Dalby J T, Kinsbourne M, Swanson J M
Department of Psychology, Calgary General Hospital, Alberta, Canada.
J Abnorm Child Psychol. 1989 Jun;17(3):269-75. doi: 10.1007/BF00917398.
Attention deficit (ADDH) children self-paced the delivery of response pairs for paired-associate learning at about the rate previously shown to be conducive to relatively good learning in attention deficit. The self-pacing opportunity did not seem either to impair or to enhance the learning performance. On methylphenidate they paced themselves at about the same rate but learned much more. Stimulant therapy does not help by "slowing the child down" but permits more effective memorizing at the same presentation rate.
注意力缺陷（ADDH）儿童在配对联想学习中自行控制反应对的呈现速度，其速度与之前研究表明的有利于注意力缺陷儿童取得相对较好学习效果的速度相近。自行控制速度的机会似乎既没有损害也没有提高学习表现。在服用哌甲酯后，他们以大致相同的速度自行控制节奏，但学习效果要好得多。兴奋剂疗法并非通过“让孩子慢下来”起作用，而是在相同的呈现速度下使记忆更有效。
