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Attention-Deficit/Hyperactivity Disorder

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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An Operant Intra-/Extra-dimensional Set-shift Task for Mice

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Mechanisms of Learning in Adults With ADHD During an Ecologically-Valid Visual Discrimination Task.

Elizaveta Kuznetsova¹, Tuisku Tammi², Natalia Postnova¹

¹Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.

Journal of Attention Disorders

|August 8, 2025

Summary

Adults with Attention-Deficit/Hyperactivity Disorder (ADHD) can learn and retain skills through more effortful cognitive pathways, showing distinct neural and behavioral patterns across learning stages.

Keywords:

2AFC ADHD ERP Kanizsa gestalt contours learning visual attention

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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Area of Science:

Cognitive Neuroscience
Neurodevelopmental Disorders

Background:

Learning involves acquisition, consolidation, and maintenance stages.
Adult ADHD is linked to cognitive deficits affecting learning, including attention and saliency processing.
Understanding these mechanisms is crucial for addressing learning difficulties in ADHD.

Purpose of the Study:

To investigate cognitive mechanisms across learning stages in adults with ADHD.
To compare neural and behavioral dynamics during learning between adults with ADHD and neurotypical controls.
To identify compensatory strategies used by individuals with ADHD during learning.

Main Methods:

A novel visual attention task with specific targets and distractors was employed.
Neural activity was measured during different learning phases in 53 adults with ADHD and 18 controls.
Behavioral performance, including variability and attentional lapses, was assessed.

Main Results:

Adults with ADHD showed reduced occipital and parietal activity, indicating weaker bottom-up processing and distraction handling.
Increased frontal activity in later stages suggested compensatory mechanisms in the ADHD group.
While overall performance was comparable, ADHD participants exhibited greater variability and attentional lapses, with continuous improvement beyond the acquisition phase.

Conclusions:

Adults with ADHD acquire and retain skills via different, often more effortful, cognitive pathways.
The study provides a nuanced framework for understanding learning dynamics in ADHD.
Findings support the development of phase-specific interventions for learning difficulties in ADHD.