Whalen Carol K, Henker Barbara, Hinshaw Stephen P, Heller Tracy, Huber-Dressler Alice
U California, Program in Social Ecology, Irvine.
J Consult Clin Psychol. 1991 Aug;59(4):602-606. doi: 10.1037/0022-006X.59.4.602.
After 15 boys with attention-deficit hyperactivity disorder (ADHD) were informed that they had taken either medication or placebo, they completed computer tasks, self-assessments, and causal judgments. The boys predicted better performance when told they were on medication versus placebo. For self-evaluations, medication status and information interacted, with boys actually taking placebo rating themselves more positively when told they had taken medication versus placebo. These effects were more apparent following failure than success. Both ADHD and comparison boys overestimated future classroom performance, with the former more unrealistic. Discussion focused on difficulties in assessing children's causal reasoning and the need to monitor emanative effects of pharmacotherapy on self-cognitions.
在15名患有注意力缺陷多动障碍（ADHD）的男孩被告知他们服用的是药物还是安慰剂后，他们完成了计算机任务、自我评估和因果判断。这些男孩被告知服用药物时比服用安慰剂时预测自己表现会更好。在自我评估方面，药物状态和信息相互作用，实际上服用安慰剂的男孩在被告知自己服用的是药物而非安慰剂时，对自己的评价更积极。这些影响在失败后比成功后更明显。患有ADHD的男孩和对照组男孩都高估了未来在课堂上的表现，前者的估计更不切实际。讨论集中在评估儿童因果推理的困难以及监测药物治疗对自我认知的发散效应的必要性上。
