Article 1 is titled “Social Information Processing n Elementary-School Aged Children with ADHD: Medication Effects and Comparisons with Typical Children” by Sarah King, Daniel Waschbusch, William Pelham Jr, Bradley Frankland, Brendan Andrade, Sophie Jacques, and Penny Corkum. The study done was to examine social information processing in medicated and non-medicated children with ADHD and in controls. There were 75 children which consisted of 56 boys and 19 girls ranging from ages 6-12. 41 of the children were those diagnosed with ADHD while 34 were typically developing children.
A random selection was made where 20 children participated with ADHD were giving a placebo and 21 participated that were giving methylphenidate (MPH). The control group …show more content…
Each picture story had a cartoon picture and a short story with two children participating in different social interactions. The stories were either peer entry or peer provocation scenarios. The experimenter read the story to the child and the child had to act as if he/she was one of the children in the scene. One example was of a child being hit in the back of the head with a ball thrown by another child which is considered peer provocation. Another example was being asked to join a baseball game and being denied the opportunity which is peer entry. After the story, the child had to answer two questions; 1.) Why he/she thought the other child in the picture believed the way they did? 2.) What he or she would do in that …show more content…
Two were contour extraction tests where the child was shown a picture of a garden. Six parts of the picture were showed to the child and they had to say where that part was located in the picture. A block construction test was given which consisted on Lego blocks of two different sizes. The child had to build constructions presented on line drawings. There were four drawings that were considered correct. Two types of mental rotation tests were given. On the “Moomies” test, a moomie was presented with three rotated moomies. The child had to look at the moomie and if it fell into the snow, they had to state which trace would there be. Four answers was the highest possible scores. On the “Hands” test, four line drawings of hands were shown. The child had to identify if the hand was a left or right hand. They did not have to verbally answer. They could raise their own hand to correspond to what the picture showed. Four was the highest number of correct
A random selection was made where 20 children participated with ADHD were giving a placebo and 21 participated that were giving methylphenidate (MPH). The control group …show more content…
Each picture story had a cartoon picture and a short story with two children participating in different social interactions. The stories were either peer entry or peer provocation scenarios. The experimenter read the story to the child and the child had to act as if he/she was one of the children in the scene. One example was of a child being hit in the back of the head with a ball thrown by another child which is considered peer provocation. Another example was being asked to join a baseball game and being denied the opportunity which is peer entry. After the story, the child had to answer two questions; 1.) Why he/she thought the other child in the picture believed the way they did? 2.) What he or she would do in that …show more content…
Two were contour extraction tests where the child was shown a picture of a garden. Six parts of the picture were showed to the child and they had to say where that part was located in the picture. A block construction test was given which consisted on Lego blocks of two different sizes. The child had to build constructions presented on line drawings. There were four drawings that were considered correct. Two types of mental rotation tests were given. On the “Moomies” test, a moomie was presented with three rotated moomies. The child had to look at the moomie and if it fell into the snow, they had to state which trace would there be. Four answers was the highest possible scores. On the “Hands” test, four line drawings of hands were shown. The child had to identify if the hand was a left or right hand. They did not have to verbally answer. They could raise their own hand to correspond to what the picture showed. Four was the highest number of correct