Dalby J T, Kinsbourne M, Swanson J M, Sobol M P
Child Dev. 1977 Dec;48(4):1448-53.
This study investigates the effects of methylphenidate (Ritalin) on hyperactive children's performance on a paired-associate learning task under 3 presentation rates (4, 8, and 12 sec per item). The total-time hypothesis states that a fixed amount of time is necessary to learn a fixed amount of material, regardless of the number of trials into which that time is divided. In a double-blind crossover design, the total-time hypothesis was supported by performance in a drug state, but not by performance in a placebo state, where slower presentation rates were not utilized effectively. These results are discussed in terms of inattention in the placebo state and improved attention and use of learning time in the drug state. The methodology presented is suggested as a means of assessing attentional deficits as well as providing a diagnostic procedure for objectively evaluating the appropriateness of stimulant treatment for children referred for symptoms of hyperactivity.
本研究调查了哌甲酯（利他林）对多动儿童在3种呈现速率（每项4秒、8秒和12秒）下配对联想学习任务表现的影响。总时间假说认为，学习一定量的材料需要固定的时间量，而不论该时间被划分成的试验次数。在双盲交叉设计中，药物状态下的表现支持了总时间假说，但安慰剂状态下的表现却不支持，在安慰剂状态下较慢的呈现速率未得到有效利用。根据安慰剂状态下的注意力不集中以及药物状态下注意力的改善和学习时间的利用情况对这些结果进行了讨论。所提出的方法被认为是评估注意力缺陷的一种手段，同时也为客观评估因多动症状前来就诊的儿童使用兴奋剂治疗的适宜性提供了一种诊断程序。
