工作记忆缺损是ADHD儿童核心认知缺损之一，ADHD儿童的工作记忆能力存在显著缺陷，这种缺陷比抑制缺陷还要严重，可以作为辨别ADHD儿童的重要指标。有研究通过训练ADHD儿童的工作记忆能力发现可以达到改善ADHD症状的目的，但以往研究对于训练结果背后的机制和训练效果是由工作记忆哪一部分引起的等问题仍不能明确解释。来自工作记忆与个体注意力关系的研究发现，工作记忆中的中央执行机制与个体的控制性注意存在密切关系，控制性注意能力是鉴别工作记忆能力高低的本质所在。本文从工作记忆“控制性注意模型”出发，利用活动记忆范式训练任务，探讨工作记忆刷新训练对ADHD儿童控制性注意的影响，并与以往传统工作记忆训练范式进行比较，以期发现两种训练方式对ADHD儿童症状干预效果的差异。研究结果显示：工作记忆刷新训练与传统工作记忆训练对ADHD儿童注意等症状都有所改善；工作记忆刷新训练对ADHD儿童控制性注意能力的干预效果要优于传统工作记忆训练，其中工作记忆刷新训练对ADHD儿童控制性注意能力提升的解释率达到0.75，传统工作记忆训练的解释率为0.37。

Working memory(WM) deficit is one of core cognitive deficit of ADHD children, children with attention deficit hyperactivity disorder (ADHD) represent one group of subjects with a WM deficit, The functional working memory model of ADHD proposes that working memory deficits are a central core component, underlies the behavioral inhibition disorder. Researches of working memory training with ADHD have done to improve the symptoms. But these researches can’t explain the mechanism behind the training effect. Other researches have found out that the CE part of working memory has relationship with subject’s controlled attention ability and the controlled attention is the nature of working memory. In the present study, we used a new training paradigm which is running memory task to mainly train the CE part of working memory. In order to compare the training effect with the classic working memory training method, we evaluate the difference between the two methods. The results show that both the working memory updating training(WMU) and the classic training(WMC) have effects to the ADHD symptoms. Otherwise, the group of WMU shows greater improvement of controlled attention, the rate of interpretation is 0.75, whereas the group of WMC’s rate of interpretation is 0.37.