Cognitive effects of immediate-release methylphenidate in children with attention-deficit/hyperactivity disorder
Abstract
A growing body of literature has examined the cognitive effects of immediate-release methylphenidate in children with attention-deficit/hyperactivity disorder (ADHD). However, a clear understanding of the types and magnitude of such effects are difficult to discern from such a large and varied collection of published reports. This review evaluated a total of 40 relevant placebo-controlled studies published since Rapport and Kelly's [1993. Psychostimulant effects on learning and cognitive function. In: Matson, J.L. (Ed.), Handbook of Hyperactivity in Children. Allyn & Bacon, Boston, pp. 97-136] original review of cognitive effects of methylphenidate in children with ADHD. Of these published studies, 63.5% identified some improvement in cognitive function following methylphenidate treatment. Methylphenidate improved performance on saccadic eye movement, planning/cognitive flexibility, attention/vigilance, and inhibitory control tasks in 83.3%, 71.4%, 70.6%, and 69.7% of studies, respectively. A total 58.3% and 50% of studies that evaluated the effect of methylphenidate on tasks of memory and working memory/divided attention, respectively, noted improvement. Variability of findings across studies may be explained by differential effects of methylphenidate on brain function, intra- and inter-individual variability in medication response, methodological limitations, and problems associated with repeated neuropsychological assessment and metric properties of commonly utilised neuropsychological instruments.
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The majority, but not all, studies find that stimulant medications improve EF performance in individuals with ADHD.
“The majority, but not all, studies find that stimulant medications improve EF performance in individuals with ADHD (for review see Pietrzak et al., 2006).”
From Advancing understanding of executive function impairments and psychopathology: bridging the gap between clinical and cognitive approaches (2015) · cites this paper as Pietrzak et al., 2006
Recent evidence suggests pharmacological treatment may not show optimal benefits in some neurocognitive domains.
“Recent evidence also suggests that pharmacological treatment may not show optimal benefits in some neurocognitive domains [10, 11].”
From Proof-of-concept study of an at-home, engaging, digital intervention for pediatric ADHD (2018) · cites this paper as [10]
Pharmacological and behavioral therapies have limited impact on the distinct neurocognitive impairments associated with ADHD.
“Pharmacological and behavioral therapies have limited impact on the distinct neurocognitive impairments associated with ADHD”
From Proof-of-concept study of an at-home, engaging, digital intervention for pediatric ADHD (2018) · cites this paper as [10]
Pietrzak et al. (2006) meta-analysis found that higher doses of methylphenidate produced greater improvements than lower doses on attention, vigilance, memory, and working memory tasks, but no additional improvements on planning, cognitive flexibility, inhibitory control, naming, and motor speed tasks.
“Pietrzak et al (2006) provides a meta-analysis of the recent literature on placebo-controlled studies of the effects of MP on a variety of neuropsychological tasks, and in studies comparing effects for more than one clinical dose, higher doses produced greater improvements than lower doses for some tasks (attention, vigilance, memory, and working memory), but no additional improvements on others (”
From Understanding the Effects of Stimulant Medications on Cognition in Individuals with Attention-Deficit Hyperactivity Disorder: A Decade of Progress (2011) · cites this paper as Pietrzak et al (2006)
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“methylphenidate, dexamphetamine and atomoxetine) at the time of assessment (n = 21) due to the potential effects of such medication on EF (Pietrzak et al. 2006).”
BackgroundMethylphenidate alters selective attention by amplifying salience
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“Many studies have shown that stimulants improve cognitive functioning on laboratory tasks (Coghill et al., 2014; Pietrzak et al., 2006; Rapport & Kelly, 1991; Swanson et al., 2011; Vertessen et al., 2021) and academic seatwork productivity in analog classrooms (Fabiano et al., 2007;…”
BackgroundAssessment of cognitive domains during treatment with OROS methylphenidate in adolescents with ADHD
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- Authors
- PIETRZAK, R., MOLLICA, C., MARUFF, P., & SNYDER, P.
- Affiliations
- University of Connecticut (US)
- Royal Children's Hospital (AU)
- The University of Melbourne (AU)
- Corresponding author
- SNYDER, P
- Venue
- Neuroscience & Biobehavioral Reviews
- Publisher
- Elsevier BV
- Published
- 2006
- Volume
- 30
- Issue
- 8
- Pages
- 1225-1245
- ISSN
- 0149-7634 (ISSN-L)
- OpenAlex
- W2039607158
- Cited by
- 214
- References
- 108
- Citations by year
- 2026: 5 · 2024: 3 · 2023: 8 · 2022: 9 · 2021: 9 · 2020: 8 · 2019: 11 · 2018: 11 · 2017: 12 · 2016: 13 · 2015: 12 · 2014: 15 · 2013: 14 · 2012: 23
- FWCI
- 6.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Neuroscience & Biobehavioral Reviews (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cellular and Molecular Neuroscience › Neurotransmitter Receptor Influence on Behavior
- Keywords
- methylphenidate, attention deficit hyperactivity disorder, cognitive effects, children, psychostimulants, saccades, cognitive flexibility, attention, sustained attention, inhibitory control, memory, working memory, divided attention, neuropsychological assessment
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Child, Preschool, Cognition, Humans, Methylphenidate, Neuropsychological Tests
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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