Douglas V I, Barr R G, Amin K, O'Neill M E, Britton B G
Department of Psychology, McGill University--Montreal Children's Hospital Research Institute, Canada.
J Child Psychol Psychiatry. 1988 Jul;29(4):453-75. doi: 10.1111/j.1469-7610.1988.tb00737.x.
Effects of three dosages of methylphenidate (0.15, 0.30 and 0.60 mg/kg) were assessed in 19 ADD-H children on a variety of cognitive, academic and behavioral measures in the laboratory and the classroom. A predominant linear pattern of improvement was found across almost all measures. A slight decrease between 0.3 and 0.6 mg/kg on one cognitive task leaves open the possibility that higher dosages reduce stimulant effectiveness or cause decrements on some kinds of "high-level/high load" tasks. Response patterns of individual children varied considerably across measures. All children improved on at least several measures. Results were interpreted as evidence for stimulant activation of self-regulatory processes.
在实验室和教室中，对19名注意力缺陷多动障碍（ADD-H）儿童采用三种剂量（0.15、0.30和0.60毫克/千克）的哌甲酯进行测试，评估其在各种认知、学业和行为方面的表现。几乎所有测试项目均呈现出显著的线性改善趋势。在一项认知任务中，0.3至0.6毫克/千克剂量之间出现了轻微下降，这表明更高剂量可能会降低兴奋剂的效果，或者在某些“高级/高负荷”任务中导致成绩下降。各个儿童在不同测试项目中的反应模式差异很大。所有儿童至少在几项测试中都有进步。结果被解释为兴奋剂激活自我调节过程的证据。
