比较两种工作记忆训练对ADHD儿童的干预效果  

Interventional Effects of Working Memory Updating Training and Cogmed Working Memory Training on Children with ADHD

作　　者：余雪[1] 李开强[1] 刘玥[2] 安欣颖 刘翔平[1] 

机构地区：[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

出　　处：《中国临床心理学杂志》2015年第2期201-205,共5页Chinese Journal of Clinical Psychology

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 workingmemory training program on children with ADHD. One was the Cogmed working memory training（WMC）, and the other wasthe 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 mea-sures included parent and teacher＇s rating of ADHD symptoms. Results： Compared to the WMC group, the WMU groupdemonstrated significantly greater improvements in operation span task and ADHD symptoms. Conculusion： Comparedwith WMC training program, WMU, with a more focus on the central executive function component of working memory, pres-ents better interventional effects on working memory and ADHD symptoms. This suggested that the training of manipula-tion, rather than storage component, may play a key role in the intervention of cognitive dysfunction and clinical symptomson children with ADHD.

关 键 词：中央执行功能 工作记忆训练 ADHD 

分 类 号：R395.1[哲学宗教—心理学]