ADHD children outperform normal children in an artificial grammar implicit learning task: ERP and RT evidence

• Published in: Consciousness and cognition Vol. 19; no. 1; pp. 341 - 351
• Main Authors: Rosas, Ricardo, Ceric, Francisco, Tenorio, Marcela, Mourgues, Catalina, Thibaut, Carolina, Hurtado, Esteban, Aravena, Maria Teresa
• Format: Journal Article
• Language: English
• Published: Amsterdam Elsevier Inc 01.03.2010; Elsevier; Elsevier BV
• Subjects: Accuracy; ADHD; Artificial grammar; Attention - physiology; Attention Deficit Disorder with Hyperactivity - diagnosis; Attention Deficit Disorder with Hyperactivity - physiopathology; Attention Deficit Disorder with Hyperactivity - psychology; Attention deficit disorders. Hyperactivity; Attention deficit hyperactivity disorder; Biological and medical sciences; Biomarkers; Brain - physiopathology; Child; Child clinical studies; Children; Children & youth; Choice Behavior; Cognition & reasoning; Cognition - physiology; Dissociation; Electroencephalography - statistics & numerical data; ERP; Evoked Potentials - physiology; Female; Games, Experimental; Grammar; Humans; Implicit learning; Learning; Learning - physiology; Male; Medical sciences; Neuropsychological Tests; Photic Stimulation; Psychology. Psychoanalysis. Psychiatry; Psychomotor Performance - physiology; Psychopathology. Psychiatry; Reaction time; Reaction Time - physiology; Unconscious (Psychology); ADHD; ERP; Accuracy; Reaction time; Implicit learning; Children; Dissociation; Artificial grammar; Human; Central nervous system; Electrophysiology; Cognition; Experimental study; Encephalon; Acquisition process; School age; Attention disorder with hyperactivity; Child; Event evoked potential
• ISSN: 1053-8100; 1090-2376
• DOI: 10.1016/j.concog.2009.09.006

This study focuses on Implicit learning (IL) in children. One of the main debates in this field concerns the occurrence of IL indicators in experimental settings and its manifestation in different populations. In this research, we are looking for evidence of the occurrence of IL in normal children and in children with Attention Deficit Hyperactive Disorder (ADHD), based on the relationship between accuracy, reaction time and event-related potentials (ERPs). Our results show differences between the analyzed groups with respect to markers for electrophysiological activity and reaction time, but not for accuracy. In consequence, we suggest that research in IL should explore different indicators and their relationship with the cognitive processing levels involved. In addition, IL might involve different forms of information processing in normal children and children with ADHD. We discuss the possible impact of these findings for future research.