| dc.contributor.author | Papadopoulos, Timothy C. | en |
| dc.contributor.author | Parrila, Rauno K. | en |
| dc.contributor.author | Das, J. P. | en |
| dc.creator | Papadopoulos, Timothy C. | en |
| dc.creator | Parrila, Rauno K. | en |
| dc.creator | Das, J. P. | en |
| dc.date.accessioned | 2017-07-27T10:22:09Z | |
| dc.date.available | 4 | |
| dc.date.available | 2017-07-27T10:22:09Z | |
| dc.date.issued | 2001 | |
| dc.identifier.issn | 1598-723X | |
| dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37559 | |
| dc.description.abstract | This study examined between-group differences in planning of 9 grade 6 children with attention deficit hyperactivity disorder (ADHD) who were on stimulant medication and a matched comparison group of 9 without ADHD on a complex problem solving task. Both computer and verbal protocol data was analyzed to obtain information both about the participants' global performance indicators (accuracy and speed of performance) and their planning process. Consistent with existing literature on medication effects, no between-group differences in performance accuracy and speed were observed. Protocol analyses, however, indicated that planning processes were not identical for the two groups. More particularly, children with ADHD favoured a planning-in-action approach whereas the comparison group favoured a local advance planning approach. Implications of these findings for the current discussion about the medication effects are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) | en |
| dc.source | Korean Journal of Thinking & Problem Solving | en |
| dc.subject | 2001 | |
| dc.subject | Group differences in planning & problem solving | en |
| dc.subject | 6th graders with adhd receiving methylphenidate in treatment | en |
| dc.subject | Attention deficit disorder with hyperactivity | en |
| dc.subject | Drug therapy | en |
| dc.subject | Group differences | en |
| dc.subject | Methylphenidate | en |
| dc.subject | Problem solving | en |
| dc.subject | Cognitive processes | en |
| dc.title | Methylphenidate and problem solving in children with ADHD: Does equal outcome mean equal process? | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.description.volume | 11 | |
| dc.description.issue | 1 | |
| dc.description.startingpage | 51 | |
| dc.description.endingpage | 72 | |
| dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
| dc.author.department | Τμήμα Ψυχολογίας / Department of Psychology | |
| dc.type.uhtype | Article | en |
| dc.description.notes | ID: 2001-17295-003; Accession Number: 2001-17295-003. Other Journal Title: The International Journal of Creativity & Problem Solving. Partial author list: First Author & Affiliation: Papadopoulos, Timothy C.; U Cyprus, Dept of Education, Cyprus. Release Date: 20010502. Correction Date: 20150518. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Attention Deficit Disorder with Hyperactivity; Drug Therapy; Group Differences; Methylphenidate; Problem Solving. Minor Descriptor: Cognitive Processes. Classification: Clinical Psychopharmacology (3340). Population: Human (10); Male (30); Female (40). Location: Canada. Age Group: Childhood (birth-12 yrs) (100); School Age (6-12 yrs) (180). Methodology: Empirical Study. References Available: Y. Page Count: 22. Issue Publication Date: Apr, 2001. | en |
| dc.contributor.orcid | Papadopoulos, Timothy C. [0000-0002-5541-568X] | |
| dc.gnosis.orcid | 0000-0002-5541-568X | |
