Positive Illusions in ADHD: Processes and Consequences

ADHD 中的积极幻想：过程和后果

• 批准号: 7148602
• 负责人: BETSY HOZA
• 金额: $ 26.45万
• 依托单位: UNIVERSITY OF VERMONT & ST AGRIC COLLEGE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7148602
• 关键词: academic achievement; antisocial personality; anxiety disorders; attention; attention deficit disorder; behavioral /social science research tag; clinical research; comorbidity; functional ability; human subject; illusions; memory; middle childhood (6-11); motivation; self concept; sex behavior; substance abuse related disorder

DESCRIPTION (provided by investigator): We propose three studies, collectively aimed at elucidating the processes underlying ADHD children's positive illusory self-perceptions, and the consequences of childhood positive illusory thinking for young adult adjustment. Two hundred 8-11 year old combined or hyperactive/impulsive type ADHD children, and 100 control children of similar age and gender distribution (half recruited at each of two sites), will participate in Studies 1 and 2. Study 1 is geared at understanding (a) whether the self-perceptions of ADHD children can be made more accurate by using potent motivators for accuracy; and (b) whether any improvements obtained through the use of these motivators "normalize" the self-perceptions of ADHD children in comparison to controls. The goal of Study 2 is to better understand the processes underlying ADHD children's self-perceptions in the academic and social domains. Here we examine the extent to which a lack of attention to, and underutilization of, feedback explains the positive illusory thinking style of ADHD children. Given the cognitive and executive functioning deficits associated with ADHD, as well as its high comorbidity with ODD, CD, anxiety, and other disorders, we consider also whether these cognitive impairments and comorbid problems relate to positive illusions in ADHD children. Finally, Study 3 involves a different sample of 179+ young adults who were treated for ADHD in childhood, and, as children, participated in a study of self-perceptions. We examine the predictive relations between positive illusory selfperceptions, measured in middle childhood, and later indices of maladjustment in five domains, measured in young adulthood, after controlling for initial severity of childhood behavior problems.

描述（由研究者提供）：我们提出了三项研究，共同旨在阐明多动症儿童积极的虚幻自我认知的过程，以及童年积极的虚幻思维对年轻成人调整的影响。 200 名 8-11 岁混合型或多动/冲动型 ADHD 儿童，以及 100 名年龄和性别分布相似的对照儿童（两个地点各招募一半）将参加研究 1 和 2。研究 1 旨在了解(a) 是否可以通过使用有效的准确性激励因素来使多动症儿童的自我认知更加准确； (b) 与对照组相比，通过使用这些激励因素获得的任何改善是否使多动症儿童的自我认知“正常化”。研究 2 的目标是更好地了解 ADHD 儿童在学术和社会领域的自我认知过程。在这里，我们研究了缺乏对反馈的关注和未充分利用反馈在多大程度上解释了多动症儿童的积极虚幻思维方式。考虑到与 ADHD 相关的认知和执行功能缺陷，以及与 ODD、CD、焦虑和其他疾病的高合并症，我们还考虑这些认知障碍和合并症问题是否与 ADHD 儿童的积极幻想有关。最后，研究 3 涉及 179 名以上年轻人的不同样本，他们在童年时接受过 ADHD 治疗，并在儿童时期参与了一项自我认知研究。在控制了童年行为问题的初始严重程度后，我们研究了在童年中期测量的积极的虚幻自我感知与在成年早期测量的五个领域的适应不良指数之间的预测关系。