本研究主要目的是以多項歷程樹狀模式(multinomial processing tree model, MPT model)，同時探討在由上而下與由下而上雙重歷程缺損，對於ADHD (attentional deficit/hyperactivity disorder，簡稱ADHD)兒童在價值導向記憶作業上表現的影響。研究採用實徵資料建構價值導向記憶(value-directed memory)作業背後的認知歷程模式，使用模式建構(modeling)的統計分析方式驗證Castel等人(2011)提出的假設，並釐清不同主顯型的ADHD兒童在此作業表現的缺損。參與者為113位10-12歲小學生，其中63位為一般兒童，50位為ADHD兒童。實驗為3(組別) X 2(情境操弄)混合設計(mixed design)，參與者分為一般組、ADHD-I組、ADHD-C’組，以及未指定策略情境和指定策略情境。研究結果發現，價值導向記憶作業可以分為記憶目標選擇、記憶和記憶更新三階段歷程。ADHD組的記憶效能較一般組差，而執行功能作業表現同時受到由上而下和由下而上雙路徑因素的影響。另外，研究結果建議，臨床上對於ADHD兒童的訓練，可藉由提供考量後設認知相關資訊的執行策略與調整適當作業難度的方式，以改善其執行功能類型作業上的表現和訓練效果。

Applying multinomial processing tree model to investigate the deficit of value-directed remembering in children with attention-deficit/hyperactivity disorder
Kai-Chun Chang
Huei-Lin Huang
Medical college institute of Behavioral Medicine

SUMMARY

The aim of this article is to study the deficit of value-directed remembering in children with attention-deficit/hyperactivity disorder (ADHD), both from top-down and from bottom-up, using multinomial processing tree model (MPT model). The empirical data collected from the experiment is employed to establish the cognitive processing model. Modeling in statistical analysis is conducted to test the hypotheses about different patterns of performance of children with ADHD. Participants are 113 primary students aged between 10 to 12 years old. Fifty of them are children with ADHD while 63 are without. Each of them falls into one of the following groups: the control group, the ADHD-I group, and the ADHD-C’ group. They face either an assigned strategic scenario or without being assigned any scenario. The outcome suggests children’s performance of executive type of assignment as well as the effectiveness of training on children with ADHD are possible to be improved via the following two strategies: to provide the executive strategies considering information related to metacognition and to appropriately adjust the level of the assignment.

Keywords: ADHD, Multinomial processing tree, valued-directed memory, executive function, metacognition.

INTRODUCTION

The aim of this article is to study the deficit of value-directed remembering in children with attention-deficit/hyperactivity disorder (ADHD), both from top-down and from bottom-up, using multinomial processing tree model (MPT model) to construct the underling cognitive mechanisms of the value-directed remembering task to study further information related to the deficit of ADHD.

MATERIALS AND METHODS

An experiment of mixed design with three groups, which are control subjects (called control group), inattention representation type of ADHD subjects (called ADHD-I group) and the mixed group of hyperactivity/impulsivity representation type and mixed type of ADHD subjects (called ADHD-C’ group), and manipulated scenarios is conducted. The empirical data collected from the experiment is employed to establish the cognitive processing model. Modeling in statistical analysis is conducted to test the hypotheses in Castel et al. (2011) in order to distinguish different patterns of performance of children with ADHD. Participants are 113 primary students aged between 10 to 12 years old. Fifty of them are children with ADHD while 63 are without. Each of them falls into one of the following groups: the control group, ADHD-I group, and ADHD-C’ group, and each group size are 55, 25 and 33 individually. They face either an assigned strategic scenario or without being assigned any scenario.
The sample size of without assigned any scenario of the control group, ADHD-I group, and ADHD-C’ group are 27, 10, and 17; the sample size of with assigned specific scenario of the control group, ADHD-I group, and ADHD-C’ group are 28, 15, and 16, individually.

RESULTS

The underling cognitive mechanism of value-directed remembering task of children by different value of target words (that is high-value target, relative-high-value target, and low valued target) is found to be classified into three process parts, namely selective attention according to target words’ value, memory storage, and working memory updating according to target words’ value. The efficacy of memory of both ADHD-I and ADHD-C’ groups appears to be lower than that of the control group. The performance also affected by both from the paths of top-down and bottom-up cognitive mechanism pathway. Giving manipulated scenarios initially would improve the performance of all subjects during the value-directed remembering task, especially the subjects of ADHD-C’ group. However, according to the results of the nested model comparison the giving manipulated scenarios strategy could not improve the performance of selective attention according to target words’ value of ADHD-I group subjects.

CONCLUSIONS AND DISCUSSIONS

The outcome also suggests children’s performance of executive type of assignment as well as the effectiveness of training on children with ADHD are possible to be improved via the following two strategies: to provide the executive strategies considering information related to metacognition and to appropriately adjust the difficulty of the assignment. Besides, giving proper strategy of assignment could improve the executive kind of task of all groups, especially to ADHD children subject. This finding may be explained by the benefit of offering metacognition knowledge to ADHD children. Maybe one of the core deficits of ADHD children is ability to cooperate the experience of everyday life tasks to construct their own metacognition knowledge, especially the ADHD-C’ group. The subjects in ADHD-C’ group are children with hyperactivity or impulsivity traits. As a results, the performance of their daily duty, such as homework, test…etc. may be very unstable, there are the candidate of influential factor to explain why they could not have proper metacognition knowledge about their assignments. It is suggested the future study to aim the potential influential factors that hinder the performance of executive tasks of ADHD subjects. In addition, comprehensively studying the all factors relating to how to know about the difficulty level of task is proper for children is most urgent point need to study in order to bring the finding of this study to clinical or medical condition.

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