摘要
目的:采用数学任务事件相关电位(ERP),进行7~12岁注意缺陷多动障碍(ADHD)和正常儿童数学认知发展的比较研究,探讨其特征及神经机制。方法 ADHD组72例,正常对照组88名,按小学低中高年级,各分3组(7~8岁、9~10岁、11~12岁)。 ERP采用20以内计算答案判断任务,进行Fz导联N1、P2、N2成分波幅与潜伏期的比较分析。结果(1)纵向比较(三年龄组间):正常组N1、P2及N2波幅均差异有统计学意义[正确答案判断:N1(-3.8±2.1)μV、(-4.3±3.4)μV、(-2.2±2.4)μV;P2(10.6±4.3)μV、(12.6±5.1)μV、(8.5±2.4)μV;N2(-6.5±3.1)μV、(-10.2±4.2)μV、(-6.8±3.4)μV;错误答案判断:N1(-2.8±2.7)μV、(-4.5±3.0)μV、(-2.9±2.5)μV;P2(9.3±5.9)μV、(12.1±5.0)μV、(8.2±3.6)μV;N2(-7.4±3.7)μV、(-11.4±5.5)μV、(-7.7±3.7)μV;均P<0.05];ADHD儿童均差异无统计学意义(均P>0.05)。 ADHD及正常组潜伏期均差异无统计学意义(均P>0.05)。(2)横向比较( ADHD与正常儿童间):7~8岁ADHD组正确答案判断N1波幅高于正常组,差异有统计学意义[(-5.3±2.4)μV、(-3.8±2.1)μV, P<0.05]。 ADHD组9~10岁P2、N2波幅均低于正常组,差异有统计学意义[正确答案判断:P2(9.6±4.4)μV、(12.6±5.1)μV;N2(-8.0±4.3)μV,(-10.2±4.2)μV;错误答案判断:P2(9.6±4.4)μV、(12.1±5.0)μV;N2(-7.9±4.6)μV、(-11.4±5.5)μV;均P<0.05]。ADHD潜伏期均长于正常组,差异有统计学意义(均P<0.05)。(3)任务间比较(正确答案和错误答案判断):ADHD及正常组波幅均差异无统计学意义(均P>0.05)。11~12岁正常组错误答案N2潜伏期长于正确答案,差异有统计学意义[(312.9±42.3)ms、(292.2±21.2)ms, P<0.05],ADHD潜伏期差异无统计学意义(P>0.05)。结论 ADHD数学ERP成分发展趋势异于正常儿童,与额叶发育不良密切相关。不同年龄ADHD认知受损特征不同,低中年级以反应抑制功能损害为主,中高年级以冲突监测功能受损比较突出。
Objective To compare the differences of the development of mathematical cognitive characteristics between ADHD children and normal children aged from 7 to 12 years old with eventrelated potentials ( ERP ) in the mathematical tasks, and to explore the neural mechanisms and characteristics. Methods ERP and behavioral data of 72 ADHD children and 88 normal children in three groups( 7-8 years old,9-10 years old,11-12 years old) were recorded,and analyzed N1,P2 and N2 components'amplitude and latency of Fz by judging the answers to simple calculation within 20. Results ( 1) Vertical comparative analysis( the three age groups were compared):the differences of N1,P2 and N2 amplitudes in normal groups were considered to be statistically significant (right answer:N1(-3.8±2.1)μV,(-4.3±3.4)μV,(-2.2± 2.4)μV;P2(10.6±4.3)μV,(12.6±5.1)μV,(8.5±2.4)μV;N2(-6.5±3.1)μV,(-10.2±4.2)μV,(-6.8± 3.4)μV;error answer:N1(-2.8±2.7)μV,(-4.5±3.0)μV,(-2.9±2.5)μV;P2(9.3±5.9)μV,(12.1±5.0)μV,(8.2±3.6)μV;N2(-7.4±3.7)μV,(-11.4±5.5)μV,(-7.7±3.7)μV;all P〈0.05),while was not significant in ADHD group(all P〉0.05). (2)Horizontal comparative analysis(ADHD group and normal group were compared):N1 amplitude of ADHD group aged from 7 to 8 years old was higher than normal group’ s while judging the right answer((-5.3±2.4)μV,(-3.8±2.1)μV, P〈0.05).P2 and N2 components’ amplitude of ADHD group aged from 9 to 10 years old were lower than of that normal group.(right answer:P2(9.6 ±4.4)μV,(12.6±5.1)μV;N2(-8.0±4.3)μV,(-10.2±4.2)μV;error answer:P2(9.6±4.4)μV,(12.1± 5.0)μV;N2(-7.9±4.6)μV,(-11.4±5.5)μV;all P〈0.05).(3)Comparison of different tasks(the judgement of right and wrong answer):There was no statistically significant difference between ADHD and normal group in amplitude( P〉0.05) . The latent period of the wrong answers was longer than that of the right ones among normal groups aged from 11-12 while the difference of ADHD group had no statistical significance ((312.9±42.3)ms,(292.2±21.2)ms, P〈0.05). Conclusion The development trend of mathematical ERP component in ADHD children is different from normal ones,and it is closely related to the maldevelopment of frontal lobe.The characteristics of cognitive deficit differ from ages.ADHD children in low and intermediate level were damaged primarily with inhibition function,while the senior were damaged mainly in collision detection function.
出处
《中华行为医学与脑科学杂志》
CAS
CSCD
北大核心
2016年第8期703-708,共6页
Chinese Journal of Behavioral Medicine and Brain Science
基金
江苏省科技厅临床医学科技专项(BL2014037)
常州市科技计划(2014262)
关键词
学龄期
注意缺陷多动障碍
儿童
数学认知
事件相关电位
发展特征
School-age
Attention deficit hyperactivity disorder
Children
Mathematical cog-nition
Event related potential
Characteristics of development