簡易檢索 / 詳目顯示

研究生: 蔡侑蓉
Tsai, Yu-Jung
論文名稱: 長期性高強度間歇性對注意力不足過動症兒童衝突控制的影響: 事件關聯電位與訊號源分析研究
The effect of long-term high intensity interval training on conflict monitoring in children with ADHD: an ERP and sLORETA study
指導教授: 洪聰敏
Hung, Tsung-Min
口試委員: 張育愷
Chang, Yu-Kai
黃崇儒
Huang, Chung‑Ju
鄭仕坤
Cheng, Shih-kuen
高士竣
Kao, Shih-Chun
洪聰敏
Hung, Tsung-Min
口試日期: 2023/02/14
學位類別: 博士
Doctor
系所名稱: 體育與運動科學系
Department of Physical Education and Sport Sciences
論文出版年: 2023
畢業學年度: 111
語文別: 英文
論文頁數: 63
中文關鍵詞: 執行控制衝突適應能力運動高強度電生理訊號
英文關鍵詞: Executive function, conflict adaptatio, exercise, high intensity, EEG
研究方法: 實驗設計法縱貫性研究隨機分派
DOI URL: http://doi.org/10.6345/NTNU202300321
論文種類: 學術論文
相關次數: 點閱:193下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 研究目的探討長期性高強度間歇性運動對注意力不足過動症兒童衝突控制能力的影響。本研究有兩個研究目的,第一、ADHD兒童是否在衝突控制反應上與正常兒童不一樣;第二、長期性高強度間歇性運動是否能改善ADHD兒童衝突控制能力。第一個研究方法: 總共有105位兒童,其中61位ADHD兒童;44位是年齡相同的正常兒童。所有兒童都會進行叫色測驗並同時收集腦波訊號。作業情境將分為底下四種: iC, iI, cC, cI。依變項包含反應時間(RT)、反應正確率(RA)、事件關聯電位(N2與P3)。結果顯示ADHD兒童反應時間有前試作測驗的情境效果,且整體的反應正確率比正常兒童低。此外,ADHD兒童有較小的P3振福。而進一步分析P3訊號源,ADHD兒童在前額葉有較大的活化狀態。這些研究說明ADHD兒童較容易受到前一個試作測驗情境的影響,特別是在高衝突的情境下。第二個研究方法: 61位ADHD兒童隨機分派至運動組或是主動控制組。運動介入為期每周兩次每次90分鐘,總共五週運動介入。運動組從事高強度間歇性運動,而主動控制組從事瑜珈與伸展運動。結果顯示經過五週的運動後,運動組在前試作情境的效果有較大反應正確的差值,也就是在前試作的一致情境的正確率顯著提升所導致較大的差異。此外,運動組比主動控制組有較好的動作能力。這些研究表示高強度間歇性運動能夠對前試作情境的能力有改善的效果同時提升動作能力。

    Here we performed two experiments to test if there is any difference in conflict monitoring between children with ADHD and healthy children and then to examine whether long-term HIIT modulates conflict monitoring in children with ADHD. In the first experiment, a total number of 105 children, with 61 children with ADHD and 44 age-matched healthy children, were recruited to perform a modified Stroop task while an electroencephalograph (EEG) was recorded. Trials preceded by incongruent (iC, iI) and congruent (cC, cI) trials were compared for behavioral [reaction time (RT) and response accuracy (RA)] and electrophysiological (N2 and P3 components of the event-related potential [ERP]) concomitants of cognitive control. Results: children with ADHD had a previous congruency effect on RT and lowered RA on the previous trial of congruency and incongruency compared to healthy children. ERP data revealed that children with ADHD had a smaller P3 amplitude compared to healthy children. The source of P3 amplitude was found in the frontal lobe in which children with ADHD were more activated compared to healthy children. These results suggest that children with ADHD were vulnerable to previous stimuli, especially in high conflict contexts. In the second experiment, a randomized controlled design was used, with 61 children (7-12 years of age, IQ = 83-136) being randomly assigned to HIIT (EX group: two sessions/week, 30 × 30 intervals at 80% of peak heart rate for 30 min and HIIT-game for 30 min) or active control group (AC: the same as HIIT structure but performed yoga). Results: EX group showed a larger magnitude of RA in the previous congruency effect. Additionally, EX group had better motor competence relative to AC group. These results suggest that HIIT can ameliorate the influence of previous conflicts to improve cognitive performance in children with ADHD. Therefore, we suggest that the five weeks of HIIT might positively affect motor competence and conflict monitoring in children with ADHD.

    摘要 i Abstract ii Table of Contents iii List of Tables v List of Figures vi CHAPTER 1 INTRODUCTION 1 Background 1 The first purpose of the study 5 The second purpose of the study 6 Hypotheses 6 CHAPTER 2 LITERATURE REVIEW 7 Attention Deficit-Hyperactivity Disorder 7 Conflict monitoring theory 8 How does evidence support the conflict monitoring theory? 9 EEG source localization (ESL) or EEG source imaging (ESI) 16 Long-term exercise and children with ADHD 17 Beneficial effects of HIIT 18 HIIT and children with ADHD 20 CHAPTER 3 THE FIRST PURPOSE OF THE STUDY 22 Methods 22 Results 30 Discussion 35 CHAPTER 4 THE SECOND PURPOSE OF THE STUDY 37 Method 37 Results of Intention-to-treat 42 Results of Per-Protocol 45 Discussion 47 CHAPTER 5 GENERAL DISCUSSION 48 Contributions of the study 49 Limitations 49 Conclusion 50 REFERENCES 51

    Albrecht, B., Brandeis, D., Uebel, H., Heinrich, H., Mueller, U. C., Hasselhorn, M., Steinhausen, H. C., Rothenberger, A., & Banaschewski, T. (2008). Action monitoring in boys with attention-deficit/hyperactivity disorder, their nonaffected siblings, and normal control subjects: evidence for an endophenotype. Biological Psychiatry, 64(7), 615-625. https://doi.org/10.1016/j.biopsych.2007.12.016
    American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychiatric Pub.
    Barkley, R. A. (1997). Attention-deficit/hyperactivity disorder, self-regulation, and time: toward a more comprehensive theory. J Dev Behav Pediatr, 18(4), 271-279. http://www.ncbi.nlm.nih.gov/pubmed/9276836
    Bartlett, J. D., Close, G. L., MacLaren, D. P., Gregson, W., Drust, B., & Morton, J. P. (2011). High-intensity interval running is perceived to be more enjoyable than moderate-intensity continuous exercise: implications for exercise adherence. Journal of Sports Sciences, 29(6), 547-553.
    Batacan, R. B., Duncan, M. J., Dalbo, V. J., Tucker, P. S., & Fenning, A. S. (2017). Effects of high-intensity interval training on cardiometabolic health: a systematic review and meta-analysis of intervention studies. British journal of sports medicine, 51(6), 494. https://doi.org/10.1136/bjsports-2015-095841
    Biederman, J., Petty, C. R., Day, H., Goldin, R. L., Spencer, T., Faraone, S. V., Surman, C. B. H., & Wozniak, J. (2012). Severity of the aggression/anxiety-depression/attention child behavior checklist profile discriminates between different levels of deficits in emotional regulation in youth with attention-deficit hyperactivity disorder. J Dev Behav Pediatr, 33(3), 236-243. https://doi.org/10.1097/DBP.0b013e3182475267
    Bluschke, A., Chmielewski, W. X., Roessner, V., & Beste, C. (2016). Intact Context-Dependent Modulation of Conflict Monitoring in Childhood ADHD. Journal of attention disorders, 1087054716643388. https://doi.org/10.1177/1087054716643388
    Boot, W. R., Simons, D. J., Stothart, C., & Stutts, C. (2013). The Pervasive Problem With Placebos in Psychology: Why Active Control Groups Are Not Sufficient to Rule Out Placebo Effects. Perspectives on Psychological Science, 8(4), 445-454. https://doi.org/10.1177/1745691613491271
    Botvinick, M. M., Braver, T. S., Barch, D. M., Carter, C. S., & Cohen, J. D. (2001). Conflict monitoring and cognitive control. Psychol Rev, 108(3), 624-652. https://doi.org/10.1037/0033-295X.108.3.624
    Botvinick, M. M., Cohen, J. D., & Carter, C. S. (2004). Conflict monitoring and anterior cingulate cortex: an update. Trends Cogn Sci, 8(12), 539-546. https://doi.org/10.1016/j.tics.2004.10.003
    Braem, S., Bugg, J. M., Schmidt, J. R., Crump, M. J. C., Weissman, D. H., Notebaert, W., & Egner, T. (2019). Measuring Adaptive Control in Conflict Tasks. Trends Cogn Sci, 23(9), 769-783. https://doi.org/10.1016/j.tics.2019.07.002
    Brass, M., Ullsperger, M., Knoesche, T. R., Cramon, D. Y. v., & Phillips, N. A. (2005). Who Comes First? The Role of the Prefrontal and Parietal Cortex in Cognitive Control. Journal of Cognitive Neuroscience, 17(9), 1367-1375. https://doi.org/10.1162/0898929054985400
    Bruininks, R. H., & Bruininks, B. D. (2005). Bruininks-Oseretsky test of motor proficiency. AGS Publishing.
    Bush, G. (2010). Attention-deficit/hyperactivity disorder and attention networks. Neuropsychopharmacology, 35(1), 278-300. https://doi.org/10.1038/npp.2009.120
    Carter, C. S., Braver, T. S., Barch, D. M., Botvinick, M. M., Noll, D., & Cohen, J. D. (1998). Anterior Cingulate Cortex, Error Detection, and the Online Monitoring of Performance. Science, 280(5364), 747-749. https://doi.org/doi:10.1126/science.280.5364.747
    Cerrillo-Urbina, A. J., García-Hermoso, A., Sánchez-López, M., Pardo-Guijarro, M. J., Santos Gómez, J. L., & Martínez-Vizcaíno, V. (2015). The effects of physical exercise in children with attention deficit hyperactivity disorder: a systematic review and meta-analysis of randomized control trials. Child: Care, Health and Development, n/a-n/a. https://doi.org/10.1111/cch.12255
    Chang, Y. K., Hung, C. L., Huang, C. J., Hatfield, B. D., & Hung, T. M. (2014). Effects of an aquatic exercise program on inhibitory control in children with ADHD: a preliminary study. Archives of Clinical Neuropsychology, 29(3), 217-223. https://doi.org/10.1093/arclin/acu003
    Clayson, P. E., & Larson, M. J. (2011). Conflict adaptation and sequential trial effects: Support for the conflict monitoring theory. Neuropsychologia, 49(7), 1953-1961. https://doi.org/https://doi.org/10.1016/j.neuropsychologia.2011.03.023
    Coetsee, C., & Terblanche, E. (2017). The effect of three different exercise training modalities on cognitive and physical function in a healthy older population. European Review of Aging and Physical Activity, 14(1), 13. https://doi.org/10.1186/s11556-017-0183-5
    Connolly, L. J., Bailey, S. J., Krustrup, P., Fulford, J., Smietanka, C., & Jones, A. M. (2017). Effects of self-paced interval and continuous training on health markers in women. Eur J Appl Physiol, 117(11), 2281-2293. https://doi.org/10.1007/s00421-017-3715-9
    Cornelius, C., Fedewa, A. L., & Ahn, S. (2017). The Effect of Physical Activity on Children With ADHD: A Quantitative Review of the Literature. Journal of Applied School Psychology, 33(2), 136-170. https://doi.org/10.1080/15377903.2016.1265622
    Costigan, S. A., Eather, N., Plotnikoff, R. C., Hillman, C. H., & Lubans, D. R. (2016). High-Intensity Interval Training for Cognitive and Mental Health in Adolescents. Medicine and Science in Sports and Exercise, 48(10), 1985-1993. https://doi.org/10.1249/mss.0000000000000993
    Daley, D., & Birchwood, J. (2010). ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), 455-464. https://doi.org/10.1111/j.1365-2214.2009.01046.x
    Dalsgaard, S., Mortensen, P. B., Frydenberg, M., & Thomsen, P. H. (2014). ADHD, stimulant treatment in childhood and subsequent substance abuse in adulthood - a naturalistic long-term follow-up study. Addict Behav, 39(1), 325-328. https://doi.org/10.1016/j.addbeh.2013.09.002
    Den Heijer, A. E., Groen, Y., Tucha, L., Fuermaier, A. B. M., Koerts, J., Lange, K. W., Thome, J., & Tucha, O. (2016). Sweat it out? The effects of physical exercise on cognition and behavior in children and adults with ADHD: a systematic literature review [journal article]. Journal of Neural Transmission, 1-24. https://doi.org/10.1007/s00702-016-1593-7
    Diamond, A. (2013). Executive Functions. Annu Rev Psychol, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
    Doyle, A. E., Willcutt, E. G., Seidman, L. J., Biederman, J., Chouinard, V. A., Silva, J., & Faraone, S. V. (2005). Attention-deficit/hyperactivity disorder endophenotypes. Biological Psychiatry, 57(11), 1324-1335. https://doi.org/10.1016/j.biopsych.2005.03.015
    Drollette, E. S., Pontifex, M. B., Raine, L. B., Scudder, M. R., Moore, R. D., Kao, S.-C., Westfall, D. R., Wu, C.-T., Kamijo, K., Castelli, D. M., Khan, N. A., Kramer, A. F., & Hillman, C. H. (2018). Effects of the FITKids physical activity randomized controlled trial on conflict monitoring in youth. Psychophysiology, 55(3), e13017. https://doi.org/10.1111/psyp.13017
    Egner, T. (2007). Congruency sequence effects and cognitive control. Cogn Affect Behav Neurosci, 7(4), 380-390. https://doi.org/10.3758/cabn.7.4.380
    Erb, C. D., & Marcovitch, S. (2018). Deconstructing the Gratton effect: Targeting dissociable trial sequence effects in children, pre-adolescents, and adults. Cognition, 179, 150-162. https://doi.org/https://doi.org/10.1016/j.cognition.2018.06.007
    Forslund, T., Brocki, K. C., Bohlin, G., Granqvist, P., & Eninger, L. (2016). The heterogeneity of attention-deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition, emotion regulation, emotionality, and disorganized attachment. British Journal of Developmental Psychology, 34(3), 371-387. https://doi.org/10.1111/bjdp.12136
    Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. J Learn Disabil, 40(1), 49-65. http://www.ncbi.nlm.nih.gov/pubmed/17274547
    Groom, M. J., & Cragg, L. (2015). Differential modulation of the N2 and P3 event-related potentials by response conflict and inhibition. Brain and Cognition, 97, 1-9. https://doi.org/https://doi.org/10.1016/j.bandc.2015.04.004
    Halperin, J. M. (1996). Conceptualizing, describing, and measuring components of attention: A summary [doi:10.1097/00004703-199608000-00014]. Paul H Brookes Publishing Co. https://doi.org/10.1097/00004703-199608000-00014
    Harpin, V. A. (2005). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Archives of Disease in Childhood, 90(suppl 1), i2-i7. https://doi.org/10.1136/adc.2004.059006
    Helgerud, J., Hoydal, K., Wang, E., Karlsen, T., Berg, P., Bjerkaas, M., Simonsen, T., Helgesen, C., Hjorth, N., Bach, R., & Hoff, J. (2007). Aerobic high-intensity intervals improve VO2max more than moderate training. Medicine and Science in Sports and Exercise, 39(4), 665-671. https://doi.org/10.1249/mss.0b013e3180304570
    Huang, C.-J., Huang, C.-W., Tsai, Y.-J., Tsai, C.-L., Chang, Y.-K., & Hung, T.-M. (2014). A Preliminary Examination of Aerobic Exercise Effects on Resting EEG in Children With ADHD. Journal of attention disorders. https://doi.org/10.1177/1087054714554611
    Janssen, M., Toussaint, H. M., van Mechelen, W., & Verhagen, E. A. (2014). Effects of acute bouts of physical activity on children's attention: a systematic review of the literature. Springerplus, 3, 410. https://doi.org/10.1186/2193-1801-3-410
    Jeyanthi, S., Arumugam, N., & Parasher, R. K. (2018). Effect of physical exercises on attention, motor skill and physical fitness in children with attention deficit hyperactivity disorder: a systematic review. ADHD Attention Deficit and Hyperactivity Disorders. https://doi.org/10.1007/s12402-018-0270-0
    Kaiser, A., Aggensteiner, P.-M., Baumeister, S., Holz, N. E., Banaschewski, T., & Brandeis, D. (2020). Earlier versus later cognitive event-related potentials (ERPs) in attention-deficit/hyperactivity disorder (ADHD): A meta-analysis. Neuroscience & Biobehavioral Reviews, 112, 117-134. https://doi.org/https://doi.org/10.1016/j.neubiorev.2020.01.019
    Kerns, J. G., Cohen, J. D., MacDonald, A. W., 3rd, Cho, R. Y., Stenger, V. A., & Carter, C. S. (2004). Anterior cingulate conflict monitoring and adjustments in control. Science, 303(5660), 1023-1026. https://doi.org/10.1126/science.1089910
    Khodaverdi, Z., Moreau, D., & Garber, C. E. (2022). Is there an effective dose of aerobic exercise associated with better executive function in youth with attention deficit hyperactivity disorder? Child Neuropsychology, 28(5), 569-596. https://doi.org/10.1080/09297049.2021.1992378
    Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2019). Executive Functioning Heterogeneity in Pediatric ADHD. Journal of Abnormal Child Psychology, 47(2), 273-286. https://doi.org/10.1007/s10802-018-0438-2
    Kotte, E. M., JF, D. E. G., Bongers, B. C., Winkler, A. M., & Takken, T. (2015). Validity and Reproducibility of a New Treadmill Protocol: The Fitkids Treadmill Test. Medicine and Science in Sports and Exercise, 47(10), 2241-2247. https://doi.org/10.1249/mss.0000000000000657
    Krafft, C. E., Schaeffer, D. J., Schwarz, N. F., Chi, L., Weinberger, A. L., Pierce, J. E., Rodrigue, A. L., Allison, J. D., Yanasak, N. E., Liu, T., Davis, C. L., & McDowell, J. E. (2014). Improved frontoparietal white matter integrity in overweight children is associated with attendance at an after-school exercise program. Dev Neurosci, 36(1), 1-9. https://doi.org/10.1159/000356219
    López-Martín, S., Albert, J., Fernández-Jaén, A., & Carretié, L. (2015). Emotional response inhibition in children with attention-deficit/hyperactivity disorder: Neural and behavioural data [Article]. Psychological medicine, 45(10), 2057-2071. https://doi.org/10.1017/S0033291714003195
    Ladouceur, C. D., Dahl, R. E., & Carter, C. S. (2007). Development of action monitoring through adolescence into adulthood: ERP and source localization. Developmental science, 10(6), 874-891. https://doi.org/10.1111/j.1467-7687.2007.00639.x
    Larson, M. J., Clawson, A., Clayson, P. E., & South, M. (2012). Cognitive control and conflict adaptation similarities in children and adults. Dev Neuropsychol, 37(4), 343-357. https://doi.org/10.1080/87565641.2011.650337
    Larson, M. J., Clayson, P. E., Kirwan, C. B., & Weissman, D. H. (2016). Event-related potential indices of congruency sequence effects without feature integration or contingency learning confounds. Psychophysiology, 53(6), 814-822. https://doi.org/10.1111/psyp.12625
    Leys, C., Ley, C., Klein, O., Bernard, P., & Licata, L. (2013). Detecting outliers: Do not use standard deviation around the mean, use absolute deviation around the median. Journal of Experimental Social Psychology, 49(4), 764-766. https://doi.org/10.1016/j.jesp.2013.03.013
    Lopez-Calderon, J., & Luck, S. J. (2014). ERPLAB: an open-source toolbox for the analysis of event-related potentials [Technology Report]. Frontiers in Human Neuroscience, 8(213). https://doi.org/10.3389/fnhum.2014.00213
    Ludyga, S., Gerber, M., Pühse, U., Looser, V. N., & Kamijo, K. (2020). Systematic review and meta-analysis investigating moderators of long-term effects of exercise on cognition in healthy individuals. Nature Human Behaviour. https://doi.org/10.1038/s41562-020-0851-8
    Ludyga, S., Pühse, U., Lucchi, S., Marti, J., & Gerber, M. (2019). Immediate and sustained effects of intermittent exercise on inhibitory control and task-related heart rate variability in adolescents. Journal of Science and Medicine in Sport, 22(1), 96-100. https://doi.org/https://doi.org/10.1016/j.jsams.2018.05.027
    MacDonald, A. W., Cohen, J. D., Stenger, V. A., & Carter, C. S. (2000). Dissociating the Role of the Dorsolateral Prefrontal and Anterior Cingulate Cortex in Cognitive Control. Science, 288(5472), 1835-1838. https://doi.org/doi:10.1126/science.288.5472.1835
    Malik, A. A., Williams, C. A., Weston, K. L., & Barker, A. R. (2018). Perceptual and prefrontal cortex haemodynamic responses to high-intensity interval exercise with decreasing and increasing work-intensity in adolescents. Int J Psychophysiol, 133, 140-148. https://doi.org/10.1016/j.ijpsycho.2018.07.473
    Mannuzza, S., & Klein, R. G. (2000). Long-term prognosis in attention-deficit/hyperactivity disorder. Child Adolesc Psychiatr Clin N Am, 9(3), 711-726.
    Martinson, T., Butterfield, S. A., Mason, C. A., Tu, S., Lehnhard, R. A., & Nightingale, C. J. (2018). PACER performance of children aged 11-14 with attention-deficit hyperactive disorder [Article]. Pediatric Exercise Science, 30(2), 237-242. https://doi.org/10.1123/pes.2017-0048
    Massicotte, D. R., & Macnab, R. B. (1974). Cardiorespiratory adaptations to training at specified intensities in children. Med Sci Sports, 6(4), 242-246.
    McLoughlin, G., Albrecht, B., Banaschewski, T., Rothenberger, A., Brandeis, D., Asherson, P., & Kuntsi, J. (2009). Performance monitoring is altered in adult ADHD: a familial event-related potential investigation. Neuropsychologia, 47(14), 3134-3142. https://doi.org/10.1016/j.neuropsychologia.2009.07.013
    McLoughlin, G., Gyurkovics, M., & Aydin, Ü. (2022). What Has Been Learned from Using EEG Methods in Research of ADHD? In S. C. Stanford & E. Sciberras (Eds.), New Discoveries in the Behavioral Neuroscience of Attention-Deficit Hyperactivity Disorder (pp. 415-444). Springer International Publishing. https://doi.org/10.1007/7854_2022_344
    Meßler, C. F., Holmberg, H.-C., & Sperlich, B. (2016). Multimodal Therapy Involving High-Intensity Interval Training Improves the Physical Fitness, Motor Skills, Social Behavior, and Quality of Life of Boys With ADHD: A Randomized Controlled Study. Journal of attention disorders, 22(8), 806-812. https://doi.org/10.1177/1087054716636936
    Memarmoghaddam, M., Torbati, H. T., Sohrabi, M., Mashhadi, A., & Kashi, A. (2016). Effects of a selected exercise programon executive function of children with attention deficit hyperactivity disorder. J Med Life, 9(4), 373-379. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5141397/pdf/JMedLife-09-373.pdf
    Menon, V., & D’Esposito, M. (2022). The role of PFC networks in cognitive control and executive function. Neuropsychopharmacology, 47(1), 90-103. https://doi.org/10.1038/s41386-021-01152-w
    Mikami, A. Y., & Normand, S. (2015). The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD. Current Developmental Disorders Reports, 2(1), 30-37. https://doi.org/10.1007/s40474-014-0036-0
    Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. Annu Rev Neurosci, 24(1), 167-202.
    Miller, J. (1991). Reaction time analysis with outlier exclusion: bias varies with sample size. The Quarterly journal of experimental psychology, 43(4), 907-912.
    Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysis. Cogn Psychol, 41(1), 49-100. https://doi.org/10.1006/cogp.1999.0734
    Moholdt, T., Madssen, E., Rognmo, Ø., & Aamot, I. L. (2014). The higher the better? Interval training intensity in coronary heart disease. Journal of Science and Medicine in Sport, 17(5), 506-510. https://doi.org/https://doi.org/10.1016/j.jsams.2013.07.007
    Mulder, M. J., Bos, D., Weusten, J. M. H., van Belle, J., van Dijk, S. C., Simen, P., van Engeland, H., & Durston, S. (2010). Basic Impairments in Regulating the Speed-Accuracy Tradeoff Predict Symptoms of Attention-Deficit/Hyperactivity Disorder. Biological Psychiatry, 68(12), 1114-1119. https://doi.org/https://doi.org/10.1016/j.biopsych.2010.07.031
    Neudecker, C., Mewes, N., Reimers, A. K., & Woll, A. (2015). Exercise Interventions in Children and Adolescents With ADHD: A Systematic Review. Journal of attention disorders. https://doi.org/10.1177/1087054715584053
    Ng, Q. X., Ho, C. Y. X., Chan, H. W., Yong, B. Z. J., & Yeo, W.-S. (2017). Managing childhood and adolescent attention-deficit/hyperactivity disorder (ADHD) with exercise: A systematic review. Complementary Therapies in Medicine, 34, 123-128. https://doi.org/https://doi.org/10.1016/j.ctim.2017.08.018
    Nigg, J. T., Gustafsson, H. C., Karalunas, S. L., Ryabinin, P., McWeeney, S. K., Faraone, S. V., Mooney, M. A., Fair, D. A., & Wilmot, B. (2018). Working Memory and Vigilance as Multivariate Endophenotypes Related to Common Genetic Risk for Attention-Deficit/Hyperactivity Disorder. J Am Acad Child Adolesc Psychiatry, 57(3), 175-182. https://doi.org/10.1016/j.jaac.2017.12.013
    Overbye, K., Walhovd, K. B., Fjell, A. M., Tamnes, C. K., & Huster, R. J. (2021). Electrophysiological and behavioral indices of cognitive conflict processing across adolescence. Developmental Cognitive Neuroscience, 48, 100929. https://doi.org/https://doi.org/10.1016/j.dcn.2021.100929
    Pan, C. Y., Chu, C. H., Tsai, C. L., Lo, S. Y., Cheng, Y. W., & Liu, Y. J. (2016). A racket-sport intervention improves behavioral and cognitive performance in children with attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 57, 1-10. https://doi.org/10.1016/j.ridd.2016.06.009
    Pan, C. Y., Tsai, C. L., Chu, C. H., Sung, M. C., Huang, C. Y., & Ma, W. Y. (2015). Effects of Physical Exercise Intervention on Motor Skills and Executive Functions in Children With ADHD: A Pilot Study. Journal of attention disorders. https://doi.org/10.1177/1087054715569282
    Park, M. S., Byun, K. W., Park, Y. K., Kim, M. H., Jung, S. H., & Kim, H. (2013). Effect of complex treatment using visual and auditory stimuli on the symptoms of attention deficit/hyperactivity disorder in children. J Exerc Rehabil, 9(2), 316-325. https://doi.org/10.12965/jer.130017
    Pascual-Marqui, R. D. (2002). Standardized low-resolution brain electromagnetic tomography (sLORETA): technical details. Methods Find Exp Clin Pharmacol, 24 Suppl D, 5-12.
    Pietrelli, A., Matković, L., Vacotto, M., Lopez-Costa, J. J., Basso, N., & Brusco, A. (2018). Aerobic exercise upregulates the BDNF-Serotonin systems and improves the cognitive function in rats. Neurobiology of Learning and Memory. https://doi.org/https://doi.org/10.1016/j.nlm.2018.05.007
    Pion-Tonachini, L., Kreutz-Delgado, K., & Makeig, S. (2019). ICLabel: An automated electroencephalographic independent component classifier, dataset, and website. Neuroimage, 198, 181-197. https://doi.org/10.1016/j.neuroimage.2019.05.026
    Polich, J. (2007). Updating P300: an integrative theory of P3a and P3b. Clinical Neurophysiology, 118(10), 2128-2148. https://doi.org/10.1016/j.clinph.2007.04.019
    Pontifex, M. B., McGowan, A. L., Chandler, M. C., Gwizdala, K. L., Parks, A. C., Fenn, K., & Kamijo, K. (2019). A primer on investigating the after effects of acute bouts of physical activity on cognition. Psychology of Sport and Exercise, 40, 1-22. https://doi.org/https://doi.org/10.1016/j.psychsport.2018.08.015
    Rauch, W. A., Gold, A., & Schmitt, K. (2012). To what extent are task-switching deficits in children with attention-deficit/hyperactivity disorder independent of impaired inhibition? ADHD Attention Deficit and Hyperactivity Disorders, 4(4), 179-187. https://doi.org/10.1007/s12402-012-0083-5
    Rodriguez, A. L., Whitehurst, M., Fico, B. G., Dodge, K. M., Ferrandi, P. J., Pena, G., Adelman, A., & Huang, C.-J. (2018). Acute high-intensity interval exercise induces greater levels of serum brain-derived neurotrophic factor in obese individuals. Experimental Biology and Medicine, 243(14), 1153-1160. https://doi.org/10.1177/1535370218812191
    Ruiz-Ariza, A., Suárez-Manzano, S., López-Serrano, S., & Martínez-López, E. J. (2017). The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial. European Physical Education Review, 1356336X17739271. https://doi.org/10.1177/1356336X17739271
    Saucedo Marquez, C. M., Vanaudenaerde, B., Troosters, T., & Wenderoth, N. (2015). High-intensity interval training evokes larger serum BDNF levels compared with intense continuous exercise. Journal of Applied Physiology, 119(12), 1363-1373. https://doi.org/10.1152/japplphysiol.00126.2015
    Seidman, L. J. (2006). Neuropsychological functioning in people with ADHD across the lifespan. Clin Psychol Rev, 26(4), 466-485. https://doi.org/10.1016/j.cpr.2006.01.004
    Shao, J., Jordan, D. C., & Pritchett, Y. L. (2009). Baseline Observation Carry Forward: Reasoning, Properties, and Practical Issues. Journal of Biopharmaceutical Statistics, 19(4), 672-684. https://doi.org/10.1080/10543400902964118
    Sjöwall, D., Roth, L., Lindqvist, S., & Thorell, L. B. (2013). Multiple deficits in ADHD: executive dysfunction, delay aversion, reaction time variability, and emotional deficits. Journal of Child Psychology and Psychiatry, 54(6), 619-627. https://doi.org/10.1111/jcpp.12006
    Smith, A. L., Hoza, B., Linnea, K., McQuade, J. D., Tomb, M., Vaughn, A. J., Shoulberg, E. K., & Hook, H. (2013). Pilot physical activity intervention reduces severity of ADHD symptoms in young children. Journal of attention disorders, 17(1), 70-82.
    Smith, S. D., Crowley, M. J., Ferrey, A., Ramsey, K., Wexler, B. E., Leckman, J. F., & Sukhodolsky, D. G. (2019). Effects of Integrated Brain, Body, and Social (IBBS) intervention on ERP measures of attentional control in children with ADHD [Article]. Psychiatry Res, 278, 248-257. https://doi.org/10.1016/j.psychres.2019.06.021
    Suarez-Manzano, S., Ruiz-Ariza, A., De La Torre-Cruz, M., & Martinez-Lopez, E. J. (2018). Acute and chronic effect of physical activity on cognition and behaviour in young people with ADHD: A systematic review of intervention studies. Research in Developmental Disabilities, 77, 12-23. https://doi.org/10.1016/j.ridd.2018.03.015
    Sun, X., Wu, Z., Cao, Q., Qian, Y., Liu, Y., Yang, B., Chang, S., Yang, L., & Wang, Y. (2018). Genetic variant for behavioral regulation factor of executive function and its possible brain mechanism in attention deficit hyperactivity disorder. Scientific Reports, 8(1), 7620. https://doi.org/10.1038/s41598-018-26042-y
    Suresh, K. (2011). An overview of randomization techniques: An unbiased assessment of outcome in clinical research. Journal of human reproductive sciences, 4(1), 8-11. https://doi.org/10.4103/0974-1208.82352
    Tan, B. W. Z., Pooley, J. A., & Speelman, C. P. (2016). A Meta-Analytic Review of the Efficacy of Physical Exercise Interventions on Cognition in Individuals with Autism Spectrum Disorder and ADHD [journal article]. Journal of Autism and Developmental Disorders, 46(9), 3126-3143. https://doi.org/10.1007/s10803-016-2854-x
    Terada, T., Friesen, A., Chahal, B. S., Bell, G. J., McCargar, L. J., & Boulé, N. G. (2013). Feasibility and preliminary efficacy of high intensity interval training in type 2 diabetes. Diabetes Research and Clinical Practice, 99(2), 120-129. https://doi.org/https://doi.org/10.1016/j.diabres.2012.10.019
    Thomas, S., Reading, J., & Shephard, R. J. (1992). Revision of the Physical Activity Readiness Questionnaire (PAR-Q). Can J Sport Sci, 17(4), 338-345.
    Torabi, F., Farahani, A., Safakish, S., Ramezankhani, A., & Dehghan, F. (2018). Evaluation of motor proficiency and adiponectin in adolescent students with attention deficit hyperactivity disorder after high-intensity intermittent training. Psychiatry Res, 261, 40-44. https://doi.org/10.1016/j.psychres.2017.12.053
    Vaidya, C. J. (2012). Neurodevelopmental abnormalities in ADHD. Curr Top Behav Neurosci, 9, 49-66. https://doi.org/10.1007/7854_2011_138
    van Meel, C. S., Heslenfeld, D. J., Oosterlaan, J., & Sergeant, J. A. (2007). Adaptive control deficits in attention-deficit/hyperactivity disorder (ADHD): the role of error processing. Psychiatry Res, 151(3), 211-220. https://doi.org/10.1016/j.psychres.2006.05.011
    van Veen, V., Holroyd, C. B., Cohen, J. D., Stenger, V. A., & Carter, C. S. (2004). Errors without conflict: implications for performance monitoring theories of anterior cingulate cortex. Brain and Cognition, 56(2), 267-276. https://doi.org/10.1016/j.bandc.2004.06.007
    Vancampfort, D., Firth, J., Schuch, F. B., Rosenbaum, S., Probst, M., Ward, P. B., Van Damme, T., De Hert, M., & Stubbs, B. (2016). Dropout from physical activity interventions in children and adolescents with attention deficit hyperactivity disorder: A systematic review and meta-analysis. Mental Health and Physical Activity, 11, 46-52. https://doi.org/https://doi.org/10.1016/j.mhpa.2016.09.002
    Vogiatzis, I., Nanas, S., & Roussos, C. (2002). Interval training as an alternative modality to continuous exercise in patients with COPD. European Respiratory Journal, 20(1), 12. https://doi.org/10.1183/09031936.02.01152001
    Volpe, U., Mucci, A., Bucci, P., Merlotti, E., Galderisi, S., & Maj, M. (2007). The cortical generators of P3a and P3b: A LORETA study. Brain Res Bull, 73(4), 220-230. https://doi.org/https://doi.org/10.1016/j.brainresbull.2007.03.003
    Weston, K. S., Wisløff, U., & Coombes, J. S. (2014). High-intensity interval training in patients with lifestyle-induced cardiometabolic disease: a systematic review and meta-analysis. British journal of sports medicine, 48(16), 1227. https://doi.org/10.1136/bjsports-2013-092576
    Whitaker, C., Stevelink, S., & Fear, N. (2017). The Use of Facebook in Recruiting Participants for Health Research Purposes: A Systematic Review. J Med Internet Res, 19(8), e290. https://doi.org/10.2196/jmir.7071
    Wigal, S. B., Emmerson, N., Gehricke, J. G., & Galassetti, P. (2013). Exercise: applications to childhood ADHD. Journal of attention disorders, 17(4), 279-290. https://doi.org/10.1177/1087054712454192
    Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review. Biological Psychiatry, 57(11), 1336-1346. https://doi.org/10.1016/j.biopsych.2005.02.006
    Yeung, N., Botvinick, M. M., & Cohen, J. D. (2004). The neural basis of error detection: conflict monitoring and the error-related negativity. Psychol Rev, 111(4), 931.
    Yeung, N., & Cohen, J. D. (2006). The impact of cognitive deficits on conflict monitoring. Predictable dissociations between the error-related negativity and N2. Psychol Sci, 17(2), 164-171. https://doi.org/10.1111/j.1467-9280.2006.01680.x

    無法下載圖示 電子全文延後公開
    2028/02/14
    QR CODE