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首页> 外文期刊>Journal of cognitive enhancement >The Impact of Game-Based Task-Shifting Training on Motivation and Executive Control in Children with ADHD
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The Impact of Game-Based Task-Shifting Training on Motivation and Executive Control in Children with ADHD

机译：基于游戏的任务转换培训对ADHD儿童的动机和执行控制的影响

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Children diagnosed with ADHD show pronounced impairments in both “cold” executive and “hot” motivational control. Importantly, recent cognitive training studies suggested that practice in shifting between competing tasks in alternating runs can promote executive control functioning in ADHD children and may especially in a motivationally enriched training setting, such as by adding video game elements. The aim of the present study was to examine how a game-based training environment influences motivational variables, such as training willingness (i.e., voluntary motivation) and behavioral inappropriateness (i.e., involuntary drive), as well as executive control during a cognitive training invention (a task-shifting training) in children with ADHD. Therefore, children diagnosed with the ADHD combined subtype were trained in either a low-(LowMot) or a high-motivational (HighMot) training setting. Results revealed that the HighMot-setting compared to the LowMot-setting (1) led to higher voluntary motivational control, but also to more behavioral inappropriateness and (2) did in turn not enable larger performance improvements in task shifting. The lacking incremental benefit from a HighMot training setting on cognitive performance will be discussed in the light of notions on an adequate arousal-performance relationship. Based on these findings, directions for future training interventions in ADHD children will be discussed.
机译：被诊断出患有多动症的儿童在“冷”执行和“热门”动机控制中都表现出明显的损害。重要的是，最近的认知培训研究表明，交替运行中竞争任务之间转移的练习可以促进多动症儿童的执行控制功能，尤其是在动机丰富的训练环境中，例如通过添加视频游戏元素。本研究的目的是研究基于游戏的培训环境如何影响动机变量，例如培训意愿（即自愿动机）和行为不适当（即非自愿驱动）以及在认知培训发明期间的执行控制（一项任务转换培训）在患有多动症的儿童中。因此，对被诊断为ADHD组合亚型的儿童进行了低（低杆）或高动力（HighMot）训练环境的训练。结果表明，与低衡量设定（1）相比，高度设定的设定导致了更高的自愿动机控制，但也导致了更多的行为不适当，并且（2）又不能在任务转移方面进行更大的绩效改进。根据对足够的唤醒性关系的概念，将讨论缺乏对认知表现的高级训练环境的增量益处。根据这些发现，将讨论未来多动症儿童培训干预措施的指示。

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