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The specificity of the effects of stimulant medication on classroom learning-related measures of cognitive processing for Attention Deficit Disorder children

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Abstract

There appear to be beneficial effects of stimulant medication on daily classroom measures of cognitive functioning for Attention Deficit Disorder (ADD) children, but the specificity and origin of such effects is unclear. Consistent with previous results, 0.3 mg/kg methylphenidate improved ADD children's performance on a classroom reading comprehension measure. Using the Posner letting-matching task and four additional measures of phonological processing, we attempted to isolate the effects of methylphenidate to parameter estimates of (a) selective attention, (b) the basic cognitive process of retrieving name codes from permanent memory, and (c) a constant term that represented nonspecific aspects of information processing. Responses to the letter-matching stimuli were faster and more accurate with medication compared to placebo. The improvement in performance was isolated to the parameter estimate that reflected nonspecific aspects of information processing. A lack of medication effect on the other measures of phonological processing supported the Posner task findings in indicating that methylphenidate appears to exert beneficial effects on academic processing through general rather than specific aspects of information processing.

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Authors and Affiliations

  1. Department of Psychology, Florida State University, 32306-1051, Tallahassee, Florida

    Michael J. Balthazor & Richard K. Wagner

  2. Western Psychiatric Institute and Clinic, 3811 O'Hara St., 15213, Pittsburgh, Pennsylvania

    William E. Pelham

Authors
  1. Michael J. Balthazor
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  2. Richard K. Wagner
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  3. William E. Pelham
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Additional information

Preparation of this manuscript was supported by grant HD23340 from the National Institute of Child Health and Human Development and grant AA06267-03 from the National Institute on Alcohol Abuse and Alcoholism. Appreciation is expressed to Janet Kistner, Joseph Torgesen, and especially to Carol Rashotte for their valuable contributions. We also wish to thank Betty Brown and her staff at the Florida State University Computing Center for their assistance in data analysis.

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Balthazor, M.J., Wagner, R.K. & Pelham, W.E. The specificity of the effects of stimulant medication on classroom learning-related measures of cognitive processing for Attention Deficit Disorder children. J Abnorm Child Psychol 19, 35–52 (1991). https://doi.org/10.1007/BF00910563

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