背景:注意缺陷/多动障碍(ADHD)给中国儿童带来了认知和情绪方面的挑战。这项研究探讨了工作记忆训练对多动症儿童的潜在益处。了解它对注意力的影响,认知调节,情绪反应对于中国背景下的定制干预至关重要。本研究的试验登记号(TRN)为[TRN-2023-123,456],2023年7月15日由长春师范大学正式注册。
目的:这项研究调查了工作记忆训练如何影响注意力,适应性认知调节,中国多动症儿童的非适应性认知情绪调节。它还评估了注意力集中的变化,适应性认知调节的改善,以及非适应性认知情绪调节策略的改变。
方法:本研究旨在评估工作记忆训练对中国多动症儿童的影响。使用前测-后测措施,120名女学生接受了Cogmed软件培训,瞄准注意力缺陷和认知情绪调节。三个可靠的仪器测量结果。该程序涉及知情同意,问卷,25次培训,和两个月的随访。统计分析,包括重复测量方差分析,评估培训效果。
结果:方差分析显示,工作记忆训练对注意力缺陷有显著影响。认知情绪调节的重复测量方差分析表明,随着时间的推移,适应性和非适应性策略发生了积极变化。随着自责能力的持续改善,沉思,灾难,责怪别人。Bonferroni后续测试显示,预测试之间存在显着差异,测试后,和后续行动,有利于后测和后续测试。
结论:总之,本研究揭示了记忆训练对ADHD儿童注意力和认知情绪调节的积极影响。这项研究强调了工作记忆干预的潜力,特别是以软件为中心的方法,在提高注意力水平和改善认知情绪调节方面。这些发现与现有文献一致,强调工作记忆缺陷在ADHD中的作用。
结论:实际上,将记忆训练干预措施纳入教育环境是支持多动症儿童的可行策略。这包括将记忆培训计划整合到课堂活动和家庭干预中。此外,持续实施和长期随访评估对于最大限度地提高记忆训练干预措施的有效性至关重要.针对特定ADHD亚型定制干预措施,并将记忆训练活动无缝集成到日常工作中,为在不同环境中管理ADHD症状提供实用和个性化的解决方案。
BACKGROUND: Attention Deficit/Hyperactivity Disorder (ADHD) poses cognitive and emotional challenges for Chinese children. This study addresses the potential benefits of Working Memory Training for ADHD-affected children. Understanding its impact on Attention, cognitive regulation, and emotional responses is crucial for tailored interventions in the Chinese context. The Trial Registration Number (TRN) for this study is [TRN-2023-123,456], and it was officially registered on July 15, 2023, by Changchun Normal University.
OBJECTIVE: This study investigated how Working Memory training influences Attention, adaptive cognitive regulation, and non-adaptive cognitive emotion regulation in Chinese children with ADHD. It also assessed changes in attentional focus, improvements in adaptive cognitive regulation, and alterations in non-adaptive cognitive emotion regulation strategies.
METHODS: This quasi-experimental study aimed to assess the impact of working memory training on Chinese children with ADHD. Using pretest-posttest measures, 120 female students underwent Cogmed software training, targeting attention deficits and cognitive emotion regulation. Three reliable instruments measured outcomes. The procedure involved informed consent, questionnaires, 25 training sessions, and a two-month follow-up. Statistical analyses, including repeated measures ANOVA, assessed training effects.
RESULTS: ANOVA revealed a significant impact of Working memory training on attention deficit. Repeated measures ANOVA for cognitive emotion regulation indicated positive changes in adaptive and non-adaptive strategies over time, with sustained improvements in self-blame, rumination, catastrophizing, and blaming others. Bonferroni follow-up tests showed significant differences between pre-test, post-test, and follow-up, favoring the post-test and follow-up tests.
CONCLUSIONS: In summary, this research sheds light on the positive impact of memory training on Attention and cognitive emotion regulation in children with ADHD. The study underscores the potential of working memory interventions, particularly software-focused approaches, in enhancing attention levels and improving cognitive emotion regulation. The findings align with existing literature emphasizing the role of working memory deficits in ADHD.
CONCLUSIONS: Practically, incorporating memory training interventions into educational settings emerges as a viable strategy to support children with ADHD. This includes integrating memory training programs into both classroom activities and home-based interventions. Additionally, sustained implementation and long-term follow-up assessments are crucial for maximizing the effectiveness of memory training interventions. Tailoring interventions to specific ADHD subtypes and seamlessly integrating memory training activities into daily routines offer practical and personalized solutions for managing ADHD symptoms in diverse settings.