發(fā)布時間：2018-11-15 12:07

【摘要】：目的：通過對注意缺陷多動障礙（ADHD）兒童反應抑制三種成分的缺陷特征進行研究，系統(tǒng)探討ADHD兒童的反應抑制缺陷與注意缺陷、行為障礙的關系，為ADHD的臨床診斷提供客觀的評估方法和康復訓練新角度。 方法：以ADHD兒童（n=27）為研究對象。采用視覺持續(xù)性測驗（CPT）、相似圖形匹配測驗評估ADHD兒童的注意缺陷、行為障礙；采用Simon任務、抑制沖突任務、停止-信號任務對ADHD兒童的干擾抑制缺陷、優(yōu)勢反應抑制缺陷和持續(xù)反應抑制缺陷特征進行研究，，探討ADHD兒童的反應抑制三種成分與注意缺陷、行為障礙的關系。 結果：1.Simon任務中，ADHD兒童的錯誤率效應量顯著大于正常兒童（p=0.002）；Simon任務錯誤率效應量與視覺CPT漏報率相關不顯著，與相似圖形匹配測驗錯誤數(shù)相關達到顯著性水平（r=0.425,p0.05），但回歸不顯著（p=0.222）。兩組被試在任務中存在劃界值（9.17）。 2.抑制沖突任務中，ADHD兒童的錯誤率顯著高于正常兒童（p0.001）；抑制沖突任務錯誤率與相似圖形匹配測驗錯誤數(shù)不相關，與視覺CPT漏報率相關達到顯著性水平（r=0.522,p0.01）,且回歸顯著（p=0.003）。兩組被試在任務中存在劃界值（11.87）。 3.停止信號任務中，ADHD兒童的錯誤率顯著高于正常兒童（p0.001）。停止-信號任務錯誤率與相似圖形匹配測驗錯誤數(shù)不相關，與視覺CPT漏報率相關達到顯著性水平（r=0.438,p0.05），且回歸顯著（p=0.024）。兩組被試在任務中存在劃界值（11）。 結論：1.ADHD兒童干擾抑制缺陷與行為障礙存在正相關，與注意缺陷不存在相關。 2.ADHD兒童優(yōu)勢反應抑制缺陷與注意缺陷存在正相關，與行為障礙不存在相關。 3.ADHD兒童持續(xù)反應抑制缺陷與注意缺陷存在正相關,與行為障礙不存在相關。 4.優(yōu)勢反應抑制缺陷、持續(xù)反應抑制缺陷能聯(lián)合解釋注意缺陷48.8%的變異量，干擾抑制缺陷與行為障礙關系密切，且在三個成分上均能找到區(qū)分ADHD兒童與正常兒童的劃界值。
[Abstract]:Objective: to study the characteristics of three components of response inhibition in children with attention deficit hyperactivity disorder (ADHD), and to explore the relationship between response inhibition defect, attention deficit and behavioral disorder in children with ADHD. To provide an objective evaluation method and a new angle of rehabilitation training for the clinical diagnosis of ADHD. Methods: children with ADHD (ncai 27) were studied. Visual sustainability test (CPT),) was used to evaluate attention deficit and behavioral disorder in ADHD children. Simon task, conflict suppression task, stop signal task were used to study the characteristics of interference suppression defect, dominant response inhibition defect and persistent response inhibition defect in children with ADHD. The three components of response inhibition and attention deficit in ADHD children were discussed. The relationship between behavioral disorders. Results: in 1.Simon task, the error rate effect of ADHD children was significantly higher than that of normal children (p0. 002). There was no significant correlation between the error rate of Simon task and the missing rate of visual CPT, but there was no significant correlation with the number of errors in similar figure matching test (r = 0.425, p 0.05), but the regression was not significant (p = 0.222). The two groups of subjects had a boundary value in the task (9.17). 2. The error rate of children with ADHD was significantly higher than that of normal children (p0. 001). The error rate of suppressing conflict task was not correlated with the number of errors in similar graph matching test, but was significantly correlated with the missing rate of visual CPT (r = 0.522 / p0.01), and the regression was significant (p = 0.003). The two groups of subjects had a boundary value in the task (11.87). 3. The error rate of ADHD children was significantly higher than that of normal children (p 0. 001). The error rate of stop signal task was not correlated with the number of errors in similar graph matching test, but was significantly correlated with the missing rate of visual CPT (r = 0. 438, p 0. 05), and the regression was significant (p = 0. 024). The two groups had a boundary value (11) in the task. Conclusion: there is a positive correlation between disturbance inhibition and behavioral disorder in children with 1.ADHD, but no correlation between disturbance and attention deficit. There was a positive correlation between the inhibition of dominant response in children with 2.ADHD and attention deficit, but no correlation with behavioral disorder. There was a positive correlation between persistent response inhibition and attention deficit in children with 3.ADHD, but no correlation with behavioral impairment. 4. The dominant reaction suppressed the defect, and the continuous reaction inhibition defect could explain 48.8% of the variation of attention deficit. The interference inhibition defect was closely related to the behavior disorder, and the boundary value of the three components could be found to distinguish the ADHD child from the normal child.
【學位授予單位】：浙江理工大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B844.1

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