The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading.

中文翻译：

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表面文本处理在注意力缺陷多动障碍青少年集中度和不良文本理解中的作用：一项大声研究

本研究采用思想思维方法探讨注意力缺陷多动障碍（ADHD）患者的中心性缺陷（即，对中心思想的回忆较差）的起源。此外，我们利用多样化的思考方式回应，研究了阅读过程中多动症患者在阅读过程中采用的文本处理的整体质量，以便更多地了解他们阅读后理解能力低下的文本级缺陷。为了实现这些目标，要求有或没有ADHD的青少年大声说出在阅读两个说明性文本时想到的事情。阅读后，参与者可以自由回忆文本的想法，并回答关于文本的多项选择题。与对照组相比，患有ADHD的参与者产生的反映较少的反映了深度，有效的文本处理，并且在阅读过程中恢复了较少的先前的文本构想，尤其是中心思想。此外，深度处理响应的比例与参与者在回忆和理解任务上的表现成正相关。这些发现表明，患有多动症的人表现出较差的文本理解力和记忆力，尤其是中心思想，因为他们在阅读过程中构造出质量低下，联系少的文本表示形式，并且在阅读后为后续任务产生的检索线索较少，内容较少。