摘要目的 通过对脑电生物反馈治疗前后注意缺陷多动障碍(ADHD)儿童视听整合持续操作测试(IVA-CPT)和执行语义启动任务的认知电位(ERP)变化的比较,探讨反馈治疗对ADHD儿童汉字认知影响的机制.方法 ADHD儿童21例(男性20例,女性1例),均经脑电生物反馈治疗20次,采用汉字语义启动任务(相关、不相关、假字组)对ADHD治疗前后进行测试,采用BESA软件提取认知电位进行比较分析并对IVA-CPT进行比较.结果 ①IVA-CPT结果:ADHD患儿注意总商数治疗后[(84.5±16.34)分]高于治疗前[(69.11±31.18)分,P<0.05].②ERP-N2:汉字相关任务Cz导联N2波幅治疗后[(-3.95±5.63)μV]低于治疗前[(-10.14±8.27)μV],差异有显著性(P<0.01).③ERP-P3:汉字不相关任务Cz导联P3潜伏期治疗后[(619.24±63.64)ms]短于治疗前[(660.76±67.88)ms,P<0.05].结论 脑电生物反馈能改善ADHD的注意缺陷能力,提高ADHD工作疗前记忆能力及汉字认知速度,易化患儿汉字认识过程;表现在汉字ERP为相关N2波幅降低,不相关P3潜伏期缩短.汉字刺激ERP可以作为评价ADHD患儿反馈疗效的参考依据.

abstractsObjective To investigate the mechanisms of Chinese character cognition improvement after EEG biofeedback therapy in attention deficit hyperactivity disorder (ADHD) children by comparing the changes of the event-related potentials (ERPs) and the attention quotients of integrated visual and auditory continuous per-formance test(IVA-CPT). Methods Twenty-one ADHD children (20 boys and 1 girl) were received treatment which course contained of 20 EEG biofeedback practices. The IVA-CPT and recognition potentials under Chinese character semantic priming task were recorded before and after the therapy. Subjects were instructed to judge whether the presented target word was a related word, unrelated word or a pseudoword. Results (1) In IVA-CPT,the general attention quotients in ADHD children were increased after therapy(84.5±16.34 vs 69. 11±31.18, P<0.05). (2) ERP-N2 amplitude of character related N2 at Cz lead[(-3.95±5.63)μV]was more de-creased than before treatment [(-10. 14±8.27)μV, P<0.05]. (3) ERP-P3 latent of character unrelated stim-uli P3 at Cz lead [(619.24±63.64) ms] was significantly shorter than that of before-treatment [(660.76±67.88)ms, P<0.01]. Conclusion The EEG biofeedback therapy can improve the ability of attention and work-ing memory in ADHD,furthermore,the speed of character processing is accelerated and the processing of character cognition is facilitated. Amplitude of character decreased related-N2 amplitude and shortened unrelated-P3 latent period may be an assessment of the effect of EEG biofeedback therapy for ADHD children in semantic processing.