Whalen C K, Henker B, Collins B E, McAuliffe S, Vaux A
Child Dev. 1979 Jun;50(2):388-401. doi: 10.1111/j.1467-8624.1979.tb04120.x.
Peer communication patterns were assessed as school-aged boys participated in a dyadic referential communication task. The responses of comparison boys were compared to those of hyperactive boys on methylphenidate (Ritalin) and on placebo in a double-blind crossover design. 2 separate systems for assessing communication were developed, a qualitative system designed to capture the "flavor" of interaction and a quantitative system focused on specific types of communicative content. Task products and completion times were also scored. The results suggest that hyperactive children, regardless of medication status, are less likely than comparison peers to (a) modulate ongoing or habitual behavior patterns in response to externally imposed shifts in role-appropriate behaviors; (b) maintain consistent, uninterrupted goal orientation; and (c) respond to subtle social learning opportunities. In this situation, methylphenidate appeared to have a greater impact on behavioral style than on competence, decreasing perceived intensity without influencing efficiency. A mild medication-induced dysphoria was also documented. Directions for future research and the need for caution in clinical interpretation are discussed.
在学龄男孩参与二元指称性交流任务时，对同伴交流模式进行了评估。在双盲交叉设计中，将对照组男孩的反应与服用哌甲酯（利他林）和安慰剂的多动男孩的反应进行了比较。开发了2个独立的交流评估系统，一个定性系统旨在捕捉互动的“特点”，一个定量系统专注于特定类型的交流内容。还对任务成果和完成时间进行了评分。结果表明，无论用药情况如何，多动儿童比对照组同伴更不容易：（a）根据外部施加的角色适当行为的变化来调节正在进行的或习惯性的行为模式；（b）保持一致、不间断的目标导向；（c）对微妙的社会学习机会做出反应。在这种情况下，哌甲酯似乎对行为方式的影响大于对能力的影响，降低了感知强度但不影响效率。还记录到了轻微的药物诱发烦躁不安。讨论了未来研究的方向以及临床解释时需要谨慎的问题。
