【摘要】 目的　探讨伴与不伴学习困难 (LD)注意缺陷多动障碍 (ADHD)患儿认知特点的异同。方法　运用韦氏儿童智力量表 (C WISC)、韦氏记忆量表、数字划消测验、Stroop测验和瑞文标准推理测验 ,对 66例仅患ADHD患儿 (ADHD组 )和 2 9例合并LD的ADHD患儿 (ADHD +LD组 )的智力、记忆力、注意力及执行功能进行比较。结果　 (1 )ADHD组的平均年龄 [(9 5± 2 0 )岁 ]小于ADHD +LD组[(1 1 3± 2 3)岁 ] ,差异有显著性 (P <0 0 5) ;(2 )ADHD组在C WISC中仅注意 /不分心因子分 [(1 0 2±1 3)分 ]高于ADHD +LD组 [(96± 1 3)分 ] ,差异有显著性 (P =0 0 2 8) ,其余各项测验结果两组间的差异均无显著性 (P >0 0 5)。结论　ADHD +LD组注意 /不分心因子受损更严重 ,其余认知模式与ADHD组相似。更多还原

【Abstract】 Objective Attention deficit hyperactivity disorder (ADHD) is known to have neuropsychological impairments Learning disability (LD) is a kind of neuropsychological disorder as well This pilot study was to assess whether ADHD children combined with LD had neuropsychological features similar to those suffered from ADHD only Methods Sixty six children with DSM IV ADHD and 29 children with ADHD+LD were involved in the study A series of neuropsychological tests, such as the Chinese version of Wechsler Intelligence Scale for Children (C WISC), Wechsler Memory Scale, Number Cancellation Test, Raven′s Standard Progressive Matrices and Stroop Test were completed Results Children with ADHD+LD (mean age: 11 3±2 3) were significantly older than ADHD children (mean age: 9 5±2 0, P <0 05) Although the mean performance on these neuropsychological tests generally had no statistically significant differences between the two groups, ADHD+LD children were significantly more impaired on the Freedom From Distractibility Factor (C Factor) of the C WISC (96±13 vs 102±13, P =0 028) Conclusions ADHD+LD children have poorer attention, though they have similar neuropsychological model with ADHD children更多还原