Skip to main content
Top
Gepubliceerd in: Journal of Abnormal Child Psychology 4/2015

01-05-2015

Instrumental Learning in ADHD in a Context of Reward: Intact Learning Curves and Performance Improvement with Methylphenidate

Auteurs: Marjolein Luman, Vanessa Goos, Jaap Oosterlaan

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 4/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

We tested the hypothesis that instrumental learning is impaired in children with attention deficit/hyperactivity disorder (ADHD) and tested whether this deficiency can be ameliorated by the use of three different doses of methylphenidate (MPH): a low, a medium, and a high dose. Fifty children (23 with ADHD, 27 typically developing) performed an instrumental learning task in which they had to map four stimuli to two responses using feedback that differed in information value and that was coupled to monetary gain (€0.2). Feedback was either contingent, thus fully informative on performance, or probabilistic, and informative in only 88 % of the trials. Dependent variables were response accuracy and latency. Contrary to predictions, children with ADHD and typically developing controls did not differ in their ability to acquire the stimulus–response mappings, in either condition. This indicates that with a simple instrumental learning task, children with ADHD are able to learn from rewarded feedback, as controls do, suggesting that children with ADHD are capable of learning both at home and in class when the environment is adequate. Possibly, learning problems are more evident in children with comorbid ODD, as exploratory analyses indicated that accuracy scores were significantly reduced when children with ADHD exhibited high levels of parent-rated ODD symptoms. Medication analysis showed that children with ADHD completed the task more accurately and faster when taking MPH compared to placebo, particularly when the dose was high.
Literatuur
go back to reference Achenbach, T. M., & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46, 1–82.CrossRefPubMed Achenbach, T. M., & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46, 1–82.CrossRefPubMed
go back to reference American Academy of Pediatrics. (2011). Subcommittee on attention-deficit/hyperactivity disorder; steering committee on quality improvement and management. ADHD: clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 128, 1007–1022.CrossRef American Academy of Pediatrics. (2011). Subcommittee on attention-deficit/hyperactivity disorder; steering committee on quality improvement and management. ADHD: clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 128, 1007–1022.CrossRef
go back to reference American Psychiatric Association. (2000). DSM IV-TR: diagnostic and statistical manual of mental disorders-text revision (4th ed.). Washington: American Psychiatric Association. American Psychiatric Association. (2000). DSM IV-TR: diagnostic and statistical manual of mental disorders-text revision (4th ed.). Washington: American Psychiatric Association.
go back to reference Angold, A., Costello, E. J., & Erkanli, A. (1999). Comorbidity. Journal of Child Psychology and Psychiatry, 40, 57–87.CrossRefPubMed Angold, A., Costello, E. J., & Erkanli, A. (1999). Comorbidity. Journal of Child Psychology and Psychiatry, 40, 57–87.CrossRefPubMed
go back to reference Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic underachievement and attention-deficit/hyperactivity disorder: the negative impact of symptom severity on school performance. Journal of School Psychology, 40, 259–283.CrossRef Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic underachievement and attention-deficit/hyperactivity disorder: the negative impact of symptom severity on school performance. Journal of School Psychology, 40, 259–283.CrossRef
go back to reference Biederman, J., Faraone, S., Milberger, S., Guite, J., Mick, E., Chen, L., et al. (1996). A prospective 4-year follow-up study of attention-deficit hyperactivity and related disorders. Archives of General Psychiatry, 53, 437–446.CrossRefPubMed Biederman, J., Faraone, S., Milberger, S., Guite, J., Mick, E., Chen, L., et al. (1996). A prospective 4-year follow-up study of attention-deficit hyperactivity and related disorders. Archives of General Psychiatry, 53, 437–446.CrossRefPubMed
go back to reference Bloemsma, J. M., Boer, F., Arnold, R., Banaschewski, T., Faraone, S. V., Buitelaar, J. K., et al. (2013). What are the effects of comorbid anxiety on neurocognitive dysfunctions in children with ADHD? European Child & Adolescent Psychiatry, 4, 225–234.CrossRef Bloemsma, J. M., Boer, F., Arnold, R., Banaschewski, T., Faraone, S. V., Buitelaar, J. K., et al. (2013). What are the effects of comorbid anxiety on neurocognitive dysfunctions in children with ADHD? European Child & Adolescent Psychiatry, 4, 225–234.CrossRef
go back to reference Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293.CrossRefPubMed Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293.CrossRefPubMed
go back to reference Bush, G. (2011). Cingulate, frontal, and parietal cortical dysfunction in attention-deficit/hyperactivity disorder. Biological Psychiatry, 69, 1160–1167.CrossRefPubMedCentralPubMed Bush, G. (2011). Cingulate, frontal, and parietal cortical dysfunction in attention-deficit/hyperactivity disorder. Biological Psychiatry, 69, 1160–1167.CrossRefPubMedCentralPubMed
go back to reference Cohen, J. (1988). Statistical power analyses for the behavioral sciences (2nd ed.). NJ: Mahwah. Cohen, J. (1988). Statistical power analyses for the behavioral sciences (2nd ed.). NJ: Mahwah.
go back to reference Cools, R. (2008). Role of dopamine in the motivational and cognitive control of behavior. The Neuroscientist, 14, 381–395.CrossRefPubMed Cools, R. (2008). Role of dopamine in the motivational and cognitive control of behavior. The Neuroscientist, 14, 381–395.CrossRefPubMed
go back to reference Dennis, M., Francis, D. J., Cirino, P. T., Schachar, R., Barnes, M. A., & Fletcher, J. M. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders. Journal of the International Neuropsychological Society, 15, 331–343.CrossRefPubMedCentralPubMed Dennis, M., Francis, D. J., Cirino, P. T., Schachar, R., Barnes, M. A., & Fletcher, J. M. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders. Journal of the International Neuropsychological Society, 15, 331–343.CrossRefPubMedCentralPubMed
go back to reference Dodds, C. M., Mueller, U., Clark, L., van Loon, A., Cools, R., & Robbins, T. W. (2008). Methylphenidate has differential effects on blood oxygenation level-dependent signal related to cognitive subprocesses of reversal learning. Journal of Neuroscience, 28, 5976–5982.CrossRefPubMed Dodds, C. M., Mueller, U., Clark, L., van Loon, A., Cools, R., & Robbins, T. W. (2008). Methylphenidate has differential effects on blood oxygenation level-dependent signal related to cognitive subprocesses of reversal learning. Journal of Neuroscience, 28, 5976–5982.CrossRefPubMed
go back to reference Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. M. (2013). What part of working memory is not working in ADHD? Short-term memory, the central executive and effects of reinforcement. Journal of Abnormal Child Psychology, 41, 901–917.CrossRefPubMed Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. M. (2013). What part of working memory is not working in ADHD? Short-term memory, the central executive and effects of reinforcement. Journal of Abnormal Child Psychology, 41, 901–917.CrossRefPubMed
go back to reference Drechsler, R., Rizzo, P., & Steinhausen, H. C. (2008). Decision-making on an explicit risk-taking task in preadolescents with attention-deficit/hyperactivity disorder. Journal of Neural Transmission, 115, 201–209.CrossRefPubMed Drechsler, R., Rizzo, P., & Steinhausen, H. C. (2008). Decision-making on an explicit risk-taking task in preadolescents with attention-deficit/hyperactivity disorder. Journal of Neural Transmission, 115, 201–209.CrossRefPubMed
go back to reference Elliott, R., Sahakian, B. J., Matthews, K., Bannerjea, A., Rimmer, J., & Robbins, T. W. (1997). Effects of methylphenidate on spatial working memory and planning in healthy young adults. Psychopharmacology, 131, 196–206.CrossRefPubMed Elliott, R., Sahakian, B. J., Matthews, K., Bannerjea, A., Rimmer, J., & Robbins, T. W. (1997). Effects of methylphenidate on spatial working memory and planning in healthy young adults. Psychopharmacology, 131, 196–206.CrossRefPubMed
go back to reference Ernst, M., Kimes, A. S., London, E. D., Matochik, J. A., Eldreth, D., Tata, S., et al. (2003). Neural substrates of decision making in adults with attention deficit hyperactivity disorder. American Journal of Psychiatry, 160, 1061–1070.CrossRefPubMed Ernst, M., Kimes, A. S., London, E. D., Matochik, J. A., Eldreth, D., Tata, S., et al. (2003). Neural substrates of decision making in adults with attention deficit hyperactivity disorder. American Journal of Psychiatry, 160, 1061–1070.CrossRefPubMed
go back to reference Frank, M. J., Santamaria, A., O’Reilly, R. C., & Willcutt, E. (2007a). Testing computational models of dopamine and noradrenaline dysfunction in attention deficit/hyperactivity disorder. Neuropsychopharmacology, 32, 1583–1599.CrossRefPubMed Frank, M. J., Santamaria, A., O’Reilly, R. C., & Willcutt, E. (2007a). Testing computational models of dopamine and noradrenaline dysfunction in attention deficit/hyperactivity disorder. Neuropsychopharmacology, 32, 1583–1599.CrossRefPubMed
go back to reference Frank, M. J., Scheres, A., & Sherman, S. J. (2007b). Understanding decision-making deficits in neurological conditions: insights from models of natural action selection. Philosophical Transactions of the Royal Society B-Biological Sciences, 362, 1641–1654.CrossRefPubMedCentral Frank, M. J., Scheres, A., & Sherman, S. J. (2007b). Understanding decision-making deficits in neurological conditions: insights from models of natural action selection. Philosophical Transactions of the Royal Society B-Biological Sciences, 362, 1641–1654.CrossRefPubMedCentral
go back to reference Gitten, J. C., Winer, J. L., Festa, E. K., & Heindel, W. C. (2006). Conditional associative learning of spatial and object information in children with attention deficit/hyperactivity disorder. Child Neuropsychology, 12, 39–56.CrossRefPubMed Gitten, J. C., Winer, J. L., Festa, E. K., & Heindel, W. C. (2006). Conditional associative learning of spatial and object information in children with attention deficit/hyperactivity disorder. Child Neuropsychology, 12, 39–56.CrossRefPubMed
go back to reference Greene, R. W., Biederman, J., Zerwas, S., Monuteaux, M. C., Goring, J. C., & Faraone, S. V. (2002). Psychiatric comorbidity, family dysfunction, and social impairment in referred youth with oppositional defiant disorder. American Journal of Psychiatry, 159, 1214–1224.CrossRefPubMed Greene, R. W., Biederman, J., Zerwas, S., Monuteaux, M. C., Goring, J. C., & Faraone, S. V. (2002). Psychiatric comorbidity, family dysfunction, and social impairment in referred youth with oppositional defiant disorder. American Journal of Psychiatry, 159, 1214–1224.CrossRefPubMed
go back to reference Groen, Y., Wijers, A. A., Mulder, L. J. M., Waggeveld, B., Minderaa, R. B., & Althaus, M. (2008). Error and feedback processing in children with ADHD and children with autistic spectrum disorder: an EEG event-related potential study. Clinical Neurophysiology, 119, 2476–2493.CrossRefPubMed Groen, Y., Wijers, A. A., Mulder, L. J. M., Waggeveld, B., Minderaa, R. B., & Althaus, M. (2008). Error and feedback processing in children with ADHD and children with autistic spectrum disorder: an EEG event-related potential study. Clinical Neurophysiology, 119, 2476–2493.CrossRefPubMed
go back to reference Groen, Y., Mulder, L. J. M., Wijers, A. A., Minderaa, R. B., & Althaus, M. (2009). Methylphenidate improves diminished error and feedback sensitivity in ADHD: an evoked heart rate analysis. Biological Psychology, 82, 45–53.CrossRefPubMed Groen, Y., Mulder, L. J. M., Wijers, A. A., Minderaa, R. B., & Althaus, M. (2009). Methylphenidate improves diminished error and feedback sensitivity in ADHD: an evoked heart rate analysis. Biological Psychology, 82, 45–53.CrossRefPubMed
go back to reference Groth-Marnat, G. (1997). Handbook of psychological assessment (3rd ed.). New York: Wiley. Groth-Marnat, G. (1997). Handbook of psychological assessment (3rd ed.). New York: Wiley.
go back to reference Jacobson, N. S., & Truax, P. (1991). Clinical-significance - a statistical approach to defining meaningful change in psychotherapy-research. Journal of Consulting and Clinical Psychology, 59, 12–19.CrossRefPubMed Jacobson, N. S., & Truax, P. (1991). Clinical-significance - a statistical approach to defining meaningful change in psychotherapy-research. Journal of Consulting and Clinical Psychology, 59, 12–19.CrossRefPubMed
go back to reference Jensen, P. S., Arnold, L. E., Richters, J. E., Severe, J. B., Vereen, D., Vitiello, B., et al. (1999). Moderators and mediators of treatment response for children with attention-deficit/hyperactivity disorder - the multimodal treatment study of children with attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1088–1096.CrossRef Jensen, P. S., Arnold, L. E., Richters, J. E., Severe, J. B., Vereen, D., Vitiello, B., et al. (1999). Moderators and mediators of treatment response for children with attention-deficit/hyperactivity disorder - the multimodal treatment study of children with attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1088–1096.CrossRef
go back to reference Klein, T. A., Neumann, J., Reuter, M., Hennig, J., von Cramon, D. Y., & Ullsperger, M. (2007). Genetically determined differences in learning from errors. Science, 318, 1642–1645.CrossRefPubMed Klein, T. A., Neumann, J., Reuter, M., Hennig, J., von Cramon, D. Y., & Ullsperger, M. (2007). Genetically determined differences in learning from errors. Science, 318, 1642–1645.CrossRefPubMed
go back to reference Leth-Steensen, C., Elbaz, Z. K., & Douglas, V. I. (2000). Mean response times, variability, and skew in the responding of ADHD children: a response time distributional approach. Acta Psychologica, 104, 167–190.CrossRefPubMed Leth-Steensen, C., Elbaz, Z. K., & Douglas, V. I. (2000). Mean response times, variability, and skew in the responding of ADHD children: a response time distributional approach. Acta Psychologica, 104, 167–190.CrossRefPubMed
go back to reference Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32, 643–654.CrossRefPubMed Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32, 643–654.CrossRefPubMed
go back to reference Luman, M., Oosterlaan, J., & Sergeant, J. A. (2005). The impact of reinforcement contingencies on AD/HD: a review and theoretical appraisal. Clinical Psychology Review, 25, 183–213.CrossRefPubMed Luman, M., Oosterlaan, J., & Sergeant, J. A. (2005). The impact of reinforcement contingencies on AD/HD: a review and theoretical appraisal. Clinical Psychology Review, 25, 183–213.CrossRefPubMed
go back to reference Luman, M., Oosterlaan, J., Hyde, C., van Meel, C. S., & Sergeant, J. A. (2007). Heart rate and reinforcement sensitivity in ADHD. Journal of Child Psychology and Psychiatry, 48, 890–898.CrossRefPubMed Luman, M., Oosterlaan, J., Hyde, C., van Meel, C. S., & Sergeant, J. A. (2007). Heart rate and reinforcement sensitivity in ADHD. Journal of Child Psychology and Psychiatry, 48, 890–898.CrossRefPubMed
go back to reference Luman, M., Oosterlaan, J., Knol, D. L., & Sergeant, J. A. (2008). Decision-making in ADHD: sensitive to frequency but blind to the magnitude of penalty? Journal of Child Psychology and Psychiatry, 49, 712–722.CrossRefPubMed Luman, M., Oosterlaan, J., Knol, D. L., & Sergeant, J. A. (2008). Decision-making in ADHD: sensitive to frequency but blind to the magnitude of penalty? Journal of Child Psychology and Psychiatry, 49, 712–722.CrossRefPubMed
go back to reference Luman, M., van Meel, C. S., Oosterlaan, J., Sergeant, J. A., & Geurts, H. M. (2009). Is it reward frequency or magnitude that drives reinforcement learning in ADHD. Psychiatry Research, 168, 222–229.CrossRefPubMed Luman, M., van Meel, C. S., Oosterlaan, J., Sergeant, J. A., & Geurts, H. M. (2009). Is it reward frequency or magnitude that drives reinforcement learning in ADHD. Psychiatry Research, 168, 222–229.CrossRefPubMed
go back to reference Matthys, W., van Goozen, S. H. M., Snoek, H., & van Engeland, H. (2004). Response perseveration and sensitivity to reward and punishment in boys with oppositional defiant disorder. European Child and Adolescent Psychiatry, 13, 362–364.CrossRefPubMed Matthys, W., van Goozen, S. H. M., Snoek, H., & van Engeland, H. (2004). Response perseveration and sensitivity to reward and punishment in boys with oppositional defiant disorder. European Child and Adolescent Psychiatry, 13, 362–364.CrossRefPubMed
go back to reference Matthys, W., Vanderschuren, L. J., & Schutter, D. J. (2013). The neurobiology of oppositional defiant disorder and conduct disorder: altered functioning in three mental domains. Development and Psychopathology, 25, 193–207.CrossRefPubMed Matthys, W., Vanderschuren, L. J., & Schutter, D. J. (2013). The neurobiology of oppositional defiant disorder and conduct disorder: altered functioning in three mental domains. Development and Psychopathology, 25, 193–207.CrossRefPubMed
go back to reference Mehta, M. A., Owen, A. M., Sahakian, B. J., Mavaddat, N., Pickard, J. D., & Robbins, T. W. (2000). Methylphenidate enhances working memory by modulating discrete frontal and parietal lobe regions in the human brain. Journal of Neuroscience, 20(RC65), 1–6. Mehta, M. A., Owen, A. M., Sahakian, B. J., Mavaddat, N., Pickard, J. D., & Robbins, T. W. (2000). Methylphenidate enhances working memory by modulating discrete frontal and parietal lobe regions in the human brain. Journal of Neuroscience, 20(RC65), 1–6.
go back to reference Nigg, J. T., & Casey, B. J. (2005). An integrative theory of attention-deficit/hyperactivity disorder based on the cognitive and affective neurosciences. Development and Psychopathology, 17, 785–806.PubMed Nigg, J. T., & Casey, B. J. (2005). An integrative theory of attention-deficit/hyperactivity disorder based on the cognitive and affective neurosciences. Development and Psychopathology, 17, 785–806.PubMed
go back to reference Pelham, W. E., Evans, S. W., Gnagy, E. M., & Greenslade, K. E. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders - prevalence, factor-analyses, and conditional probabilities in a special-education sample. School Psychology Review, 21, 285–299. Pelham, W. E., Evans, S. W., Gnagy, E. M., & Greenslade, K. E. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders - prevalence, factor-analyses, and conditional probabilities in a special-education sample. School Psychology Review, 21, 285–299.
go back to reference Pietrzak, R. H., Mollica, C. M., Maruff, P., & Snyder, P. J. (2006). Cognitive effects of immediate-release methylphenidate in children with attention-deficit/hyperactivity disorder. Neuroscience and Biobehavioral Reviews, 30, 1225–1245.CrossRefPubMed Pietrzak, R. H., Mollica, C. M., Maruff, P., & Snyder, P. J. (2006). Cognitive effects of immediate-release methylphenidate in children with attention-deficit/hyperactivity disorder. Neuroscience and Biobehavioral Reviews, 30, 1225–1245.CrossRefPubMed
go back to reference Pliszka, S. R. (2000). Patterns of psychiatric comorbidity with attention deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 9, 525–540.PubMed Pliszka, S. R. (2000). Patterns of psychiatric comorbidity with attention deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 9, 525–540.PubMed
go back to reference Prasad, V., Brogan, E., Mulvaney, C., Grainge, M., Stanton, W., & Sayal, K. (2013). How effective are drug treatments for children with ADHD at improving on-task behaviour and academic achievement in the school classroom? A systematic review and meta-analysis. European Child and Adolescent Psychiatry, 22, 203–216.CrossRefPubMed Prasad, V., Brogan, E., Mulvaney, C., Grainge, M., Stanton, W., & Sayal, K. (2013). How effective are drug treatments for children with ADHD at improving on-task behaviour and academic achievement in the school classroom? A systematic review and meta-analysis. European Child and Adolescent Psychiatry, 22, 203–216.CrossRefPubMed
go back to reference Sagvolden, T., Johansen, E. B., Aase, H., & Russell, V. A. (2005). A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes. Behavioral and Brain Sciences, 28, 397.CrossRefPubMed Sagvolden, T., Johansen, E. B., Aase, H., & Russell, V. A. (2005). A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes. Behavioral and Brain Sciences, 28, 397.CrossRefPubMed
go back to reference Scheres, A., Milham, M. P., Knutson, B., & Castellanos, F. X. (2007). Ventral striatal hyporesponsiveness during reward anticipation in attention-deficit/hyperactivity disorder. Biologial Psychiatry, 61, 720–724.CrossRef Scheres, A., Milham, M. P., Knutson, B., & Castellanos, F. X. (2007). Ventral striatal hyporesponsiveness during reward anticipation in attention-deficit/hyperactivity disorder. Biologial Psychiatry, 61, 720–724.CrossRef
go back to reference Schultz, W., & Dickinson, A. (2000). Neural coding of prediction errors. Annual Review of Neuroscience, 23, 473–500.CrossRefPubMed Schultz, W., & Dickinson, A. (2000). Neural coding of prediction errors. Annual Review of Neuroscience, 23, 473–500.CrossRefPubMed
go back to reference Schultz, W., Dayan, P., & Montague, P. R. (1997). A neural substrate of prediction and reward. Science, 275, 1593–1599.CrossRefPubMed Schultz, W., Dayan, P., & Montague, P. R. (1997). A neural substrate of prediction and reward. Science, 275, 1593–1599.CrossRefPubMed
go back to reference Schultz, W., Tremblay, L., & Hollerman, J. R. (2003). Changes in behavior-related neuronal activity in the striatum during learning. Trends in Neurosciences, 26, 321–328.CrossRefPubMed Schultz, W., Tremblay, L., & Hollerman, J. R. (2003). Changes in behavior-related neuronal activity in the striatum during learning. Trends in Neurosciences, 26, 321–328.CrossRefPubMed
go back to reference Seeman, P., & Madras, B. K. (1998). Anti-hyperactivity medication: methylphenidate and amphetamine. Molecular Psychiatry, 3, 386–396.CrossRefPubMed Seeman, P., & Madras, B. K. (1998). Anti-hyperactivity medication: methylphenidate and amphetamine. Molecular Psychiatry, 3, 386–396.CrossRefPubMed
go back to reference Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., & Schwab-Stone, M. E. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28–38.CrossRefPubMed Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., & Schwab-Stone, M. E. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28–38.CrossRefPubMed
go back to reference Solanto, M. V. (1998). Neuropsychopharmacological mechanisms of stimulant drug action in attention-deficit hyperactivity disorder: a review and integration. Behavioural Brain Research, 94, 127–152.CrossRefPubMed Solanto, M. V. (1998). Neuropsychopharmacological mechanisms of stimulant drug action in attention-deficit hyperactivity disorder: a review and integration. Behavioural Brain Research, 94, 127–152.CrossRefPubMed
go back to reference Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363–374.CrossRef Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363–374.CrossRef
go back to reference Sutton, R. S., & Barto, A. G. (1998). Reinforcement learning. Cambridge: MIT Press. Sutton, R. S., & Barto, A. G. (1998). Reinforcement learning. Cambridge: MIT Press.
go back to reference Taylor, S. F., Stern, E. R., & Gehring, W. J. (2007). Neural systems for error monitoring: recent findings and theoretical perspectives. The Neuroscientist, 13, 160–172.CrossRefPubMed Taylor, S. F., Stern, E. R., & Gehring, W. J. (2007). Neural systems for error monitoring: recent findings and theoretical perspectives. The Neuroscientist, 13, 160–172.CrossRefPubMed
go back to reference Tremblay, L., & Schultz, W. (2000). Modifications of reward expectation-related neuronal activity during learning in primate orbitofrontal cortex. Journal of Neurophysiology, 83, 1877–1885.PubMed Tremblay, L., & Schultz, W. (2000). Modifications of reward expectation-related neuronal activity during learning in primate orbitofrontal cortex. Journal of Neurophysiology, 83, 1877–1885.PubMed
go back to reference Tripp, G., & Alsop, B. (1999). Sensitivity to reward frequency in boys with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 28, 366–375.CrossRefPubMed Tripp, G., & Alsop, B. (1999). Sensitivity to reward frequency in boys with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 28, 366–375.CrossRefPubMed
go back to reference Tripp, G., & Wickens, J. (2008). Research review: dopamine transfer deficit: a neurobiological theory of altered reinforcement mechanisms in ADHD. Journal of Child Psychology and Psychiatry, 49, 691–704.CrossRefPubMed Tripp, G., & Wickens, J. (2008). Research review: dopamine transfer deficit: a neurobiological theory of altered reinforcement mechanisms in ADHD. Journal of Child Psychology and Psychiatry, 49, 691–704.CrossRefPubMed
go back to reference van Goozen, S. H. M., Cohen-Kettenis, P. T., Snoek, H., Matthys, W., Swaab-Barneveld, H., & van Engeland, H. (2004). Executive functioning in children: a comparison of hospitalised ODD and ODD/ADHD children and normal controls. Journal of Child Psychology and Psychiatry, 45, 284–292.CrossRefPubMed van Goozen, S. H. M., Cohen-Kettenis, P. T., Snoek, H., Matthys, W., Swaab-Barneveld, H., & van Engeland, H. (2004). Executive functioning in children: a comparison of hospitalised ODD and ODD/ADHD children and normal controls. Journal of Child Psychology and Psychiatry, 45, 284–292.CrossRefPubMed
go back to reference van Meel, C. S., Oosterlaan, J., Heslenfeld, D. J., & Sergeant, J. A. (2005). Telling good from bad news: ADHD differentially affects processing of positive and negative feedback during guessing. Neuropsychologia, 43, 1946–1954.CrossRefPubMed van Meel, C. S., Oosterlaan, J., Heslenfeld, D. J., & Sergeant, J. A. (2005). Telling good from bad news: ADHD differentially affects processing of positive and negative feedback during guessing. Neuropsychologia, 43, 1946–1954.CrossRefPubMed
go back to reference van Meel, C. S., Heslenfeld, D. J., Oosterlaan, J., Luman, M., & Sergeant, J. A. (2011). ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD. Journal of Child Psychology and Psychiatry, 52, 942–953.CrossRefPubMed van Meel, C. S., Heslenfeld, D. J., Oosterlaan, J., Luman, M., & Sergeant, J. A. (2011). ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD. Journal of Child Psychology and Psychiatry, 52, 942–953.CrossRefPubMed
go back to reference Volkow, N. D., Wang, G. J., Fowler, J. S., Gatley, S. J., Logan, J., Ding, Y. S., et al. (1998). Dopamine transporter occupancies in the human brain induced by therapeutic doses of oral methylphenidate. American Journal of Psychiatry, 155, 1325–1331.CrossRefPubMed Volkow, N. D., Wang, G. J., Fowler, J. S., Gatley, S. J., Logan, J., Ding, Y. S., et al. (1998). Dopamine transporter occupancies in the human brain induced by therapeutic doses of oral methylphenidate. American Journal of Psychiatry, 155, 1325–1331.CrossRefPubMed
go back to reference Volkow, N. D., Wang, G. J., Fowler, J. S., Logan, J., Gerasimov, M., Maynard, L., et al. (2001). Therapeutic doses of oral methylphenidate significantly increase extracellular dopamine in the human brain. Journal of Neuroscience, 21(2), U1–U5. Volkow, N. D., Wang, G. J., Fowler, J. S., Logan, J., Gerasimov, M., Maynard, L., et al. (2001). Therapeutic doses of oral methylphenidate significantly increase extracellular dopamine in the human brain. Journal of Neuroscience, 21(2), U1–U5.
go back to reference Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review. Biological Psychiatry, 57, 1336–1346.CrossRefPubMed Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review. Biological Psychiatry, 57, 1336–1346.CrossRefPubMed
Metagegevens
Titel
Instrumental Learning in ADHD in a Context of Reward: Intact Learning Curves and Performance Improvement with Methylphenidate
Auteurs
Marjolein Luman
Vanessa Goos
Jaap Oosterlaan
Publicatiedatum
01-05-2015
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 4/2015
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-014-9934-1

Andere artikelen Uitgave 4/2015

Journal of Abnormal Child Psychology 4/2015 Naar de uitgave