O'Leary K D, Rosenbaum A, Hughes P C
J Abnorm Child Psychol. 1978 Sep;6(3):285-9. doi: 10.1007/BF00924730.
Seven first-grade children with conduct disorders and/or hyperactivity attended full-day sessions at a laboratory school classroom. During an 8-week period, the classroom lighting conditions alternated at the end of each week. During odd-numbered weeks, the classroom was illuminated by a standard cool-white fluorescent system. On even-numbered weeks, illumination was a daylight-simulating fluorescent system of equal footcandles with controls for purported soft X rays and radio frequency (RF). There were no effects of lighting conditions on hyperactive behavior as assessed by (a) independent observations of task orientation or (b) ratings of activity level. A Critical Flicker Fusion (CFF) measure, a reported indicator of visual-sensory fatigue, indicated that the daylight-simulating condition was associated with a decreasing CFF across weeks.
七名患有品行障碍和/或多动症的一年级儿童在一所实验学校的教室里参加了全天课程。在为期8周的时间里，每周结束时教室的照明条件都会交替变化。在奇数周，教室由标准的冷白色荧光系统照明。在偶数周，照明是一种模拟日光的荧光系统，其英尺烛光数相等，并控制所谓的软X射线和射频（RF）。通过（a）对任务导向的独立观察或（b）活动水平评分评估，照明条件对多动行为没有影响。一项临界闪烁融合（CFF）测量，一种据报道的视觉感觉疲劳指标，表明模拟日光的条件与几周内CFF的下降有关。
