Ackerman P T, Dykman R A, Holcomb P J, McCray D S
Psychiatry Res. 1982 Oct;7(2):199-213. doi: 10.1016/0165-1781(92)90093-i.
Four groups of children referred for attention disorders, learning disorders, or both were blindly titrated at statistically equivalent dosage levels of methylphenidate and improved more or less equivalently on several measures of attentiveness (cognitive style tests and reaction time). Methylphenidate dosage needs, which vary considerably, appear more strongly related to indices of nervous system sensitivity than clinical diagnosis. Interactions of stimulus intensity, reward level, and drug condition on reaction time (RT) lend credence to the theoretical constructs of augmentation-reduction and nervous system sensitivity. Order of treatment (placebo before drug or drug before placebo) had an unexpected effect on RT, suggesting that on a boring, frustrating task, methylphenidate may enhance performance less as a function of number of exposures to the experience.
四组因注意力障碍、学习障碍或两者皆有而前来就诊的儿童，在统计学上等效的哌甲酯剂量水平下进行了盲法滴定，并且在几种注意力测量指标（认知风格测试和反应时间）上或多或少地有同等程度的改善。哌甲酯的剂量需求差异很大，似乎与神经系统敏感性指标的关联比与临床诊断的关联更强。刺激强度、奖励水平和药物状态对反应时间（RT）的相互作用，为增强-减弱和神经系统敏感性的理论结构提供了可信度。治疗顺序（安慰剂在前药物在后或药物在前安慰剂在后）对反应时间产生了意想不到的影响，这表明在一项枯燥、令人沮丧的任务中，哌甲酯作为接触该体验次数的函数，对表现的增强作用可能较小。
