Reaction Time and Effect of Ritalin on Children with Learning Problems

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Abstract
In Exp. I, 22 poor readers and 22 normal readers of elementary-school age were matched on age, IQ, and sex and tested with a visual reaction-time task requiring same-different judgments. On initial trials poor readers were slower than normal readers. In addition, the performance of poor readers deteriorated faster than that of normal readers as testing progressed. In Exp. II, 20 hyperactive boys taking methylphenidate medication, 19 hyperactive boys whose medication was temporarily discontinued, and 19 normal boys were tested. Reaction time on early trials was not significantly different for boys in the on-medication and off-medication groups; however, both hyperactive groups were slower than the normal group. As testing progressed, reaction times of normal boys and boys taking medication remained fairly stable, while the performance of hyperactive boys not taking medication declined. The significance of these results to reading and spelling is discussed.

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