Impaired emotional multimodal integration in inhibition of return in children with attention-deficit/hyperactivity disorder.

IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL
Jiaqi Wang, Yan Chen, Yue'e Zhang, Shizhong Cai, Aijun Wang, Ming Zhang
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Abstract

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children. Previous studies have shown that children with ADHD have impaired processing of emotional stimuli, but it is unclear whether their ability to integrate multimodal emotional stimuli is impaired and at which processing pathway this impairment exists. The present study investigated the ability of children with ADHD to integrate emotional audiovisual stimuli under different emotional conditions, and the effect of audiovisual integration on IOR to reveal the impaired processing pathway of their emotional audiovisual integration. Fifty-eight school-age children (29 with ADHD and 29 matched typically developing (TD) children) performed an emotional valence discrimination task with a cue-target paradigm. The results showed that children with ADHD did not exhibit audiovisual integration of emotional stimuli in all experimental conditions. In addition, the IOR effect was significantly smaller for audiovisual targets than for visual targets under the negative but not the neutral emotion condition in children with ADHD, whereas this effect was present in all emotion conditions in TD children. These results indicate that the ability to integrate emotional audiovisual information is impaired in children with ADHD and this impairment exists in both bottom-up and top-down pathways. Additionally, although presenting emotional auditory stimuli at the same time as emotional faces reduced IOR both in children with ADHD and TD, the manner of reduction differed. These findings provide new evidence of emotional processing deficits and multimodal integration deficits in children with ADHD, and help provide support for children in educational settings.

注意缺陷/多动障碍儿童在抑制返回过程中的情绪多模式整合能力受损。
注意力缺陷/多动症(ADHD)是一种常见的儿童神经发育障碍。以往的研究表明,多动症儿童对情绪刺激的处理能力受损,但他们整合多模态情绪刺激的能力是否受损,以及这种受损存在于哪种处理途径,目前尚不清楚。本研究调查了多动症儿童在不同情绪条件下整合情绪视听刺激的能力,以及视听整合对IOR的影响,以揭示其情绪视听整合受损的处理途径。58 名学龄儿童(29 名多动症儿童和 29 名与之匹配的典型发育(TD)儿童)在线索-目标范式下完成了情绪价位辨别任务。结果显示,在所有实验条件下,多动症儿童都没有表现出对情绪刺激的视听整合。此外,在负面情绪条件下,ADHD 儿童对视听目标的 IOR 效应明显小于对视觉目标的 IOR 效应,而在中性情绪条件下,TD 儿童对视听目标的 IOR 效应明显小于对视觉目标的 IOR 效应。这些结果表明,ADHD 儿童整合情绪视听信息的能力受到了损害,而且这种损害同时存在于自下而上和自上而下的通路中。此外,虽然与情绪面孔同时呈现情绪听觉刺激会降低多动症儿童和TD儿童的IOR,但降低的方式有所不同。这些发现为多动症儿童的情绪处理缺陷和多模态整合缺陷提供了新的证据,有助于为教育环境中的儿童提供支持。
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来源期刊
Cognitive Processing
Cognitive Processing PSYCHOLOGY, EXPERIMENTAL-
CiteScore
3.10
自引率
5.90%
发文量
44
期刊介绍: Cognitive Processing - International Quarterly of Cognitive Science is a peer-reviewed international journal that publishes innovative contributions in the multidisciplinary field of cognitive science.  Its main purpose is to stimulate research and scientific interaction through communication between specialists in different fields on topics of common interest and to promote an interdisciplinary understanding of the diverse topics in contemporary cognitive science. Cognitive Processing is articulated in the following sections:Cognitive DevelopmentCognitive Models of Risk and Decision MakingCognitive NeuroscienceCognitive PsychologyComputational Cognitive SciencesPhilosophy of MindNeuroimaging and Electrophysiological MethodsPsycholinguistics and Computational linguisticsQuantitative Psychology and Formal Theories in Cognitive ScienceSocial Cognition and Cognitive Science of Culture
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