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完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 洪巧菱 | zh_TW |
dc.contributor.advisor | Chiao-Ling Hung | en |
dc.contributor.author | 張緯 | zh_TW |
dc.contributor.author | Wei Zhang | en |
dc.date.accessioned | 2023-01-10T17:06:10Z | - |
dc.date.available | 2023-11-09 | - |
dc.date.copyright | 2023-01-07 | - |
dc.date.issued | 2022 | - |
dc.date.submitted | 2022-12-30 | - |
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dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/83169 | - |
dc.description.abstract | ADHD 是一種始於童年的神經發育疾患。其三大基礎特徵為注意力不集中、過動、與衝動行為,並可能會影響到認知功能與發展、抑制控制、注意力和工作記憶等執行功能。急性有氧運動也可能有助於促進認知彈性、抑制控制和工作記憶,利用運動或身體活動有助於改善 ADHD 及其併發症的狀況。因此,運動成為 ADHD 潛在的有效輔助介入方法,備受關注。但是,不同類型的運動對改善 ADHD 的效果不盡相同。開放式運動 (open skill exercise, OSE) 比閉鎖式運動 (close skill exercise, CSE) 更有效改善認知功能,可能與 OSE 具有較高的認知負荷強度有關,所以認知負荷可能是改善認知功能的重要因子。因此,本研究目的為探討不同認知負荷強度運動對 ADHD 兒童和典型發展 (typically developing , TD) 兒童的認知功能和事件相關電位 (event-related potential, ERP) 的急性效果。方法:招募 8 至 12 歲 18 名 TD 和 8 名 ADHD 兒童,分 3 天進行控制、低認知負荷、高認知負荷情境介入。控制階段為看和桌球相關影片 30 分鐘;低認知負荷為進行 30 分鐘中等強度運動的單色桌球介入;高認知負荷為進行 30 分鐘中等強度運動的雙色桌球介入。使用心率儀監測心跳率保持在中等運動強度 (60%-65% 儲備心率) 及檢視擊球準確率。,並於影片或運動介入後進行作業轉換 (task-switching) 認知測試,收集腦波與行為表現數據。結果:低與高認知負荷運動情境之運動強度皆為中等運動強度,而擊球準確率達顯著差異。行為表現方面,ADHD 在單一條件顯示低認知負荷情境反應時間最快。ADHD 的準確率在整體轉換效應的混合條件下,高認知負荷情境之準確率顯著高於低認知負荷情境及控制情境。在局部轉換效應中發現,TD 在高認知負荷階段、低認知負荷階段、控制階段之準確率皆顯著高於 ADHD。 ERP 方面,P3 振幅皆無顯著改善。P3 潛伏期則在局部轉換效應顯示低認知負荷情境為最快。結論:較高認知負荷的運動介入可能對ADHD兒童的認知功能更有促進效果,但對TD兒童無顯著差異。 | zh_TW |
dc.description.abstract | ADHD is a neurodevelopmental disorder that begins in childhood. An essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development and may affect inhibitory control, attention, and working memory. Past studies have shown that acute exercise has a positive effect on cognitive flexibility, inhibitory control, and working memory, and also showed that exercise or physical activity can improve symptoms of ADHD and its complications. Therefore, exercise has become a potentially effective intervention method for ADHD children that has attracted much attention. However, different types of exercise have varying effects on improving ADHD. Open-skill exercise (OSE) is more effective in improving cognitive function than closed-skill exercise (CSE), which may be related to the higher cognitive load intensity of OSE. Therefore, this study believes that cognitive load is a variable that could improve cognitive function. Purpose: "To investigate the acute effects of exercise intervention at different cognitive load intensities on cognitive function and ERP in children with ADHD and typically developing (TD) children.". Methods: 18 TD and 8 ADHD children aged 8 to 12 were recruited, and interventions in control, low cognitive load, and high cognitive load sessions were divided into 3 days. In the control session, 30 minutes of watching a video related to table tennis; the low cognitive load was 30 minutes of moderate-intensity exercise intervention of a one-color table tennis ball; the high cognitive load was 30 minutes of moderate-intensity exercise intervention of a two-color table tennis ball. The ball return accuracy of high or low cognitive load exercise intervention was used to calculate whether there was indeed a difference in cognitive load intensity between the two. Heart rate monitoring was used to maintain moderate exercise intensity (60%-65% reserve heart rate) during exercise intervention. Immediately after watching a video or playing table tennis, an EEG cap was worn and a task-switching cognitive test was used to collect and record ERP and behavioral data. Results: In terms of exercise performance, all subjects performed the same moderate exercise intensity. High and low cognitive load exercise interventions did achieve a significant difference in terms of accuracy. In terms of behavioral performance, the reaction time of ADHD in a pure condition was significantly fastest in low cognitive load session. Accuracy for ADHD was found in the mixed condition in the global switch effect, with the acute effect of the high cognitive load session having a significantly better effect than the low cognitive load session, and also significantly better than the control session. In the local switch effect, it was found that the accuracy of TD was significantly better than that of ADHD in the high, low, and control session. In terms of ERP, there was no significant improvement in P3 amplitude. The P3 latency was the fastest in the low cognitive load session where the local switch effect was significant. Conclusion: Exercise intervention with a higher cognitive load might have a positive effect on the improvement of cognitive function in children with ADHD, but no significant difference was reached in TD children. | en |
dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2023-01-10T17:06:10Z No. of bitstreams: 0 | en |
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dc.description.tableofcontents | 口試委員會審定書..................................................................................................................................i
中文摘要..........................................................................................................................................ii Abstract............................................................................................................................................iii List of Figures................................................................................................................................viii List of Tables…............................................................................................................................ix Chapter 1. General introduction 1.1 Background......................................................................................................................1 1.2 Purpose.............................................................................................................................6 1.3 Hypothesis........................................................................................................................7 1.4 Significance of the study..................................................................................................8 Chapter 2. Literature review 2.1 ADHD and exercise intervention 2.1.1 Neural mechanism and symptoms of ADHD.................................................10 2.1.2 The effect of acute and moderate-intensity exercise on cognitive function...11 2.1.3 Different exercise intervention types for improvement benefits of ADHD....14 2.1.4 Event-related potential and cognitive test.......................................................17 2.2 Cognitive function and cognitive load intensity of exercise 2.2.1 Cognitive load overview.................................................................................19 2.2.2 Measures of cognitive load intensity..............................................................20 2.2.3 Practical application of cognitive load in exercise..........................................22 2.2.4 Improvement effect of exercise intervention with different cognitive load intensities........................................................................................................23 Chapter 3. Methods 3.1 Participants.....................................................................................................................27 3.2 Procedure........................................................................................................................28 3.3 Heart rate monitoring and hitting accuracy....................................................................30 3.4 Table tennis intervention and cognitive load intensity design.......................................31 3.5 Task-switching...............................................................................................................33 3.6 ERP recording and analysis............................................................................................35 3.7 Statistical analysis..........................................................................................................36 Chapter 4. Results 4.1 Demographic analysis....................................................................................................38 4.2 Exercise intervention performance.................................................................................39 4.3 Task performance 4.3.1 Reaction time 4.3.1.1 Global switch effect.................................................................................42 4.3.1.2 Local switch effect...................................................................................44 4.3.2 Response accuracy 4.3.2.1 Global switch effect.................................................................................45 4.3.2.2 Local switch effect...................................................................................50 4.4 ERP data 4.4.1 P3 amplitude 4.4.1.1 Global switch effect.................................................................................53 4.4.1.2 Local switch effect...................................................................................53 4.4.2 P3 latency 4.4.2.1 Global switch effect.................................................................................55 4.4.2.2 Local switch effect...................................................................................55 Chapter 5. Discussion and conclusion 5.1 Exercise intervention performance.................................................................................59 5.2 Task performance 5.2.1 Reaction time.....................................................................................................60 5.2.2 Response accuracy............................................................................................62 5.3 ERP data 5.3.1 P3 amplitude......................................................................................................64 5.3.2 P3 latency..........................................................................................................65 5.4 Limitations......................................................................................................................66 5.5 Conclusion......................................................................................................................67 References.................................................................................................................................68 | - |
dc.language.iso | en | - |
dc.title | 不同認知負荷強度之急性運動介入對注意力缺陷過動症兒童之效益 | zh_TW |
dc.title | The Effect of Acute Exercise with Different Cognitive Load in Children with Attention Deficit Hyperactivity Disorder (ADHD) | en |
dc.title.alternative | The Effect of Acute Exercise with Different Cognitive Load in Children with Attention Deficit Hyperactivity Disorder (ADHD) | - |
dc.type | Thesis | - |
dc.date.schoolyear | 111-1 | - |
dc.description.degree | 碩士 | - |
dc.contributor.oralexamcommittee | 洪聰敏;張育愷;黃崇儒 | zh_TW |
dc.contributor.oralexamcommittee | Tsung-Min Hong;Yu-Kai Chang;Chung-Ju Huang | en |
dc.subject.keyword | 認知負荷,急性運動效果,認知功能,注意力缺陷過動症,事件關聯電位,作業轉換, | zh_TW |
dc.subject.keyword | cognitive load,acute exercise intervention,cognitive function,ADHD,ERP,task-switching, | en |
dc.relation.page | 94 | - |
dc.identifier.doi | 10.6342/NTU202210188 | - |
dc.rights.note | 同意授權(全球公開) | - |
dc.date.accepted | 2023-01-03 | - |
dc.contributor.author-college | 共同教育中心 | - |
dc.contributor.author-dept | 運動設施與健康管理碩士學位學程 | - |
顯示於系所單位: | 運動設施與健康管理碩士學位學程 |
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