Self-paced learning in children with attention deficit disorder with hyperactivity
Self-paced learning in children with attention deficit disorder with hyperactivity
复制标题
患有多动症的注意力缺陷障碍儿童的自定进度学习
DOI：
10.1007/bf00917398
复制
发表时间：
1989
影响因子：
3.6
通讯作者：
J. Swanson
中科院分区：
文献类型：
--
作者：
J. Thomas Dalby;M. Kinsbourne;J. Swanson
注意力缺乏症(ADDH)儿童自行调整对配对-联想学习的反应对的交付速度，大约是以前显示的有利于注意力缺陷儿童相对较好的学习的速度。自我调整速度的机会似乎既没有损害也没有提高学习成绩。服用哌醋甲酯后，他们的步速大致相同，但学到了更多的东西。刺激疗法不会让孩子慢下来，但可以在相同的呈现速度下更有效地记忆。
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.