复杂任务中反馈对注意缺损多动障碍儿童注意稳定性的影响  

The Effect of Feedback on the Stability of Attention in Children with ADHD in a Complicated Task

作　　者：金颖[1] 刘翔平[1,2] 兰彦婷[1] 张功[1] 李开强[1] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]北京师范大学应用实验心理北京市重点实验室,北京100875

出　　处：《中国特殊教育》2010年第9期68-73,共6页Chinese Journal of Special Education

基　　金：北京市十一五教育科学规划重点课题(项目批准号:ACA08019)的资助

摘　　要：研究选取了注意缺损多动障碍(ADHD)儿童38名,正常儿童36名,采用两项选择任务,考察在复杂任务中ADHD儿童的注意稳定性是否落后,以及反馈是否能增强ADHD儿童的注意稳定性。结果发现,(1)注意的稳定性会受到任务难度的影响。在复杂任务中,无反馈的条件下ADHD儿童的注意稳定性与正常儿童没有差异;(2)反馈对正常儿童的注意稳定性起到了积极的促进作用,即在反馈条件下,正常儿童的个体变异性减小,注意稳定性增强;但反馈并没有提高ADHD儿童的注意稳定性;(3)复杂任务中,ADHD儿童的认知加工速度落后于正常儿童。This study aims to explore the stability of attention in children with attention deficit hyperactivity disorder （ADHD） in a complicated task,and the effect of feedback on the children＇s stability of attention,by using a two-choice task to test 38 children with ADHD and 36 mentally normal children. The results show the following：（1） The stability of attention was affected by the difficulty of the task,and there was no difference in the stability of attention between the children with ADHD and the mentally normal children in case of no feedback in a complicated task. （2） Feedback had a positive effect on the mentally normal children＇s stability of attention in that their individual variability was reduced but their stability of attention was enhanced. （3） In a complicated task,the children with ADHD had a deficit in the speed of cognitive processing,compared with the mentally normal children.

关 键 词：注意缺损多动障碍 注意稳定性 反馈 

分 类 号：B842.1[哲学宗教—基础心理学]