The Effect of Auditory Distraction on the Auditory Word Repetition Performance of Children with ADHD

M. Shafiullah, Shaira Berg, P. Schaik, L. Mcdonald, John Allbutt
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Abstract

Educators have observed and suggested that an appropriate seating arrangement is vital for the classroom performance of children with Attention Deficit Hyperactivity Disorder (CADHD). The current study attempts to find a cognitive reason for this observation by exploring whether CADHD are distracted by classroom noises from different locations. The current study attempts to create an experimental setting, which is on the one hand intuitively related to the classroom situation, while also maintaining experimental control, exploring the causal relation and using a task which does not require excessive attentional resources to focus on the impact of distracters rather than on task difficulty. We explored whether CADHD are more vulnerable to auditory distracters from different locations even if an attended task does not demand excessive executive resources. CADHD and normal children verbally repeated auditorily presented familiar words. Auditorily presented random numbers from the front, left, or right of the participants were presented randomly as distracters. The results showed that the effect of distracter on error rate was significant as was the interaction effect of distracter and group. However, only distracters from the front led to significantly more errors for CADHD. The findings suggest that CADHD are vulnerable to distracters from the auditory modality even when they have to perform a simple auditory task such as repeating familiar words – in a situation intuitively akin to the classroom setting.
听觉分心对ADHD儿童听觉单词重复表现的影响
教育工作者观察并建议,适当的座位安排对患有注意缺陷多动障碍(CADHD)的儿童的课堂表现至关重要。目前的研究试图通过探索CADHD是否会被来自不同地点的教室噪音分散注意力,来找到这一观察结果的认知原因。本研究试图创造一个与课堂情境直观相关的实验环境,同时保持实验控制,探索因果关系,使用一个不需要过多注意力资源的任务来关注干扰物的影响,而不是任务难度。我们探讨了CADHD是否更容易受到来自不同地点的听觉干扰,即使参与的任务不需要过多的执行资源。CADHD和正常儿童口头重复听觉呈现的熟悉单词。从参与者的前面、左边或右边随机呈现随机数作为干扰。结果表明,干扰物对错误率的影响显著,干扰物与组间的交互作用也显著。然而,只有来自前部的干扰物导致CADHD的错误明显增加。研究结果表明,CADHD很容易受到来自听觉模式的干扰,即使他们必须执行简单的听觉任务,比如重复熟悉的单词——在直观上类似于课堂环境的情况下。
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