Ritalin

Colzato, Lorenza S.; Arntz, Fréderique E.

doi:10.1007/978-3-319-57505-6_6

Cited by 4 publications

(4 citation statements)

References 41 publications

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“…That is, estrogen's neuroprotective effects might take place only when neural networks are in good health. Also worth noting is that estrogen supplementation exhibits an inverted u-shaped effect relating cognitive performance and estrogen level, which is a common characteristic of cognitiveeffective supplements and drugs (Colzato 2017;Colzato and Arntz 2017). This means that there are levels which are too high or too low to produce a positive cognitive effect (or even maintain a positive condition) (Bayer et al 2018).…”

Section: Supplementation Of Sex Hormonesmentioning

confidence: 99%

Sex Hormones as Cognitive Enhancers?

2019

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Understanding the differences in the way women and men think has made headway thanks to experiments showing how sex hormones influence cognitive capacities. Masculine and feminine sex hormones (androgens and estrogens, respectively) affect cognition in different ways and may account for some of the gender differences in cognitive abilities, allowing men and women to perform better in certain cognitive tests. In this opinion article, we discuss studies addressing differences in cognitive functions between males and females and the underlying neural substrates, as well as the effects of sex hormone supplementation. Even though some studies on patients receiving exogenous sex hormones showed gender differences that emerge at group levels on a few cognitive tasks, it is not yet clear whether these differences can be partially attributed to hormonal causes. Supplementation of female estrogen can enhance verbal skills, whereas masculine androgen can increase performance in mathematical and visuospatial tasks. Studies of the administration of exogenous sex hormones have allowed further insight into the use of sex hormones as possible cognitive enhancers.

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Section: Supplementation Of Sex Hormonesmentioning

confidence: 99%

Sex Hormones as Cognitive Enhancers?

2019

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“…A precise description of the pathophysiology underlying ADHD is difficult due to its neuropsychological heterogeneity [ 1 ] and substantial overlap between ADHD and typically developing children [ 2 ]. Cognitive deficits, especially executive dysfunctions, are central to ADHD psychopathology [ 3 ] and among the primary treatment targets by pharmacological [ 4 ] and novel treatment approaches [ 5 , 6 ]. These cognitive deficits are also heterogeneous in ADHD and thus individual differences in cognitive profile should be considered as well [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

ADHD subtype-specific cognitive correlates and association with self-esteem: a quantitative difference

Molavi¹,

Nadermohammadi²,

Ghojehbeiglou³

et al. 2020

BMC Psychiatry

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Background Attention-deficit hyperactivity disorder (ADHD) is a major neurodevelopmental disorder with heterogeneous symptoms, subtypes, and cognitive deficits. Cognitive deficits are central to ADHD pathophysiology and one potential source of heterogeneity in ADHD. Subtype-specific cognitive correlates are not, however, well-studied. We explored cognitive correlates of ADHD subtypes based on the Wechsler Intelligence Scale for Children (WISC-IV) scores. We also assessed subtype-specific self-esteem rating in ADHD subtypes and explored its association with cognitive correlates. Methods One hundred thirty-nine children with ADHD (80.6% boy, 19.4% girl) were categorized into the predominantly “hyperactive (ADHD-H)”, “inattentive (ADHD-I)” and “combined (ADHD-C)” subtype based on their symptoms and scores on the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and Conners Parent-Rating Scale (CPRS-RS). They were then individually administrated the WISC-IV and completed a self-esteem inventory. Group differences in the WISC-IV indices and their predictability in discriminating ADHD subtypes were analyzed. Results We found a quantitative differentiation of cognitive abilities among ADHD subtypes with “working memory” as the most compromised cognitive domain. ADHD-I had the poorest cognitive profile while ADHD-H scored highest in all cognitive domains. Importantly, cognitive abilities were negatively correlated with inattention and positively correlated with hyperactive symptoms. Moreover, self-esteem ratings were positively correlated with the cognitive domains and were rated differently based on the subtypes. ADHD-H, with the highest cognitive strength, reported the highest level of self-esteem among all subtypes. Conclusions ADHD subtype-specific symptoms, cognitive deficits, and self-esteem problems should be considered for precise diagnosis and effective and personalized treatment in ADHD in light of further supporting evidence and assessments. Cognitive interventions might be more compatible with and effective in inattentive and combined subtypes of ADHD. Working memory improving-based interventions can benefit all ADHD subtypes. A supportive educational system in school and providing adjunct supportive interventions should be considered for children with ADHD as well.

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“…These include drugs, such as Ritalin and Modafinil, initially developed to treat TDHA and narcolepsy, but frequently used by students and professionals as means of improving focus and memory (Colzato and Mourits 2017;Colzato and Arntz 2017). Still new but receiving increasing interest are Apamine, NMDA agonists, GABAB blockers and CREB modulators (Fröding 2013), as well as microdosing psychedelics such as LSD to increase creativity and productivity (Prochazkova et al 2018).…”

Section: Enhancing Cognitive Capacities: Framing the Debatementioning

confidence: 99%

From the necessity of being human to the possibility of pursuing a good life: cognitive enhancement and the emergence of personhood

Lopes

Stancioli

2021

ethic@

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Throughout human history, cognition enhancement has not only been a constant, but also imperative for our species evolution and well-being. However, philosophical assumptions that enhancing cognition by biomedical means goes against some immutable human nature, combined with the lack of conclusive data about its use on healthy individuals and long-term effects, can sometimes result in prohibitive approaches. In this context, the authors seek to demonstrate that cognition enhancement, whether by “natural” or biotechnological means, is essential to the emergence of personhood, and to existence of an autonomous life that is guided by a person’s own conception of the good. In order to do so, the main possibilities of enhancing cognition through biotechnologies, along with its benefits and potentialities, as well as its risks and limitations, will be presented. Following Savulescu and Sandberg’s account on cognitive enhancement, it will be argued that it constitutes both a consumption good, being desirable and happiness-promoting to have well-functioning cognition, and a capital good that reduces risks, increases earning capacity, and forms a key part of human capital. Finally, having in mind that progress in the field of biotechnology aimed at cognition enhancement may improve a person’s (and society’s) well-being, the authors will argue that further research in the field is necessary, especially studies that takes into consideration dimensions such as dose, individual characteristics and task characteristics.

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Ritalin

Cited by 4 publications

References 41 publications

Sex Hormones as Cognitive Enhancers?

Sex Hormones as Cognitive Enhancers?

ADHD subtype-specific cognitive correlates and association with self-esteem: a quantitative difference

From the necessity of being human to the possibility of pursuing a good life: cognitive enhancement and the emergence of personhood

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