title: Self-paced learning in children with attention deficit disorder with hyperactivity.
abstract: Attention deficit (ADDH) children self-paced the delivery of response pairs for paired-associate learning at about the rate previously shown to be conducive to relatively good learning in attention deficit. The self-pacing opportunity did not seem either to impair or to enhance the learning performance. On methylphenidate they paced themselves at about the same rate but learned much more. Stimulant therapy does not help by "slowing the child down" but permits more effective memorizing at the same presentation rate.
authors.affiliation: Department of Psychology, Calgary General Hospital, Alberta, Canada.
authors.forename: J T
authors.initials: JT
authors.lastname: Dalby
authors.forename: M
authors.initials: M
authors.lastname: Kinsbourne
authors.forename: J M
authors.initials: JM
authors.lastname: Swanson
mesh_terms: D001288:Attention / Q000187:drug effects*; D001289:Attention Deficit Disorder with Hyperactivity / Q000188:drug therapy* / Q000523:psychology; D002648:Child; D002986:Clinical Trials as Topic; D004311:Double-Blind Method; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000188:drug therapy* / Q000523:psychology; D008297:Male; D011939:Mental Recall / Q000187:drug effects; D008774:Methylphenidate / Q000627:therapeutic use*; D009042:Motivation / Q000187:drug effects*; D010153:Paired-Associate Learning / Q000187:drug effects
chemical_list: D008774:Methylphenidate