威斯康星卡片分类测试
心理学
执行职能
注意缺陷多动障碍
工作记忆
考试(生物学)
发展心理学
卡片分类
任务(项目管理)
听力学
临床心理学
认知心理学
认知
神经心理学
精神科
医学
管理
经济
古生物学
生物
作者
Vanessa Arán Filippetti,Gabriela Krumm,Waldina Raimondi
标识
DOI:10.1080/21622965.2019.1570198
摘要
The aims of Study 1 (S1) were (a) to compare the task performance of 361 typically developing (TD) children aged 7 to 12 years, according to the mode of Wisconsin Card Sorting Test (WCST) administration (manual vs. computerized) and b) to examine the contributions of executive functions (EFs) (i.e., working memory [WM], shifting and inhibition) to each WCST version. The objectives of Study 2 (S2) were (a) to study the comparability of the results obtained from the manual version to the results from the computer version in 43 children with Attention Deficit/Hyperactivity Disorder (ADHD) and (b) to compare task performance on both versions between children with ADHD and TD children. The effect of age was only significant for the manual WCST. Regression analyses revealed that WM and shifting contributed to manual WCST performance, whereas WM and inhibition contributed to the performance on the computer version. We observed differences depending on the WCST mode of administration, as better scores for the manual version were recorded for both TD children and children with ADHD, despite similar performance on tasks involving other EFs. Additionally, children with ADHD performed worse than TD children on both versions. Our findings suggest that verbal face-to-face interactions would play a significant role in supporting children's abilities to solve novel situations characterized by uncertainty.
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