ADHD and perceptual learning: insights from the intermixed-blocked effect
Gabriel Rodríguez
Perceptual learning, which is typically considered an implicit and automatic process, has received little attention in the study of attention deficit hyperactivity disorder (ADHD). In this study, we investigated whether children and adolescents with ADHD show intact perceptual learning using the intermixed-blocks effect, whereby alternating exposure to similar stimuli improves subsequent discrimination compared to block exposure. Eighty-eight participants aged 8 to 16 years (44 with ADHD and 44