Caffeine effects on learning, performance, and anxiety in normal school-age children
Bernstein GA, Carroll ME, Crosby RD, Perwien AR, Go FS, Benowitz NL
Journal of the American Academy of Child and Adolescent Psychiatry · 48 citas
Cómo se estudió
- Diseño
- Ensayo controlado aleatorizado (indexado por PubMed)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
- Gobierno
- National Institute on Drug Abuse
- Gobierno
- NIDA NIH HHS
- Subvenciones
- National Institute on Drug Abuse (NIDA R37 DA03240); National Institute on Drug Abuse (NIDA DAO1696); National Institute on Drug Abuse (P01-DA-08131)
Según 2 financiadores declarados.
Publicación
- Publicado
- 1994-03-01 · J Am Acad Child Adolesc Psychiatry · vol. 33 · número 3 · págs. 407–415
- Editorial
- Elsevier BV
- Citado
- 107 citas · más que el 72% de estudios similares · 0.9× el promedio de su campo
- Referencias
- 42 trabajos
- Acceso
- De pago
- Áreas de investigación
- Coffee research and impacts · Attention Deficit Hyperactivity Disorder · Neuroethics, Human Enhancement, Biomedical Innovations
- Palabras clave
- caffeine, children, attention, manual dexterity, short-term memory, processing speed, anxiety, cognitive performance, prepubertal children, caffeine dose-response
- MeSH
- saliva, humans, caffeine, anxiety, learning, task performance and analysis, psychometrics, dose-response relationship, drug, child
6 autores
- Gail A. Bernstein🇺🇸University of Minnesota
- Marilyn E. Carroll🇺🇸 · autor de correspondenciaSan Francisco General Hospital; University of Minnesota
- Ross D. Crosby🇺🇸San Francisco General Hospital; University of Minnesota
- Amy R. Perwien🇺🇸San Francisco General Hospital; University of Minnesota
- FRANCES S. GO🇺🇸San Francisco General Hospital; University of Minnesota
- Neal L. Benowitz🇺🇸San Francisco General Hospital; University of Minnesota
Resumen
El texto original del estudio, en el idioma en que se publicó.
Objective
The purpose of this investigation was to study the acute effects of caffeine on learning, performance, and anxiety in normal prepubertal children.
Method
Twenty-one children were evaluated in a double-blind, placebo-controlled crossover design. Subjects were studied during four sessions, 1 week apart, under the following conditions: baseline, placebo, 2.5 mg/kg caffeine, and 5.0 mg/kg caffeine. Subjects were randomized to order of placebo and the two dosages of caffeine. Dependent measures included tests of attention, manual dexterity, short-term memory, and processing speed. Anxiety rating scales were also administered. Saliva samples were analyzed for caffeine levels.
Results
Caffeine improved performance on two of four measures of the Test of Variables of Attention and on a test of manual dexterity in the dominant hand. There was a trend toward increased current level of self-reported anxiety after caffeine on a visual analogue measure of anxiety. Children reported feeling significantly less "sluggish" after caffeine ingestion than after placebo ingestion.
Conclusions
In a small sample size, there was indication that caffeine enhanced performance on a test of attention and on a motor task. Children also reported feeling less "sluggish" but somewhat more anxious. Because caffeine is so widely available and frequently consumed by children, these results are important and need replication.
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