In a recent post ADHD http://ithasnothingtodowithage.blogspot.com/
a psychiatry professor attempted to explain certain ADHD’s symptoms as a result
of a chemical imbalance of dopamine in the brain. The idea was that the
dopamine receptors, namely D2 and D3 (associated with reward circuits) were
fewer in patients with this diagnosis. He talked about symptoms of inattention,
focusing, and lack of concentration. For example, apparently this diagnosis
affects 11% of individuals in United States ages 4 through 17.
This article brings to mind a study by one of Kurt Lewin’s
students (Karsten) in 1928. Kurt Lewin was a brilliant Gestalt psychologist. In
his field theory model, he studied the individual within the environment. He
believed that behavior: B =f (p, e). Simply put, behavior, is the function of
the person (p) within their environment (e). In his model, he defined need as a
hypothetical state located within the organism. And that need went into action
until the need got met. To simplify, this cognitive field of learning and
motivation employed numerous concepts including: topological, vectors, valences,
goals, purpose ,foreign hull, barriers, life space, perception, needs ,attention,
and force to name a few.
Some characteristics of an ADHD diagnosis include the
following: often fails to finish things he or she starts; easily distracted;
has difficulty concentrating on schoolwork or other tasks requiring sustained
attention; has difficulty sticking to a play activity; has difficulty sitting
still or fidgets excessively.
Keep these symptoms in mind, Karsten in the experiment had
her subjects repeat the same task again and again, although the subject was
presumably free to stop when he had enough. It was hypothesized whether or not
attention, a hypothetical need accompanying a task, could be discharged by
having the subject perform it over and over. The results of the study
demonstrated that the subjects showed satiation, but apparently tried to
overcome it by using various devices or by variation in the task. They showed
inattention, and fatigue after a time.
I somewhat replicated this study with my university psychology
students. I had them repeat a paper and pencil task over and over again for
roughly 15 to 20 minutes. It didn’t take long for satiation to set in for some.
In order to deal with their boredom, some enhanced their drawing’s, some wandered
and let their pencils repeat the task in various orders; some started talking
with fellow students, some became restless; room noise increased; and some got
very sloppy with their drawings. There was plenty of distortion of shape,
distortion of rotation, perseveration, and integration as satiation set in. In
other words, satiation or boredom prevailed with symptoms associated with ADHD.
Now of course, dopamine levels of my students were not evaluated. Nor was the
ADHD diagnosis made on these college students. Perhaps, some had this
diagnosis, along with impaired dopamine levels.
The purpose of this study was to show the effects of
satiation within Lewin’s field theory model. The findings suggest that some
students act out based upon the repressive, restrictive and boring school
environment. So if your child or loved one has some of the symptoms, it is
important to evaluate the person’s environment since satiation may be an
important overlooked variable.
So, keep moving has many advantages, along with smiling,
laughing, bonding, loving and appreciating. When one is bored or satiated, the
person acts very differently.
PS
I thought about writing this post on Sunday’s run with Tony.
I ran about 21 miles, and that gave me an opportunity to think while I was
moving. Running works for me.
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