TITLE

Cognitive Styles a -- Methylphenidate

AUTHOR(S)
McGlannan, Frances; Campbell, Susan B.; Douglas, Virginia I.; Morgenstern, Gert
PUB. DATE
June 1974
SOURCE
Journal of Learning Disabilities;Jun/Jul1974, Vol. 7 Issue 6, p359
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This article studies cognitive styles in hyperactive children and the effect of methylphenidate. The goal of this study was to delineate more clearly the behavioral abnormalities and learning characteristics of children diagnosed as hyperactive or hyperkinetic. The basic strategy was to select a core behavioral symptom, that of excessive activity, and to study the cognitive problems of children so diagnosed. A second goal was to investigate the effects of energizing drugs on these children's cognitive performance. When a hyperactive group of students was individually assessed for specific learning disabilities and then compared with normal children, only a pattern suggestive of a perceptual-motor problem emerged. On the majority of tests, there was no difference between the two groups. This was true even on several tests tapping perceptual-motor skills. Clear-cut differences between hyperactive and normal children were obtained, however, on measures of sustained attention and motor inhibition. In the second phase of this study, the effect of methylphenidate on four cognitive styles was investigated. Hyperactive and matched normal children were compared on the following dimensions: reflection- impulsivity, field dependence-independence, constricted-flexible control and automatization.
ACCESSION #
18962877

 

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