Document Detail

Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students.
MedLine Citation:
PMID:  22750359     Owner:  NLM     Status:  Publisher    
Two groups of students aged between 12 and 14 years-27 with attention deficit/hyperactivity disorder (ADHD) and 28 with both ADHD and learning problems-were compared to a sample of 29 typically developing students in terms of the acquisition and retention of declarative, conditional and procedural knowledge either in a hypermedia learning or in a traditional instructional setting. Hypermedia instruction produced better learning outcomes than traditional instruction did; the benefits concerned prevalently procedural knowledge and emerged mainly in the retention phase. Hypermedia instruction led ADHD students to reach achievement levels similar to those of typically developing students. Furthermore, hypermedia instruction contrasted the decay of knowledge from the acquisition to the retention phase in both clinical groups. On the basis of these findings, hypermedia instruction is proposed as an approach that may help ADHD learners to overcome attention deficits.
Rosa Angela Fabio; Alessandro Antonietti
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Publication Detail:
Type:  JOURNAL ARTICLE     Date:  2012-6-28
Journal Detail:
Title:  Research in developmental disabilities     Volume:  33     ISSN:  1873-3379     ISO Abbreviation:  -     Publication Date:  2012 Jun 
Date Detail:
Created Date:  2012-7-3     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  8709782     Medline TA:  Res Dev Disabil     Country:  -    
Other Details:
Languages:  ENG     Pagination:  2028-2039     Citation Subset:  -    
Copyright Information:
Copyright © 2012 Elsevier Ltd. All rights reserved.
Department of Cognitive Science, University of Messina, Italy.
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