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A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

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Published on: July 16, 2015

ADHD and perceptual learning: insights from the intermixed-blocked effect.

Naiara Arriola¹, Eugenia Marin-Garcia¹, Yeray Mera¹

¹Facultad de Psicología, University of the Basque Country (EHU), Donostia/San Sebastián, Spain.

Frontiers in Psychology

|May 20, 2026

Summary

Children with attention deficit hyperactivity disorder (ADHD) demonstrate intact implicit perceptual learning. However, they may struggle with explicit access to learned information, suggesting a specific deficit in controlled cognitive processes.

Keywords:

ADHD awareness implicit learning interleaved-blocked intermixed-blocked perceptual learning

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Published on: June 30, 2020

Area of Science:

Neuroscience
Cognitive Psychology
Developmental Psychology

Background:

Perceptual learning is often implicit and automatic, yet its role in attention deficit hyperactivity disorder (ADHD) is understudied.
Investigating perceptual learning in ADHD offers insights into automatic versus controlled cognitive processes.

Purpose of the Study:

To examine whether children and adolescents with ADHD exhibit intact perceptual learning.
To explore potential differences in explicit access to learned information between individuals with and without ADHD.

Main Methods:

Utilized the intermixed-blocks effect paradigm with 88 participants (44 ADHD, 44 controls) aged 8-16 years.
Employed a flower counting task with incidental exposure to visually similar stimuli, comparing interleaved and blocked presentation conditions.
Assessed discrimination using a no-prior-warning same-different test.

Main Results:

A significant intermixed-blocked effect was observed in both ADHD and control groups, indicating preserved implicit learning.
Control participants more frequently identified the distinguishing feature than those with ADHD in the intermixed condition.
Participants with ADHD correctly judged stimuli differences but often failed to explicitly identify the feature.

Conclusions:

Implicit perceptual learning appears to be preserved in individuals with ADHD.
A potential impairment in explicit access to learned information may exist in ADHD.
Perceptual learning paradigms are valuable for understanding automatic and controlled processes in neurodevelopmental disorders.