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Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall
Yang, Tian-xiao1; Allen, Richard J.2; Holmes, Joni3; Chan, Raymond C. K.1,4; Tian-xiao Yang
第一作者Yang, Tian-xiao
2017-01-24
发表期刊FRONTIERS IN PSYCHOLOGY
通讯作者邮箱yangtx@psych.ac.cn
ISSN1664-1078
文章类型Article
卷号8期号:0页码:1-9
摘要

Children with attention deficit hyperactivity disorder (ADHD) often fail to comply with teacher instructions in the classroom. Using action during presentation or recall can enhance typically developing childrens abilities to complete multi-step instruction sequences. In this study, we tested the ability to following instructions in children with ADHD under different conditions to explore whether they show the same beneficial effects of action. A total of 24 children with ADHD and 27 typically developing children either listened to or viewed demonstrations of instructions during encoding, and then either verbally repeated or physically performed the sequences during recall. This resulted in four conditions: spoken-verbal, spoken-enacted, demonstration-verbal, and demonstration-enacted. Children with ADHD were significantly impaired in all conditions of the following instructions task relative to the typically developing group. Both groups showed an enacted-recall advantage, with superior recall by physical performance than oral repetition. Both groups also benefitted from demonstration over spoken presentation, but only when the instructions were recalled verbally. These findings suggest that children with ADHD struggle to complete multi-step instructions, but that they benefit from action-based presentation and recall in the same way as typically developing children. These findings have important implications for educators, suggesting that motor-based methods of instruction-delivery might enhance classroom learning both for children with and without developmental disorders.

关键词ADHD working memory following instructions enactment action benefits
DOI10.3389/fpsyg.2017.00039
收录类别SSCI
语种英语
项目资助者National Natural Science Foundation of China(31400873) ; China Postdoctoral Science Foundation(2013M530760) ; Beijing Training Project for Leading Talents in ST(Z151100000315020) ; CAS/SAFEA International Partnership Program for Creative Research Teams(Y2CX131003) ; CAS Key Laboratory of Mental Health, Institute of Psychology(KLMH2015ZG02) ; MRC Cognition and Brain Sciences Unit intramural programme(MC-APQ500)
WOS研究方向Psychology
WOS类目Psychology, Multidisciplinary
WOS记录号WOS:000392636600002
WOS标题词Social Sciences
关键词[WOS]WORKING-MEMORY ; DEFICIT/HYPERACTIVITY DISORDER ; EVERYDAY-ATTENTION ; ADHD ; COMORBIDITY ; METAANALYSIS ; IMPAIRMENTS ; PERFORMANCE ; INHIBITION ; ABILITIES
引用统计
被引频次:2[WOS]   [WOS记录]     [WOS相关记录]
文献类型期刊论文
条目标识符http://ir.psych.ac.cn/handle/311026/21138
专题中国科学院心理健康重点实验室
通讯作者Tian-xiao Yang
作者单位1.Inst Psychol, Neuropsychol & Appl Cognit Neurosci Lab, CAS Key Lab Mental Hlth, Beijing, Peoples R China
2.Univ Leeds, Sch Psychol, Leeds, W Yorkshire, England
3.MRC Cognit & Brain Sci Unit, Cambridge, England
4.Univ Chinese Acad Sci CAS, Beijing, Peoples R China
推荐引用方式
GB/T 7714
Yang, Tian-xiao,Allen, Richard J.,Holmes, Joni,et al. Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall[J]. FRONTIERS IN PSYCHOLOGY,2017,8(0):1-9.
APA Yang, Tian-xiao,Allen, Richard J.,Holmes, Joni,Chan, Raymond C. K.,&Tian-xiao Yang.(2017).Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall.FRONTIERS IN PSYCHOLOGY,8(0),1-9.
MLA Yang, Tian-xiao,et al."Impaired Memory for Instructions in Children with Attention-Deficit Hyperactivity Disorder Is Improved by Action at Presentation and Recall".FRONTIERS IN PSYCHOLOGY 8.0(2017):1-9.
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