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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
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Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...

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Related Experiment Video

Updated: May 27, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

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Relationship between reaction time variability and motor skill development in ADHD.

Jenna M Klotz1, Matthew D Johnson, Steve W Wu

  • 1School of Medicine, University of Cincinnati, Cincinnati, Ohio, USA.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|November 25, 2011
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Summary

Children with attention deficit/hyperactivity disorder (ADHD) exhibit slower and more variable reaction times. These deficits are linked to impaired motor development and fine motor control, suggesting a connection beyond attention alone.

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Published on: April 1, 2018

Area of Science:

  • Neurodevelopmental Disorders
  • Cognitive Psychology
  • Motor Control

Background:

  • Children with attention deficit/hyperactivity disorder (ADHD) often show slower and more variable reaction times on computerized tasks.
  • Attentional lapses are increasingly recognized as a factor contributing to these response time abnormalities.
  • Existing research indicates a correlation between ADHD and motor control impairments, prompting investigation into motor development's role.

Purpose of the Study:

  • To investigate the relationship between motor function, reaction speed, reaction time variability, and ADHD in children.
  • To determine if motor development deficits contribute to altered reaction times in children with ADHD.

Main Methods:

  • A case-control study involving 35 children (ages 9-14, 19 with ADHD).
  • Motor skill development assessed using the Physical and Neurological Examination for Subtle Signs (PANESS).
  • Finger-sequencing speed/variability measured with goniometers; reaction times assessed via computerized simple and choice tasks.

Main Results:

  • Children with ADHD demonstrated significantly slower and more variable reaction times compared to controls.
  • These reaction time differences correlated with poorer performance on the PANESS motor assessment.
  • Slow and variable finger sequencing also correlated with the observed reaction time deficits in the ADHD group.

Conclusions:

  • Slower and more variable reaction times in children with ADHD are associated with impaired motor development and fine motor control.
  • These findings suggest that motor function plays a significant role in the reaction time variability seen in ADHD.
  • Further research into motor development may elucidate factors influencing cognitive and motor performance in ADHD.