个由12个单词组成的一个单子，并且每个单词将配对一个数字，(例如，一个值)数字范围从1到12,将表明记住这个单词是多么的重要（例如，就像一个游戏,这些词是值得不同数目的钱)。儿童被告知,每个单词和数字将会出现在屏幕上2秒,接着又出现了另一个词和数字。被试被告知,在他们看完每一列单词，他们将会看到在屏幕上出现“记住”这两个字,他们的任务将是回忆(大声说)在这张名单上的尽可能多的单词,在30秒内，并且要使自己的成绩最大化,也就是他们回忆的单词的每个得分点的总和。他们被告知,他们应该足够的重视单词和数字,尽管很难记住所有的单词。被试被告知他们只是需要说这个词本身,而不是这个单词的价值,实验者会记录下他们的回答。为了进一步强调实验程序,被试被告知,这就好像是一个词和得分的“游戏”。他们被告知,他们得到的价值点越多,在程序的最后环节他们可以选择更多的奖励。实验者提供了每个被试得分的实验程序为例子,这样被试清楚地知道,他们的分数将会等于他们回忆单词的点值的总和(例如,如果你回忆三个单词[桌子、驴和苹果]，这些单词配对的点值为8，10，12点，得分值局势8+10+12=30)。在询问被试关于这个实验程序是否有任何问题后,呈现给被试第一个单词清单,并进行回忆,在那之后,再询问他们关于这个实验有任何的问题。在孩子完成回忆每个单词列表上的内容后,实验者告诉孩子每个单词列表上他所得到的所有点值,并提供给他关于他的分数的反馈。然后被试开始下一单词列表,在一次实验中一共呈现8个单词内部资料请勿外传9JWKffwvG#tYM*Jg&6a*CZ7H$dq8KqqfHVZFedswSyXTy#&QA9wkxFyeQ^!djs#XuyUP2kNXpRWXmA&UE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmUE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z8vG#tYM*Jg&6a*CZ7H$dq8KqqfHVZFedswSyXTy#&QA9wkxFyeQ^!djs#XuyUP2kNXpRWXmA&UE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^G89AmUE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z8vG#tYM*Jg&6a*CZ7H$dq8KqqfHVZFedswSyXTy#&QA9wkxFyeQ^!djs#XuyUP2kNXpRWXmA&UE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmUE9aQ@Gn8xp$R#͑Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNuGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$U*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89Amv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$U*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz84!z89Amv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5ux^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$UE9wEwZ#Qc@UE%&qYp@Eh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWv*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9CpbK!zn%Mz849Gx^Gjqv^$U*3tnGK8!z89AmYWpazadNu##KN&MuWFA5uxY7JnD6YWRrWwc^vR9&gTXRm6X4NGpP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