REACTION TIME PERFORMANCE OF BEHAVIORALLY DEVIANT CHILDREN: EFFECTS OF PRIOR PREPARATORY INTERVAL AND REINFORCEMENT<sup>*</sup>

Kupietz, Samuel S.; Camp, Janet A.; Weissman, Arthur D.

doi:10.1111/j.1469-7610.1976.tb00384.x

Cited by 7 publications

(2 citation statements)

References 18 publications

(9 reference statements)

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“…Just as many studies, however, did not find this decline (Barber et al, 1996; Pelham, Milich, & Walker, 1986) or found that the difficulty of the task moderated the effect (Barber & Milich, 1989). In a similar vein, the performance of children with ADHD during relatively tedious tasks involving little or no reward was often enhanced by the addition of reinforcement, yet so was the performance of children without ADHD (Carlson & Alexander, 1993; Iaboni et al, 1995; Kupietz, Camp, & Weissman, 1976; Pelham et al, 1986; Solanto, 1990; van der Meere, Hughes, Borger, & Sallee, 1995). These findings have been interpreted as suggesting that children with ADHD have a reduced sensitivity to reinforcement (Haenlein & Caul, 1987) or are dominated by immediate reinforcement (Douglas, 1983; Sagvolden et al, 1989).…”

Section: Extension Of the Model To Adhdmentioning

confidence: 99%

Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.

Barkley¹

1997

Psychological Bulletin

6,103

324

4,972

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Attention deficit hyperactivity disorder (ADHD) comprises a deficit in behavioral inhibition. A theoretical model is constructed that links inhibition to 4 executive neuropsychological functions that appear to depend on it for their effective execution: (a) working memory, (b) self-regulation of affect-motivation-arousal, (c) internalization of speech, and (d) reconstitution (behavioral analysis and synthesis). Extended to ADHD, the model predicts that ADHD should be associated with secondary impairments in these 4 executive abilities and the motor control they afford. The author reviews evidence for each of these domains of functioning and finds it to be strongest for deficits in behavioral inhibition, working memory, regulation of motivation, and motor control in those with ADHD. Although the model is promising as a potential theory of self-control and ADHD, far more research is required to evaluate its merits and the many predictions it makes about ADHD.

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Section: Extension Of the Model To Adhdmentioning

confidence: 99%

Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.

Barkley¹

1997

Psychological Bulletin

6,103

324

4,972

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“…A number of stimulant drug studies (Conners, 1971a;Conners et al, 1969;Conrad et al, 1971;Epstein, Lasagna, Conners, & Rodriguez, 1968;Garfinkel, Webster, & Sloman, 1975;Knights & Hinton, 1969;Millichap, Aymot, Sturgis, Larsen, & Egan, 1968) have included general measures of such functioning. In addition, various specific aspects of perceptual and motoric functioning have been studied by focusing on dependent variables related to perceptual judgments (auditory and visual stimulus discrimination) and vigilance (stimulus detection) (Campbell et al, 1971;Conners & Rothschild, 1968;Conners et al, 1969;Sprague et al, 1970;Sykes, 1969;Werry & Aman, 1975), motor skills (Epstein et al, 1968;Knights & Hinton, 1969;Millichap, et al, 1968), activity level (Christensen, 1975;Cohen et al, 1971;Conners, 1971a;Ellis et al, 1974;Millichap & Boldrey, 196 7 ;Millichap et al, 1968;Routh, 1975;Schleifer, Weiss, Cohen, Elman, Cvejic, & Kruger, 1975;Sprague et al, 1970;Werry & Aman, 1975), and reaction time (Cohen et al, 1971;Kupietz, Camp, & Weissman, 1976;Sykes et al, 1972;Zahn et al, 1975).…”

Section: Perceptual-motor Functioningmentioning

confidence: 99%

Stimulant Drugs and Learning Problems

Adelman

Compas

1977

J Spec Educ

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This review of stimulant drug research highlights the perennial problem of experimental procedures being prematurely applied despite a lack of proven treatment efficacy. This intriguing area of research is summarized as it relates to learning problems. Critical analysis indicates (a) no satisfactory support for the efficacy of stimulants in improving academic learning and performance or behavior problems, and (b) no data regarding the possibility of long-term negative side effects. Thus, widespread use of drugs for learning problems is seen as premature and, until possible side effects are clarified, perhaps dangerous. Amphetamines adminis-tered to persons with learning problems are seen as producing the common effects usually attributed to such stimulants. These include mild to moderate improvement in nonacademic performance, concomitant reductions in activity, and shortening of response latency on tasks characterized as repetitious, mechanical, regulated by an external agent, and requiring concentration and sustained performance. Evidence has not clarified the generalizability or state dependency of such effects. Complex behavior, such as reasoning, problem solving, and socioemotional functioning, do not seem affected.

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Attentional deficits of learning-disabled children: Effects of rewards and practice

Kistner

1985

J Abnorm Child Psychol

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This study investigated the effects of rewards and practice on the attentional task performance of learning-disabled (LD) and normally achieving children. Contingent feedback and rewards resulted in faster but less accurate performance by the LD children. Despite the speed-accuracy trade-off, the LD children still responded more slowly than the controls. However, limited practice on the tasks resulted in significantly improved performance, such that the groups performed similarly. Poorer performance of LD children on their first encounter with laboratory measures of attention may be due to inefficient strategies rather than to actual deficits in ability to attend.

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REACTION TIME PERFORMANCE OF BEHAVIORALLY DEVIANT CHILDREN: EFFECTS OF PRIOR PREPARATORY INTERVAL AND REINFORCEMENT^*

Cited by 7 publications

References 18 publications

Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.

Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.

Stimulant Drugs and Learning Problems

Attentional deficits of learning-disabled children: Effects of rewards and practice

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REACTION TIME PERFORMANCE OF BEHAVIORALLY DEVIANT CHILDREN: EFFECTS OF PRIOR PREPARATORY INTERVAL AND REINFORCEMENT*

Cited by 7 publications

References 18 publications

Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.

Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.

Stimulant Drugs and Learning Problems

Attentional deficits of learning-disabled children: Effects of rewards and practice

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Product

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REACTION TIME PERFORMANCE OF BEHAVIORALLY DEVIANT CHILDREN: EFFECTS OF PRIOR PREPARATORY INTERVAL AND REINFORCEMENT^*